John M Marazita
Biographic Data
| ID | 5762314 |
|---|---|
| NAME | John M Marazita |
| GIVEN NAMES | John M |
| FAMILY NAME | Marazita |
| SIGNATURE | MARAZITA J M |
| AFFILIATIONS | Kent State University |
| VERIFIED | No |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 1 |
| WORKS AS AUTHOR | 3 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 1993 |
| LATEST PUBLICATION YEAR | 1995 |
| H-INDEX | 1 |
How shall a deceptive thing be called
Thirty-six three-, four- and five-year-olds were asked to select labels for deceptive stimuli (e.g. for an eraser that looked like a pencil). Three types of labelling were investigated –simple (e.g. ‘is an eraser’); appearance-predicated (e.g. ‘looks like an eraser’); and reality-predicated (e.g. ‘is really and truly an eraser’). An age-related appearance-reality shift was observed in simple labelling (e.g. older children were more likely than yo…
The effect of hearing similar-sounding words on young 2-year-olds' disambiguation of novel reference
Young 2-year-olds' interpretation of a novel noun was influenced by preexposure to similar-sounding words. In Experiment 1, 16 children selected an unfamiliar rather than a familiar object as the noun's referent more often when they had just heard many words that sounded like it than when they had just heard many that did not. Exposure to repeated sounds was hypothesized to reduce the attentional resources needed to process a word made up ofthe s…
An appearance-function shift in children's object naming
The relative importance of appearance and potential function in children's object naming was examined. Potential function is an object capability that may not be currently realized (e.g. an empty mug has the potential to hold coffee). In Study 1, sixteen children from each of three age groups (3;8, 4;8, and 6;1) were taught novel names for unfamiliar objects; they then had to decide whether these applied to items that resembled the training objec…
The effect of hearing similar-sounding words on young 2-year-olds' disambiguation of novel reference
Young 2-year-olds' interpretation of a novel noun was influenced by preexposure to similar-sounding words. In Experiment 1, 16 children selected an unfamiliar rather than a familiar object as the noun's referent more often when they had just heard many words that sounded like it than when they had just heard many that did not. Exposure to repeated sounds was hypothesized to reduce the attentional resources needed to process a word made up ofthe s…
An appearance-function shift in children's object naming
The relative importance of appearance and potential function in children's object naming was examined. Potential function is an object capability that may not be currently realized (e.g. an empty mug has the potential to hold coffee). In Study 1, sixteen children from each of three age groups (3;8, 4;8, and 6;1) were taught novel names for unfamiliar objects; they then had to decide whether these applied to items that resembled the training objec…
How shall a deceptive thing be called
Thirty-six three-, four- and five-year-olds were asked to select labels for deceptive stimuli (e.g. for an eraser that looked like a pencil). Three types of labelling were investigated –simple (e.g. ‘is an eraser’); appearance-predicated (e.g. ‘looks like an eraser’); and reality-predicated (e.g. ‘is really and truly an eraser’). An age-related appearance-reality shift was observed in simple labelling (e.g. older children were more likely than yo…
The effect of hearing similar-sounding words on young 2-year-olds' disambiguation of novel reference
Young 2-year-olds' interpretation of a novel noun was influenced by preexposure to similar-sounding words. In Experiment 1, 16 children selected an unfamiliar rather than a familiar object as the noun's referent more often when they had just heard many words that sounded like it than when they had just heard many that did not. Exposure to repeated sounds was hypothesized to reduce the attentional resources needed to process a word made up ofthe s…
Child and Animal Learning Development (3 works) · Psychology (3 works) · Cognitive psychology (2 works) · Computer Science (2 works) · Developmental psychology (2 works) · Face Recognition and Perception (2 works) · Hearing Impairment and Communication (2 works) · Linguistics (2 works) · Autism Spectrum Disorder Research (1 work) · Cognition (1 work)