Martin J Doherty
Biographic Data
| ID | 5762847 |
|---|---|
| NAME | Martin J Doherty |
| GIVEN NAMES | Martin J |
| FAMILY NAME | Doherty |
| SIGNATURE | DOHERTY M J |
| AFFILIATIONS | University of East Anglia |
| ORCID | 0000-0002-4314-7892 |
| VERIFIED | Yes |
| TOTAL WORKS | 8 |
| TOTAL CITATIONS | 5 |
| WORKS AS AUTHOR | 8 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2000 |
| LATEST PUBLICATION YEAR | 2023 |
| H-INDEX | 1 |
Understanding of spatial correspondence does not contribute to representational understanding
We examine the long-standing claim that understanding relational correspondence is a general component of representational understanding. Two experiments with 175 preschool children located in Norwich, United Kingdom, examined the use of a scale model comparing performances on a "copy" task, measuring abstract spatial arrangement ability, and the false belief task. Consistent with previous studies, younger children performed well in scale model t…
Piecing Together the Puzzle of Pictorial Representation
Jigsaw puzzles are ubiquitous developmental toys in Western societies, used here to examine the development of metarepresentation. For jigsaw puzzles this entails understanding that individual pieces, when assembled, produce a picture. In Experiment 1, 3- to 5-year-olds (N = 117) completed jigsaw puzzles that were normal, had no picture, or comprised noninterlocking rectangular pieces. Pictorial puzzle completion was associated with mental and gr…
Mental files
We use mental files theory to provide an integral theory of children’s diverse dual naming problems and why these problems are overcome when children pass the false belief test. When an object is encountered under different appearances or given different verbal labels, two distinct representations (mental files) may be deployed for that single object. The resulting files refer to the same object but capture different perspectives on the object. S…
Early development of metalinguistic awareness in Japanese
The development of metalinguistic awareness for linguistic politeness was examined in 68 Japanese-speaking children aged between three and five years old. A politeness judgement task was administered together with several phonological judgement tasks and false-belief tasks. Four- and five-year old Japanese children, but not three-year-olds, made correct judgements for polite and impolite linguistic expressions by matching the expressions to appro…
Irish nationalism and European integration
Children's difficulty in learning homonyms
Mazzocco (1997) claimed that children have persistent difficulty in learning pseudo-homonyms – words like rope used to refer to a novel object (e.g. spade). Because the novel objects were familiar, the pseudo-homonyms in her study were also synonyms (i.e. rope and spade both now mean spade). The results could therefore be due to children's well-known difficulties in learning synonyms. In Experiment 1, 55 six- to ten-year-olds used story context t…
The relation between hiding skill and judgment of eye direction in preschool children
This study examines J. H. Flavell, S. G. Shipstead, and K. Croft's (1978) finding that 2 1/2-year-old children can hide an object behind a screen but cannot achieve the same result by placing the screen in front of the object. Experiment 1 replicated this finding alongside a task in which children judged what a person in a picture was looking at. Performance on the move-object task approached ceiling; performances on the move-screen and looking-w…
Children's understanding of homonymy
The aim of this study was to explain why children have difficulty with homonymy. Two experiments were conducted with forty-eight children (Experiment 1) and twenty-four children (Experiment 2). Three- and four-year-old children had to either select or judge another person's selection of a different object with the same name, avoiding identical objects and misnomers. Older children were successful, but despite possessing the necessary vocabulary, …
The relation between hiding skill and judgment of eye direction in preschool children
This study examines J. H. Flavell, S. G. Shipstead, and K. Croft's (1978) finding that 2 1/2-year-old children can hide an object behind a screen but cannot achieve the same result by placing the screen in front of the object. Experiment 1 replicated this finding alongside a task in which children judged what a person in a picture was looking at. Performance on the move-object task approached ceiling; performances on the move-screen and looking-w…
Children's understanding of homonymy
The aim of this study was to explain why children have difficulty with homonymy. Two experiments were conducted with forty-eight children (Experiment 1) and twenty-four children (Experiment 2). Three- and four-year-old children had to either select or judge another person's selection of a different object with the same name, avoiding identical objects and misnomers. Older children were successful, but despite possessing the necessary vocabulary, …
The relation between hiding skill and judgment of eye direction in preschool children
This study examines J. H. Flavell, S. G. Shipstead, and K. Croft's (1978) finding that 2 1/2-year-old children can hide an object behind a screen but cannot achieve the same result by placing the screen in front of the object. Experiment 1 replicated this finding alongside a task in which children judged what a person in a picture was looking at. Performance on the move-object task approached ceiling; performances on the move-screen and looking-w…
Children's difficulty in learning homonyms
Mazzocco (1997) claimed that children have persistent difficulty in learning pseudo-homonyms – words like rope used to refer to a novel object (e.g. spade). Because the novel objects were familiar, the pseudo-homonyms in her study were also synonyms (i.e. rope and spade both now mean spade). The results could therefore be due to children's well-known difficulties in learning synonyms. In Experiment 1, 55 six- to ten-year-olds used story context t…
Irish nationalism and European integration
Early development of metalinguistic awareness in Japanese
The development of metalinguistic awareness for linguistic politeness was examined in 68 Japanese-speaking children aged between three and five years old. A politeness judgement task was administered together with several phonological judgement tasks and false-belief tasks. Four- and five-year old Japanese children, but not three-year-olds, made correct judgements for polite and impolite linguistic expressions by matching the expressions to appro…
Mental files
We use mental files theory to provide an integral theory of children’s diverse dual naming problems and why these problems are overcome when children pass the false belief test. When an object is encountered under different appearances or given different verbal labels, two distinct representations (mental files) may be deployed for that single object. The resulting files refer to the same object but capture different perspectives on the object. S…
Piecing Together the Puzzle of Pictorial Representation
Jigsaw puzzles are ubiquitous developmental toys in Western societies, used here to examine the development of metarepresentation. For jigsaw puzzles this entails understanding that individual pieces, when assembled, produce a picture. In Experiment 1, 3- to 5-year-olds (N = 117) completed jigsaw puzzles that were normal, had no picture, or comprised noninterlocking rectangular pieces. Pictorial puzzle completion was associated with mental and gr…
Understanding of spatial correspondence does not contribute to representational understanding
We examine the long-standing claim that understanding relational correspondence is a general component of representational understanding. Two experiments with 175 preschool children located in Norwich, United Kingdom, examined the use of a scale model comparing performances on a "copy" task, measuring abstract spatial arrangement ability, and the false belief task. Consistent with previous studies, younger children performed well in scale model t…
Cognitive psychology (7 works) · Psychology (7 works) · Child and Animal Learning Development (6 works) · Cognition (5 works) · Developmental psychology (5 works) · Linguistics (5 works) · Language Development and Disorders (4 works) · Artificial Intelligence (3 works) · Computer Science (3 works) · Reading and Literacy Development (3 works)