David S Palermo
Biographic Data
| ID | 748806 |
|---|---|
| NAME | David S Palermo |
| GIVEN NAMES | David S |
| FAMILY NAME | Palermo |
| SIGNATURE | PALERMO D S |
| AFFILIATIONS | Pennsylvania State University |
| VERIFIED | No |
| TOTAL WORKS | 17 |
| TOTAL CITATIONS | 36 |
| AUTHOR COUNT | 17 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1956 |
| LATEST PUBLICATION YEAR | 2023 |
| H-INDEX | 4 |
The Nature and Ontogenesis of Meaning
Contents: Preface. W.F. Overton, Contexts of Meaning: The Computational and the Embodied Mind. K.J. Gergen, The Communal Creation of Meaning. G. Lakoff, What Is a Conceptual System? M. Turner, Design for a Theory of Meaning. E.K. Scholnick, K. Cookson, A Developmental Analysis of Cognitive Semantics: What Is the Role of Metaphor in the Construction of Knowledge and Reasoning? R. Jackendoff, Word Meanings and What It Takes to Learn Them: Reflectio…
Bouncing Bubbles Can Pop: Contextual Sensitivity in Children's Metaphor Comprehension
This study investigated the extent to which children's metaphor comprehension was affected by context. Seventy-two participants at each of four age levels (first, third, and fifth grades and college) interpreted 12 metaphors embedded in story contexts that primed an emotional meaning consistent, inconsistent, or neutral with regard to the emotional meaning of the metaphor. Although the college students performed better than the children in some r…
Betty is a bouncing bubble: Children's comprehension of emotion-descriptive metaphors
From the Marble Mass of Language, A View of the Developing Mind
Metaphor is conceptualized as an ambiguous event with respect to meaning. A theory of ambiguity and of the resolution of ambiguity is presented. The theory assumes that each individual has a theory of the world that is used as a conceptual framework to assign meanings to empirical events experienced by that individual. The theory suggests an approach to studying the development of metaphorical conceptualization, and some research results related …
Children's use of lexical and non-lexical information in responding to commands
Two experiments are reported in each of which eighty children between the ages of two and six years of age were given a series of commands containing relational terms and similar commands in which the relational terms were replaced by nonsense. The results indicated that children are able to use information from a number of sources which help them to interpret such commands. Younger children, particularly, seemed to rely relatively little upon wo…
Cognition and the Symbolic Processes
Cognition and Symbolic Processes
"Still more about the comprehension of "less
Language acquisition from age five onward
Characteristics of word association responses obtained from children in grades one through four
Imagery in children's learning: Discussion
Further data on changes in word-association norms
Superordinates, "Maturity" and Logical Analyses of Language
Superordinates, “Maturity” and Logical Analyses of Language
Backward Associations in the Paired-Associate Learning of Fourth and Sixth Grade Children
Backward Associations in the Paired-Associate Learning of Fourth and Sixth Grade Children
The Children's Form of the Manifest Anxiety Scale
Language acquisition from age five onward
Characteristics of word association responses obtained from children in grades one through four
Betty is a bouncing bubble: Children's comprehension of emotion-descriptive metaphors
Cognition and Symbolic Processes
"Still more about the comprehension of "less
Imagery in children's learning: Discussion
Further data on changes in word-association norms
The Children's Form of the Manifest Anxiety Scale
Backward Associations in the Paired-Associate Learning of Fourth and Sixth Grade Children
Backward Associations in the Paired-Associate Learning of Fourth and Sixth Grade Children
Superordinates, "Maturity" and Logical Analyses of Language
Superordinates, “Maturity” and Logical Analyses of Language
Further data on changes in word-association norms
Imagery in children's learning: Discussion
Characteristics of word association responses obtained from children in grades one through four
Language acquisition from age five onward
"Still more about the comprehension of "less
Cognition and Symbolic Processes
Cognition and the Symbolic Processes
Children's use of lexical and non-lexical information in responding to commands
Two experiments are reported in each of which eighty children between the ages of two and six years of age were given a series of commands containing relational terms and similar commands in which the relational terms were replaced by nonsense. The results indicated that children are able to use information from a number of sources which help them to interpret such commands. Younger children, particularly, seemed to rely relatively little upon wo…
From the Marble Mass of Language, A View of the Developing Mind
Metaphor is conceptualized as an ambiguous event with respect to meaning. A theory of ambiguity and of the resolution of ambiguity is presented. The theory assumes that each individual has a theory of the world that is used as a conceptual framework to assign meanings to empirical events experienced by that individual. The theory suggests an approach to studying the development of metaphorical conceptualization, and some research results related …
Betty is a bouncing bubble: Children's comprehension of emotion-descriptive metaphors
Bouncing Bubbles Can Pop: Contextual Sensitivity in Children's Metaphor Comprehension
This study investigated the extent to which children's metaphor comprehension was affected by context. Seventy-two participants at each of four age levels (first, third, and fifth grades and college) interpreted 12 metaphors embedded in story contexts that primed an emotional meaning consistent, inconsistent, or neutral with regard to the emotional meaning of the metaphor. Although the college students performed better than the children in some r…
The Nature and Ontogenesis of Meaning
Contents: Preface. W.F. Overton, Contexts of Meaning: The Computational and the Embodied Mind. K.J. Gergen, The Communal Creation of Meaning. G. Lakoff, What Is a Conceptual System? M. Turner, Design for a Theory of Meaning. E.K. Scholnick, K. Cookson, A Developmental Analysis of Cognitive Semantics: What Is the Role of Metaphor in the Construction of Knowledge and Reasoning? R. Jackendoff, Word Meanings and What It Takes to Learn Them: Reflectio…
Psychology (17 works) · Developmental psychology (12 works) · Cognitive psychology (10 works) · Linguistics (10 works) · Philosophy (6 works) · Comprehension (4 works) · Language, Metaphor, and Cognition (4 works) · Cognition (3 works) · Metaphor (3 works) · Neuroscience (3 works)