Learning to remember by learning to speak

Dados Bibliográficos

ID9789546
AutoresMarc Ettlinger (VA Northern California Health Care System, autor correspondente), Jennifer Lanter, Craig K Van Pay (0000-0001-8556-8778, University of Houston)
Ano2014
Volume50
Fascículo2
Páginas431-438
Data de publicação2014-01-01
Peer ReviewedSim
Open AccessNão
TipoARTICLE
PeriódicoDevelopmental Psychology (JOURNAL)
Identificadores do periódicoISSN: 0012-1649 • E-ISSN: 1939-0599
EditoraAmerican Psychological Association (APA) (PUBLISHER)
DOI10.1037/a0033317
PMID23772817
OpenAlexW1991364928
IdiomaEN
Citações recebidas1
Referências citadas20

Does the language we speak affect the way we think, and if so, how? Previous researchers have considered this question by exploring the cognitive abilities of speakers of different languages. In the present study, we looked for evidence of linguistic relativity within a language and within participants by looking at memory recall for monolingual children ages 3-5 years old. At this age, children use grammatical markers with variable fluency depending on ease of articulation: Children produce the correct plural more often for vowel-final words (e.g., shoes) than plosive-final words (e.g., socks) and for plosive-final words more often than sibilant-final words (e.g., dresses). We examined whether these phonological principles governing plural production also influence children's recall of the plurality of seen objects. Fifty children were shown pictures of familiar objects presented as either singular or multiple instances. After a break, they were required to indicate whether they saw the singular- or multiple-instance version of each picture. Results show that children's memory for object plurality does depend on the phonology of the word. Subsequent tests of each child's production ability showed a correlation between a child's memory and his or her ability to articulate novel plurals with the same phonological properties. That is, what children can say impacts what they can remember

Affect (linguistics · Cognition · Cognitive psychology · Comprehension · Fluency · Language acquisition · Linguistics · Object (grammar · Phonology · Plural · Recall · Categorization, perception, and language · Communication · Multisensory perception and integration · Psychology · Spatial Cognition and Navigation