Developmental changes in indicators that literal interpretations of homonyms are associated with conflict

Bibliographic Data

ID20368489
AuthorsMichèle M M Mazzocco (0000-0001-5209-3550, Kennedy Krieger Institute, corresponding author)
Year1999
Volume26
Issue2
Pages393-417
Publication date1999-06-01
Open AccessYes
TypeARTICLE
VenueJournal of Child Language (JOURNAL)
Journal identifiersISSN: 0305-0009 • E-ISSN: 1469-7602
PublisherCambridge University Press (CUP) (PUBLISHER)
DOI10.1017/s0305000999003773
PMID11706472
OpenAlexW2123383241
LanguageEN
Citations received2
References cited7

Processes by which children interpret homonyms were examined. Participants were 16 two- and three-year-olds, 32 four-year-olds, 32 seven-year-olds and 32 ten-year-olds. Each child individually was asked to interpret keywords from stories read aloud by an examiner. Keywords were homonyms, nonsense words, or unambiguous words. For the three older groups, response times (RTs) to unambiguous words were significantly shorter than RTs to homonyms and nonsense words, when interpretations for all three-word types were consistent with the story contexts. Seven-year-olds had longer RTs for homonyms versus nonsense words. RTs did not vary among responses to homonyms. Four- and seven-year-olds had longer RTs for inappropriate, versus appropriate, nonsense-word interpretations. The number of cues recalled from a story about a keyword did not differ across appropriately versus inappropriately interpreted homonyms, but did differ across appropriately versus inappropriately interpreted nonsense words. These findings have implications for understanding how children arrive at literal interpretations of homonyms

Animacy · Cognitive psychology · Developmental psychology · Linguistics · Nonsense · Child and Animal Learning Development · Language Development and Disorders · Psychology · Reading and Literacy Development

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