Temporal Relationships in Language1

Ferreiro, Émilia; Sinclair, Hermina

doi:10.1080/00207597108247296

Cited by 74 publications

(19 citation statements)

References 1 publication

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“…(5) FUTURE OPEN POSSIBILITY -speaker believes event which is referred to may occur but also believes that the opposite possibility is great enough to prohibit a prediction that the event will occur. Moreover, preschool children appear to find it difficult to describe the correct temporal order of two events when asked to begin with the event which occurred last (Corrigan 1975, Ferriero & Sinclair 1971. These six categories are exhaustive in that all reference to non-present events involves at least one of these reference categories.…”

Section: Introductionmentioning

confidence: 99%

The development of hypothetical reference in the speech of young children

Kuczaj

Daly

1979

J. Child Lang.

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The data obtained in two investigations (one a longitudinal/cross-sectional naturalistic study, the other a quasi-experimental study) demonstrate that preschool age children have the capacity for hypothetical reference. However, the data also indicate that this capacity for hypothetical reference operates within certain constraints, particularly early in the preschool years. Specifically, future hypothetical reference is an earlier acquisition than past hypothetical reference; reference to single hypothetical events appears sometime prior to reference to sequences of hypothetical events; and accuracy is better in self-initiated than other-initiated hypothetical reference. The implications of these findings are discussed.

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Section: Introductionmentioning

confidence: 99%

The development of hypothetical reference in the speech of young children

Kuczaj

Daly

1979

J. Child Lang.

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“…With respect to temporal relationships, children find it easier to describe events in the order in which they occurred (Fraisse 1963) and have difficulty when asked to start a sentence with a description of the event which had occurred last (Ferreiro & Sinclair 1971). Thus, for example, in the case of the passive voice, children commonly misinterpret the object-agent relationship.…”

Section: Introductionmentioning

confidence: 99%

Children's reproductions: effects of event order and implied vs. directly stated causation

Homzie

Gravitt²

1977

J. Child Lang.

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Link to this article: http://journals.cambridge.org/ abstract_S030500090000163XHow to cite this article: M. J. Homzie and Carol B. Gravitt (1977). Children's reproductions: effects of event order and implied vs. directly stated causation. ABSTRACTThe utterance The man fell down because he slipped on a banana peel is a verbal statement in which causation is stated directly, and the major events are not reported in the perceptual order of occurrence. Surprisingly, in retelling 20 'stories', 23 nursery-school children often refused to produce sentences in which causation was stated directly, but readily retold causationimplied utterances; performance was worst for unrelated (control) stories. Moreover, backward temporal order hurt performance only when causation was stated directly. Except for this latter condition, memory was best for the first half of the stories regardless of the temporal arrangement of the clauses. Finally, the majority of the story events were reproduced in the linguistic order in which they had been originally presented.

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“…Moore & Harris 1977). Similarly, Ferreiro and Sinclair (1971) have reported attainment of reversibility accounts for children's acquisition of temporal reversals.…”

Section: Discussionmentioning

confidence: 94%

Children's Comprehension of Causal Constructions with "Because" and "So"

Bebout¹,

Segalowitz²,

White³

1980

Child Development

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JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide range of content in a trusted digital archive. We use information technology and tools to increase productivity and facilitate new forms of scholarship. For more information about JSTOR, please contact support@jstor.org.Wiley, Society for Research in Child Development are collaborating with JSTOR to digitize, preserve and extend access to Child Development This content downloaded from 128.163.BEBOUT, L. J.; SEGALOWITZ, S. J.; and WMTE, G. J. Children's Comprehension of Causal Constructions with "Because" and "So." CmLD DDEVELOPMENT, 1980, 51, 565-568. Complex sentences with the causal conjunction because can describe 2 events either in "real-world" causeeffect order ("Because X, Y," "X, so Y") or in reversed order ("Y because X"). Although the reversed pattern is as frequent or more frequent in spoken English, it was hypothesized that young children would have more trouble interpreting instructions given in "Y because X" form than the "Because X, Y." We found that children in grade 1 do systematically misinterpret the reversed-

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Temporal Relationships in Language1

Cited by 74 publications

References 1 publication

The development of hypothetical reference in the speech of young children

The development of hypothetical reference in the speech of young children

Children's reproductions: effects of event order and implied vs. directly stated causation

Children's Comprehension of Causal Constructions with "Because" and "So"

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