The foundations and development of metalinguistic knowledge

Sharpe, Dean; Zelazo, Philip David

doi:10.1017/s0305000902295343

Cited by 4 publications

(2 citation statements)

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“…At the same time, however, the current findings also reveal that children's ability to interpret adjectives flexibly undergoes an age-related change between 3 and 5 years and even between the first half and the second half of 3 years, which is analogous to that seen in many other areas of development (e.g., for reviews, see Perner & Lang, 1999;Zelazo et al, 2008). Indeed, the similarity between the current pattern of results and those found in many other areas raise the possibility that there may be a meaningful relation between certain aspects of semantic development-such as those that depend on metalinguistic understanding-and the development of attention and cognitive flexibility more broadly (e.g., Bialystok, 1999;de Villiers & de Villiers, 2000;Gao & Zelazo, 2008;Guajardo, Parker, & Turley-Ames, 2009;Kamawar & Olson, 2000;Ravid &Tolchinsky, 2002;Sharpe & Zelazo, 2002).…”

Section: Flexible Interpretation Of Adjectives 28supporting

confidence: 65%

Beyond early linguistic competence: Development of children's ability to interpret adjectives flexibly

Gao

Zelazo

Sharpe

et al. 2014

Cognitive Development

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Section: Flexible Interpretation Of Adjectives 28supporting

confidence: 65%

Beyond early linguistic competence: Development of children's ability to interpret adjectives flexibly

Gao

Zelazo

Sharpe

et al. 2014

Cognitive Development

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“…Therefore, in primary‐school children, the association between BB justifications and metalinguistic awareness might depend on the same general ability which has been suggested to be critical for preschoolers—namely, the ability to distinguish between conflicting representational levels (Doherty, ; Doherty & Perner, ). A central implication of this approach, which locates metalinguistic awareness in the context of the development of domain‐general representational structures (Sharpe & Zelazo, ), is that the predictive role of BB justifications should extend to other metacognitive skills (e.g., metamemory: Borkowski, Ryan, Kurtz, & Reid, ).…”

Section: Discussionmentioning

confidence: 99%

Are belief‐based justifications associated with metalinguistic awareness? A cross‐sectional study in school‐age children

Spataro

Rossi-Arnaud

Longobardi

2017

Infant and Child Development

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Previous research has consistently demonstrated that false‐belief (FB) understanding correlates with and predicts metalinguistic ability in preschoolers. Surprisingly, however, there is scant evidence on the question of whether this relation persists at later ages. The present cross‐sectional study sought to fill this gap by examining the association between FB understanding, belief‐based justifications and metalinguistic awareness. A sample of 150 children primary‐school children between 8 and 11 years of age were administered a test of receptive language, a second‐order theory‐of‐mind task and a comprehensive metalinguistic battery. The results of correlational and regression analyses showed that explicit metalinguistic awareness (in particular, performance in the Ambiguity and Phonemic Segmentation subtests) was significantly predicted by children's belief‐based responses to the justification question in the theory of mind task but only for children with small receptive vocabularies; in contrast, FB understanding made no independent contribution (either alone or in interaction with other measures). These findings complement and advance existing data by showing that, in school‐age children, the association between the 2 domains involves more mature, verbally explicit levels of FB understanding and metalinguistic awareness. Highlights We examined the relation between metalinguistic awareness and theory‐of‐mind in primary‐school children. Metalinguistic awareness was associated to belief‐based justifications, but only for children with small vocabulary. In school‐age children the ability to provide verbal justifications plays a key role in the relation between theory‐of‐mind and metalinguistic awareness.

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Metalexical Awareness: Development, Methodology or Written Language? A Cross-linguistic Comparison

Kurvers

Uri

2006

J Psycholinguist Res

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This study explores the ability to access word boundaries of pre-school children, using an on-line methodology (Karmiloff-Smith, Grant, Sims, Jones, & Cockle (1996). Cognition, 58, 197-219.), which has hardly been used outside English-speaking countries. In a cross-linguistic study in the Netherlands and Norway, four and five-year-old children were asked to repeat the last word every time a narrator stopped reading a story. In total 32 target-words were used, both closed and open class words, and both monosyllabic and disyllabic words. The outcomes in both countries were different from those of the original English study (Karmiloff-Smith et al., 1996): four- and five-year-olds were successful in only about 26% of the cases, whereas the success rate in the former English experiment was 75% for the younger and 96% for the older children. No differences were found between age groups and between open and closed class words. This methodology does reveal the ability to access word boundaries, but probably not because of the ease of the on-line methodology in itself, but rather because literacy introduces new representations of language, even in on-line processing. The outcomes implicate that the ability to mark word boundaries does not seem to be a valid indication of who is ready for reading.

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The foundations and development of metalinguistic knowledge

Cited by 4 publications

References 0 publications

Beyond early linguistic competence: Development of children's ability to interpret adjectives flexibly

Beyond early linguistic competence: Development of children's ability to interpret adjectives flexibly

Are belief‐based justifications associated with metalinguistic awareness? A cross‐sectional study in school‐age children

Metalexical Awareness: Development, Methodology or Written Language? A Cross-linguistic Comparison

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