Young children's detection of semantic anomaly  

Oleh:

Robinson, E.J.

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: First Language (Full Text) vol. 12 no. 35 (1992), page 207-222.
Fulltext: First Language 1992 12. 207-222.pdf (832.47KB)

Ketersediaan

Perpustakaan PKBB Nomor Panggil: 405/FIL/12 Non-tandon: tidak ada Tandon: 1

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Isi artikel

Four- to six-year-olds listened to sets of questions which were easy, difficult or semantically anomalous, or to sets of verbal clues which were unambiguous, ambiguous or semantically anomalous. Half the children judged whether the questions/clues were good or silly. The others responded by answering the questions or interpreting the clues if they could, or by pointing to a 'mystery man' if they could not. The children discriminated between easy, difficult and semantically anomalous questions. Unambiguous clues were treated differently from ambiguous and semantically anomalous ones, but children did not treat these latter two kinds differently. Detection of problems seemed to be much poorer with clues than with questions. We relate the results to those of previous work in which children were found to answer rather than refuse to answer semantically anomalous questions. Results are also discussed in the broader context of children's ability to detect and understand the source of problems with inadequate oral input. Children may find it easier to analyse the quality of oral input when it has no implications for action on the outside world.

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