Through study of language-specific distinctions, I hope to provide new information about the role of language in children's classification and other cognitive skills. In their use of these verbs, Spanish speakers, unlike in English, distinctively classify a condition as permanent or temporary. In a second area, we are studying the Spanish noun-gender system that requires speakers to classify all nouns as masculine or feminine. Goals of this work are to compare developing classification skills between English and Spanish speakers, and to explore the underlying cognitive distinctions captured by linguistic differences. Other work in the lab focuses on the role of language in cognition in speakers of English.
Children represent shape variability differently than adults.
Journal of Experimental Child Psychology. Ser helps speakers of Spanish identify real properties. ICD Home, Please The University of Minnesota is an equal opportunity educator and employer. Last modified 9.1.2000 c.2000 Regents of the University of Minnesota , Institute of Child Development. All rights reserved.