David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
Jack Alan Reynolds
Learn more about PhilPapers
Cognitive Science 36 (7):1251-1267 (2012)
In German, nouns are assigned to one of the three gender classes. For most animal names, however, the assignment is independent of the referent’s biological sex. We examined whether German-speaking children understand this independence of grammar from semantics or whether they assume that grammatical gender is mapped onto biological sex when drawing inferences about sex-specific biological properties of animals. Two cross-linguistic studies comparing German-speaking and Japanese-speaking preschoolers were conducted. The results suggest that German-speaking children utilize grammatical gender as a cue for inferences about sex-specific properties of animals. Further, we found that Japanese- and German-speaking children recruit different resources when drawing inferences about sex-specific properties: Whereas Japanese children paralleled their pattern of inference about properties common to all animals, German children relied on the grammatical gender class of the animal. Implications of these findings for studying the relation between language and thought are discussed
|Keywords||Categorization Linguistic relativity Preschool children Grammatical gender Property inference|
|Categories||categorize this paper)|
Setup an account with your affiliations in order to access resources via your University's proxy server
Configure custom proxy (use this if your affiliation does not provide a proxy)
|Through your library|
References found in this work BETA
Lera Boroditsky, Lauren A. Schmidt & Webb Phillips (2003). Sex, Syntax, and Semantics. In Dedre Getner & Susan Goldin-Meadow (eds.), Language in Mind: Advances in the Study of Language and Thought. MIT Press 61--79.
Susan A. Gelman & Ellen M. Markman (1986). Categories and Induction in Young Children. Cognition 23 (3):183-209.
Dedre Getner & Susan Goldin-Meadow (eds.) (2003). Language in Mind: Advances in the Study of Language and Thought. MIT Press.
Grant Gutheil, Alonzo Vera & Frank C. Keil (1998). Do Houseflies Think? Patterns of Induction and Biological Beliefs in development1Portions of This Manuscript Were Presented at the Annual Meeting of the Psychonomics Society, 1988.1. [REVIEW] Cognition 66 (1):33-49.
Giyoo Hatano & Kayoko Inagaki (1994). Young Children's Naive Theory of Biology. Cognition 50 (1-3):171-188.
Citations of this work BETA
No citations found.
Similar books and articles
Katerina Kantartzis, Mutsumi Imai & Sotaro Kita (2011). Japanese Sound-Symbolism Facilitates Word Learning in English-Speaking Children. Cognitive Science 35 (3):575-586.
Grant Gutheil, Alonzo Vera & Frank C. Keil (1998). Do Houseflies Think? Patterns of Induction and Biological Beliefs in Development. Cognition 66 (1):33-49.
Guy Longworth (2007). Conflicting Grammatical Appearances. Croatian Journal of Philosophy 21 (3):403-426.
Carole R. Beal, Andrew Garrod, Kate Ruben, Terri L. Stewart & Dawn J. Dekle (1997). Children's Moral Orientation: Does the Gender of Dilemma Character Make a Difference? Journal of Moral Education 26 (1):45-58.
Frederick C. Beiser (2009). Diotima's Children: German Aesthetic Rationalism From Leibniz to Lessing. Oxford University Press.
Guy Longworth (2007). Conflicting Grammatical Appearances. Croatian Journal of Philosophy 7 (3):403-426.
Brian Butterworth & Robert Reeve (2008). Verbal Counting and Spatial Strategies in Numerical Tasks: Evidence From Indigenous Australia. Philosophical Psychology 21 (4):443 – 457.
Alison Gopnik (2004). Children's Causal Inferences From Indirect Evidence: Backwards Blocking and Bayesian Reasoning in Preschoolers. Cognitive Science 28 (3):303-333.
Carlos A. Ball, The Blurring of the Lines: Children and Bans on Interracial Unions and Same-Sex Marriages.
Added to index2012-05-12
Total downloads10 ( #215,417 of 1,700,300 )
Recent downloads (6 months)4 ( #161,079 of 1,700,300 )
How can I increase my downloads?