Young Children’s Knowledge of Relational Terms

Some Ifs, Ors, and Buts

Nonfiction, Health & Well Being, Psychology
Cover of the book Young Children’s Knowledge of Relational Terms by Katherine Nelson, Lucia A. French, Springer New York
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Author: Katherine Nelson, Lucia A. French ISBN: 9781461385813
Publisher: Springer New York Publication: December 6, 2012
Imprint: Springer Language: English
Author: Katherine Nelson, Lucia A. French
ISBN: 9781461385813
Publisher: Springer New York
Publication: December 6, 2012
Imprint: Springer
Language: English

An appreciation of temporal and logical relationships is one of the essential and defining features of human cognition. A central question in developmental psy­ chology, and in the philosophical speculations out of which psychology evolved, has been how children come to understand temporal and logical relationships. For many recent investigators, this question has been translated into empiri­ cal studies of children's acquisition of relational terms-words such as before, after, because, so, if, but, and or that permit the linguistic expression of logi­ cal relationships. In the mid 1970s, Katherine Nelson began to study young children's knowledge about routine activities in which they participated. The goal of this research was to understand how children represented their personal experiences and how these representations contributed to further cognitive development. A primary method used in the early phases of this research involved simply asking children to describe familiar events. They were asked, for example, "What happens when you have lunch at school?" or "What happens at a birthday party?" Hundreds of transcripts of children's responses to such questions were available when Lucia French became an NICHD Postdoctoral Fellow in Developmental Psychology at City University of New York in 1979.

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An appreciation of temporal and logical relationships is one of the essential and defining features of human cognition. A central question in developmental psy­ chology, and in the philosophical speculations out of which psychology evolved, has been how children come to understand temporal and logical relationships. For many recent investigators, this question has been translated into empiri­ cal studies of children's acquisition of relational terms-words such as before, after, because, so, if, but, and or that permit the linguistic expression of logi­ cal relationships. In the mid 1970s, Katherine Nelson began to study young children's knowledge about routine activities in which they participated. The goal of this research was to understand how children represented their personal experiences and how these representations contributed to further cognitive development. A primary method used in the early phases of this research involved simply asking children to describe familiar events. They were asked, for example, "What happens when you have lunch at school?" or "What happens at a birthday party?" Hundreds of transcripts of children's responses to such questions were available when Lucia French became an NICHD Postdoctoral Fellow in Developmental Psychology at City University of New York in 1979.

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