The development of relational arcs in the lexical semantic memory structures of young children

1981 ◽  
Vol 8 (2) ◽  
pp. 385-402 ◽  
Author(s):  
Peter F. Norlin
Keyword(s):  
Young Children ◽  
Semantic Memory ◽  
Semantic Relationships ◽  
Lexical Semantic ◽  
Relational Analysis ◽  
Relational Categories ◽  
Very Young Children ◽  
Concrete Nouns ◽  
Productive Method ◽  
Memory Structures

ABSTRACTForty-eight normally developing children, twelve each at ages three, four five, and six years, were asked to define and describe ten concrete nouns expressively with no attendant visual stimuli. Responses were coded according to the semantic relations expressed. Nineteen different semantic relationships were isolated in these definitions, and significant differences were found between the age levels in the various configurations of semantic relational categories represented in the first five relations elicited from each child by each noun. Compatible with recent hypotheses concerning the development of internal semantic memory structures, these differences also proved to be highly predictive of a subject's chronological age. The results suggest that semantic relational analysis may be a productive method of documenting the characteristics of lexical semantic systems of very young children.

Shared core meanings and shared associations in bilingual semantic memory: Evidence from research on implicit memory

2018 ◽  
Vol 24 (3) ◽  
pp. 464-477 ◽  
Author(s):  
Wendy S Francis
Keyword(s):  
Semantic Memory ◽  
System Integration ◽  
Semantic Representation ◽  
Empirical Work ◽  
Semantic System ◽  
Semantic Relationships ◽  
Concrete Nouns ◽  
Semantic Associations ◽  
Bilingual Literature ◽  
Core Meaning

Aims and objectives/purpose/research questions: The degree of overlap across languages in bilingual semantic memory has been debated in the cognitive bilingual literature for decades. This paper focuses on theory and recent evidence addressing the questions of whether translation-equivalent words in a bilingual person’s two languages access common core-meaning representations and whether long-standing semantic/conceptual associations among words are language-general or language-specific. Design/methodology/approach: We explain a theoretical approach to this problem and review recent evidence that addresses it. The empirical work cited used primarily memory tasks in which the languages of the word stimuli or responses changed from encoding to test. Data and analysis: Several studies are reviewed. In most cases, data were analyzed using an analysis of variance. Findings/conclusions: Robust between-language priming was observed for concrete nouns, abstract nouns, verbs, and adjectives using a variety of specific tasks, indicating that the semantic representations of translation equivalents overlap. The reduction in priming relative to within-language conditions could be explained in some cases by repetition of language-specific processes in the within-language conditions. Results of repetition-priming and false-memory experiments that involved semantic associations showed that category–exemplar, noun–verb, antonym, and other semantic relationships are shared across languages in a common semantic system. Originality: Many of the results are interpreted with respect to questions that have not been addressed in previous work. Significance/implications: The nature of semantic system integration is important for understanding bilingual cognition. Episodic memory tasks can be a useful way to study the organization of core-meaning representations in bilinguals, and indicate that these representations are shared across languages. However, these procedures do not capture other aspects of semantic representation that may differ across languages.

Grandparents Reveal Their Secrets: A New Holocaust Narrative for the Young ‘Third Generation’ in Israel

2012 ◽  
Vol 5 (1) ◽  
pp. 97-110 ◽  
Author(s):  
Yael Darr
Keyword(s):  
Young Children ◽  
First Generation ◽  
Third Generation ◽  
Master Narrative ◽  
Safe Distance ◽  
Domestic Sphere ◽  
Holocaust Memory ◽  
Very Young Children ◽  
The Holocaust ◽  
New Type

Since the 1990s, a new type of Holocaust story has been emerging in Israeli children's literature. This new narrative is directed towards very young children, from preschool to the first years of elementary school, and its official goal is to instil in them an authentic ‘first Holocaust memory’. This essay presents the literary characteristics of this new Holocaust narrative for children and its master narrative. It brings into light a new profile of both writers and readers. The writers were young children during the Holocaust, and first chose to tell their stories from the safe distance of three generations. The readers are their grand-children and their grand-children's peers, who are assigned an essential role as listeners. These generational roles – the roles of a First Generation of writers and of a Third Generation of readers – are intrinsically familial ones. As such, they mark a significant change in the profile of yet another important figure in the Israeli intergenerational Holocaust discourse, the agent of the Holocaust story for children. Due to the new literary initiatives, the task of providing young children with a ‘first Holocaust memory’ is transferred from the educational authority, where it used to reside, to the domestic sphere.

Use of diluted insulin in the management of very young children with type 1 diabetes: case report and literature review

2018 ◽  
Author(s):  
A Emile J Hendriks ◽  
Ross L Ewen ◽  
Yoke Sin Hoh ◽  
Nazia Bhatti ◽  
Rachel M Williams ◽  
...  
Keyword(s):  
Type 1 Diabetes ◽  
Case Report ◽  
Young Children ◽  
Literature Review ◽  
Diabetes Case ◽  
Very Young Children

Everyday updates: How parents ask about their young children’s lived experiences

2021 ◽  
pp. 026540752098236
Author(s):  
Darcey K. deSouza
Keyword(s):  
Young Children ◽  
Family Communication ◽  
Lived Experiences ◽  
Research Study ◽  
Family Interactions ◽  
Canadian English ◽  
Very Young Children ◽  
Parent Child Interactions ◽  
Parent Child

This research study explores how children respond to solicitations for updates about their (recent) experiences. Instances of parents soliciting updates from their children were collected from over 30 hours of video-recorded co-present family interactions from 20 different American and Canadian families with at least one child between the ages of 3 and 6. Previous research has documented that caregivers of very young children treat them as being able to disclose about events they have experienced (Kidwell, 2011). In building upon the literature on family communication and parent-child interactions as well as the literature on epistemics, this paper explores the concept of “talking about your day” in everyday co-present family interactions, showing three ways in which parents solicit updates from their children: through report solicitations, tracking inquiries, and asking the child to update someone else. Data are in American and Canadian English.

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