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Children's perseverative appearance-reality errors are related to emerging language skills.

Gedeon O Deák1, Shanna D Ray, Kimberly Brenneman

  • 1Department of Cognitive Science, University of California-San Diego, La Jolla 92093-0515, USA. deak@cogsci.ucsd.edu

Child Development
|June 11, 2003
PubMed
Summary
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Preschoolers' object appearance-reality (AR) errors stem from the test's discourse structure, not object deception. Verbal knowledge and perseveration influence AR task performance in young children.

Area of Science:

  • Cognitive Development
  • Developmental Psychology
  • Linguistic Development

Background:

  • Preschoolers often make object appearance-reality (AR) errors, confusing how an object looks with what it truly is.
  • Previous research has not fully elucidated the communicative and cognitive factors underlying these AR errors.

Purpose of the Study:

  • To investigate the communicative underpinnings of preschoolers' object appearance-reality (AR) errors.
  • To determine the influence of test discourse structure, verbal knowledge, and perseveration on AR task performance.

Main Methods:

  • Two experiments were conducted with preschoolers aged 3-5 years.
  • Participants completed AR tests, control tasks assessing discourse structure and verbal perseveration, and measures of vocabulary and memory.

Related Experiment Videos

Main Results:

  • AR performance positively correlated with performance on control (discourse) and naming tasks.
  • Object deceptiveness had minimal impact on AR errors.
  • Variance in AR performance was predicted by perseveration scores, vocabulary, and use of exemplars.

Conclusions:

  • The discourse structure of AR tests elicits a perseverative tendency in young children.
  • Children's verbal knowledge mediates the relationship between test discourse and AR performance, highlighting the role of language in cognitive tasks.