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Ser Helps Speakers Identify "Real" Properties.

Maria D Sera1, Diane W Bales1, Javier Del Castillo Pintado1

  • 1Institute of Child Development, University of Minnesota, 51 East River Road, Minneapolis, MN 55455The Institute of Child Development, University of MinnesotaThe Universidad Complutense de Madrid.

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|November 7, 2017
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Summary

Language significantly impacts children's understanding of real versus apparent properties. Spanish-speaking children showed an advantage, suggesting linguistic structures influence cognitive distinctions.

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Area of Science:

  • Developmental Psychology
  • Linguistic Relativity
  • Cognitive Development

Background:

  • Children's ability to distinguish between an object's real and apparent properties is a key cognitive milestone.
  • The influence of language on this appearance-reality distinction is not fully understood, particularly across different linguistic backgrounds.

Purpose of the Study:

  • To investigate how language affects the development of children's understanding of real versus apparent properties.
  • To compare the performance of English-speaking and Spanish-speaking children on appearance-reality tasks.
  • To explore the role of specific linguistic features, such as Spanish copular verbs, in this cognitive ability.

Main Methods:

  • Three experiments were conducted involving monolingual English-speaking, monolingual Spanish-speaking, and bilingual English-Spanish children.
  • Participants completed appearance-reality tasks, with variations in language of questioning and question structure.
  • Performance was compared based on language exposure and specific linguistic cues (e.g., Spanish verb 'ser').

Main Results:

  • Spanish-speaking preschoolers outperformed English speakers on tasks involving less familiar objects.
  • Bilingual children demonstrated a superior ability to identify real properties when responding in Spanish compared to English.
  • Monolingual English-speaking 3-year-olds showed no significant performance difference regardless of question elaboration, suggesting limited linguistic influence in English.

Conclusions:

  • Language plays a significant role in shaping children's ability to differentiate between real and apparent properties.
  • The Spanish copular verb 'ser' appears to confer a unique advantage that is not easily replicated in English.
  • Findings support the hypothesis that linguistic structures can influence cognitive development and conceptual understanding.