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Who, why, when, and how: a development study*

Published online by Cambridge University Press:  26 September 2008

Helen S. Cairns
Affiliation:
Queens College and City University of New York
Jennifer Ryan Hsu
Affiliation:
City University of New York

Abstract

Fifty children between the ages of 3; 0 and 5; 6 were asked six types of wh- questions following videotaped sequences. It is argued that differential difficulty of various forms of who questions supports a parallel model of information retrieval and processing during discourse. The differential difficulty of why and when questions are, however, attributable to a necessary progression in the ability to encode the relevant concepts linguistically. Responses to how questions are difficult because they involve a number of unrelated skills.

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Articles
Copyright
Copyright © Cambridge University Press 1978

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References

REFERENCES

Clark, E. (1971). On the acquisition of the meaning of ‘before’ and ‘after’. JVLVB 10. 266–75.CrossRefGoogle Scholar
Edwards, A. L. (1968). Experimental design in psychological research. New York: Holt, Rinehart & Winston.Google Scholar
Ervin-Tripp, S. (1970). Discourse agreement: how children answer questions. In Hayes, J. R. (ed.), Cognition and the development of language. New York: Wiley.Google Scholar
Tyack, D. & Ingram, D. (1977). Children's production and comprehension of questions. JChLang 4. 211–24.Google Scholar
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