By J. Mehler & T. G. Bever (Editors)
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Additional resources for Cognition, Vol. 2, No. 3
Thus individual differences in the acquisition of concepts within a culture may be analogous to differences between modal developmental sequences in different cultures. 1. Development of word concepts While there is at present little evidence of precisely the sort designed to compare component theory to other theories, there is a great deal of evidence consistent with the theory. Thus, the best way to argue for component theory as a viable approach may be to describe this evidence from the point of view of the theory, trying to show along the way which components may be absent in each case of systematic error.
A pre-operational child, asked whether both rows have the same number, will answer that the longer row has more. He will do this even if he observes the relative lengths of the rows being manipulated before his eyes. Likewise, given a row of three beads which is longer than a row of four, he might hold that the former has more beads. 308 Jonathan Baron This error may not be ‘strictly verbal’, as similar errors are made when the child is asked to choose the row of candies he would rather have (Mehler and Bever, 1967).
Cognition and the development of Language, New York, Wiley. Ervin-Tripp, S. , and Foster, G. (1960) The development of meaning in children’s descriptive terms. J. abn. sot. , 61, 271-275. Flavell, - l-36. , Cazden, C. , and Bellugi, U. (1969) The child’s grammar from I to III. In J. P. ), Minnesota symposium on child psychology, Minneapolis, University of Minnesota Press. Bruner, J. , Goodnow, J. , and Austin, G. A. (1956) A study of thinking. New York, Wiley. and Kenney, H. J. (1966) On relational concepts.