کد مقاله | کد نشریه | سال انتشار | مقاله انگلیسی | نسخه تمام متن |
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916788 | 918888 | 2006 | 19 صفحه PDF | دانلود رایگان |
We explored 2-year-olds’ developing self-conceptions by examining uses of terms for the self (I, me, own name) to mark contexts of self-action that varied in transitivity. Children differed in their preferred terms for self-reference (I versus proper name/me). “I-users” produced relatively more verbs for highly transitive events that encode subjective experiences of intention and agency and “Name-users” produced relatively more verbs for intransitive events that encode objective experiences of self in motion, even though verb and self-reference vocabularies were similar for the two groups. Results are discussed in terms of children's creative use of language to construct different developmental paths toward self-conceptions and acquisition of the personal pronoun system.
Journal: Cognitive Development - Volume 21, Issue 3, July–September 2006, Pages 266–284