Young children and the say/mean distinction: verbatim and paraphrase recognition in narrative and nursery rhyme contexts. Export

@article{citeulike:3760136, abstract = {Children's ability to distinguish between the text, what was said, and the intentional structure, what was meant, was interrogated by means of verbatim and paraphrase questions in two types of discourse, narratives and nursery rhymes. Three- to seven-year-olds participated (n = 119, mean age 5.1). There was an interaction between the type of discourse and the younger children's ability to separate wording from intentional structure. In the narrative form they had difficulty rejecting true paraphrases when asked to focus on wording, while in the nursery rhyme form the difficulty was accepting a true paraphrase when asked to focus on intention.}, author = {Lee, E. A. and Torrance, N. and Olson, D. R.}, citeulike-article-id = {3760136}, citeulike-linkout-0 = {http://view.ncbi.nlm.nih.gov/pubmed/11449951}, citeulike-linkout-1 = {http://www.hubmed.org/display.cgi?uids=11449951}, issn = {0305-0009}, journal = {Journal of child language}, keywords = {acquisition, development, rhythm}, month = {June}, number = {2}, pages = {531--543}, posted-at = {2008-12-09 15:38:16}, priority = {2}, title = {Young children and the say/mean distinction: verbatim and paraphrase recognition in narrative and nursery rhyme contexts.}, url = {http://view.ncbi.nlm.nih.gov/pubmed/11449951}, volume = {28}, year = {2001} }

TY - JOUR ID - citeulike:3760136 L3 - citeulike-article-id:3760136 N2 - Children's ability to distinguish between the text, what was said, and the intentional structure, what was meant, was interrogated by means of verbatim and paraphrase questions in two types of discourse, narratives and nursery rhymes. Three- to seven-year-olds participated (n = 119, mean age 5.1). There was an interaction between the type of discourse and the younger children's ability to separate wording from intentional structure. In the narrative form they had difficulty rejecting true paraphrases when asked to focus on wording, while in the nursery rhyme form the difficulty was accepting a true paraphrase when asked to focus on intention. IS - 2 JF - Journal of child language SN - 0305-0009 EP - 543 TI - Young children and the say/mean distinction: verbatim and paraphrase recognition in narrative and nursery rhyme contexts. VL - 28 SP - 531 KW - acquisition KW - development KW - rhythm AU - Lee, EA AU - Torrance, N AU - Olson, DR PY - 2001/06// UR - http://view.ncbi.nlm.nih.gov/pubmed/11449951 ER -