Concrete and abstract concepts in school age children

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dc.contributor.author Caramelli, Nicoletta
dc.contributor.author Setti, Annalisa
dc.contributor.author Maurizzi, Donatella D.
dc.date.accessioned 2016-06-08T12:12:44Z
dc.date.available 2016-06-08T12:12:44Z
dc.date.issued 2004
dc.identifier.citation Caramelli, N., Setti, A. and Maurizzi, D.D. (2004) 'Concrete and abstract concepts in school age children', Psychology of Language and Communication, 8(2), pp. 19-34. en
dc.identifier.volume 8 en
dc.identifier.issued 2 en
dc.identifier.startpage 19 en
dc.identifier.endpage 34 en
dc.identifier.issn 1234-2238
dc.identifier.uri http://hdl.handle.net/10468/2707
dc.description.abstract The aim of this study is to highlight what kind of information distinguishes abstract and concrete conceptual knowledge in different aged children. A familiarity-rating task has shown that 8-year-olds judged concrete concepts as very familiar while abstract concepts were judged as much less familiar with ratings increasing substantially from age 10 to age 12, according to literature showing that abstract terms are not mastered until adolescence (Schwanenflugel, 1991). The types of relation elicited by abstract and concrete concepts during development were investigated in an association production task. At all considered age levels, concrete concepts mainly activated attributive and thematic relations as well as, to a much lesser extent, taxonomic relations and stereotypes. Abstract concepts, instead, elicited mainly thematic relations and, to a much lesser extent, examples and taxonomic relations. The patterns of relations elicited were already differentiated by age 8, becoming more specific in abstract concepts with age. en
dc.format.mimetype application/pdf en
dc.language.iso en en
dc.publisher De Gruyter Open en
dc.relation.uri http://www.plc.psychologia.pl/plc/plc/contents/vol_8-2.htm
dc.relation.uri http://www.degruyter.com/view/j/plc
dc.rights © 2004, the Authors. en
dc.rights.uri https://creativecommons.org/licenses/by-nc-nd/3.0/ en
dc.subject Conceptual knowledge en
dc.subject Development en
dc.title Concrete and abstract concepts in school age children en
dc.type Article (non peer-reviewed) en
dc.internal.authorcontactother Annalisa Setti, Applied Psychology, University College Cork, Cork, Ireland. +353-21-490-3000 Email: a.setti@ucc.ie en
dc.internal.availability Full text available en
dc.date.updated 2014-12-27T15:26:44Z
dc.description.version Published Version en
dc.internal.rssid 284253290
dc.description.status Not peer reviewed en
dc.internal.copyrightchecked No Polish journal en
dc.internal.licenseacceptance Yes en
dc.internal.IRISemailaddress a.setti@ucc.ie en


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