Learning about points of view: spatial perspective and the acquisition of ‘I/you’

A cross-sectional and a longitudinal study of 2-year-old children was performed to investigate the developmental relationship between understanding differences in spatial point of view and correct comprehension and production of I/you pronouns. In Study I only those children who demonstrated underst...

Full description

Saved in:
Bibliographic Details
Published in:Journal of child language 1984-10, Vol.11 (3), p.535-556
Main Author: Loveland, Katherine A.
Format: Article
Language:English
Subjects:
Biological and medical sciences
Child development
Child, Preschool
Cognition
Communication disorders
Concept Formation
Developmental psychology
Female
Fundamental and applied biological sciences. Psychology
Humans
Language Development
Male
Psychology. Psychoanalysis. Psychiatry
Psychology. Psychophysiology
Semantics
Space Perception
Spatial Behavior
Citations: Items that this one cites
Items that cite this one
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
cited_by cdi_FETCH-LOGICAL-c497t-140a96f56d6d1bcdaf544fcd12d790a62e01e1e5af070431b372aa8bc9e43ec63
cites cdi_FETCH-LOGICAL-c497t-140a96f56d6d1bcdaf544fcd12d790a62e01e1e5af070431b372aa8bc9e43ec63
container_end_page 556
container_issue 3
container_start_page 535
container_title Journal of child language
container_volume 11
creator Loveland, Katherine A.
description A cross-sectional and a longitudinal study of 2-year-old children was performed to investigate the developmental relationship between understanding differences in spatial point of view and correct comprehension and production of I/you pronouns. In Study I only those children who demonstrated understanding that individuals' points of view can differ had begun to master speaker's point of view, as shown by correct use of some of the pronouns. Only children with complete understanding of points of view were able to use all I/you pronouns without errors. In Study 11 no child used the set of I/you pronouns without errors until s/he had complete understanding of points of view. Across children, a given pronoun tended not to be free of errors until the child understood that points of view can differ. Results are interpreted to support the hypothesis that understanding spatial points of view is a cognitive prerequisite to understanding speaker's point of view, which governs the pragmatics of 11 you pronouns.
doi_str_mv 10.1017/S0305000900005948
format article
fullrecord <record><control><sourceid>proquest_cross</sourceid><recordid>TN_cdi_proquest_miscellaneous_85469454</recordid><sourceformat>XML</sourceformat><sourcesystem>PC</sourcesystem><cupid>10_1017_S0305000900005948</cupid><sourcerecordid>75771314</sourcerecordid><originalsourceid>FETCH-LOGICAL-c497t-140a96f56d6d1bcdaf544fcd12d790a62e01e1e5af070431b372aa8bc9e43ec63</originalsourceid><addsrcrecordid>eNqNkc1u1DAUhS0EKkPhAVggRQKxC72O_2J2VQXTSiMhVFqxs24cp7jMJKmdFLrrY8Dr9UlwmGiEQAgW1l2c7xzd60PIUwqvKFB1cAoMBADo9EBoXt4jC8qlzpWE4j5ZTHI-6Q_Joxgvf5K63CN7UkDi-IKcrRyG1rcXGVbdOGR959shZl2TXXv35XUWexw8rrPehdg7O_hrl2FbZ8OnNO3V6KMffNdOhrvbbycHN914d_v9MXnQ4Dq6J_PcJ2dv33w4Os5X75YnR4er3HKthpxyQC0bIWtZ08rW2AjOG1vTolYaUBYOqKNOYAMKOKMVUwViWVntOHNWsn3ycpvbh-5qdHEwGx-tW6-xdd0YTSnSZ3DB_wMsNNe6-CeohFKU0Snx-W_gZTeGNl1rKANGQZUSEkW3lA1djME1pg9-g-HGUDBTheaPCpPn2Zw8VhtX7xxzZ0l_MesYLa6bgK31cYeVmkvGWcLyLebj4L7uZAyfjVRMCSOX703xUdPj0_OlOU88m1fFTRV8feF-ueivy_4ATpbBqA</addsrcrecordid><sourcetype>Aggregation Database</sourcetype><iscdi>true</iscdi><recordtype>article</recordtype><pqid>1303107860</pqid></control><display><type>article</type><title>Learning about points of view: spatial perspective and the acquisition of ‘I/you’</title><source>Linguistics and Language Behavior Abstracts (LLBA)</source><source>Cambridge University Press:JISC Collections:Full Collection Digital Archives (STM and HSS) (218 titles)</source><creator>Loveland, Katherine A.</creator><creatorcontrib>Loveland, Katherine A.</creatorcontrib><description>A cross-sectional and a longitudinal study of 2-year-old children was performed to investigate the developmental relationship between understanding differences in spatial point of view and correct comprehension and production of I/you pronouns. In Study I only those children who demonstrated understanding that individuals' points of view can differ had begun to master speaker's point of view, as shown by correct use of some of the pronouns. Only children with complete understanding of points of view were able to use all I/you pronouns without errors. In Study 11 no child used the set of I/you pronouns without errors until s/he had complete understanding of points of view. Across children, a given pronoun tended not to be free of errors until the child understood that points of view can differ. Results are interpreted to support the hypothesis that understanding spatial points of view is a cognitive prerequisite to understanding speaker's point of view, which governs the pragmatics of 11 you pronouns.</description><identifier>ISSN: 0305-0009</identifier><identifier>EISSN: 1469-7602</identifier><identifier>DOI: 10.1017/S0305000900005948</identifier><identifier>PMID: 6501464</identifier><identifier>CODEN: JCLGBJ</identifier><language>eng</language><publisher>Cambridge, UK: Cambridge University Press</publisher><subject>Biological and medical sciences ; Child development ; Child, Preschool ; Cognition ; Communication disorders ; Concept Formation ; Developmental psychology ; Female ; Fundamental and applied biological sciences. Psychology ; Humans ; Language Development ; Male ; Psychology. Psychoanalysis. Psychiatry ; Psychology. Psychophysiology ; Semantics ; Space Perception ; Spatial Behavior</subject><ispartof>Journal of child language, 1984-10, Vol.11 (3), p.535-556</ispartof><rights>Copyright © Cambridge University Press 1984</rights><rights>1985 INIST-CNRS</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c497t-140a96f56d6d1bcdaf544fcd12d790a62e01e1e5af070431b372aa8bc9e43ec63</citedby><cites>FETCH-LOGICAL-c497t-140a96f56d6d1bcdaf544fcd12d790a62e01e1e5af070431b372aa8bc9e43ec63</cites></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktohtml>$$Uhttps://www.cambridge.org/core/product/identifier/S0305000900005948/type/journal_article$$EHTML$$P50$$Gcambridge$$H</linktohtml><link.rule.ids>314,780,784,27924,27925,31270,55689</link.rule.ids><backlink>$$Uhttp://pascal-francis.inist.fr/vibad/index.php?action=getRecordDetail&amp;idt=8946343$$DView record in Pascal Francis$$Hfree_for_read</backlink><backlink>$$Uhttps://www.ncbi.nlm.nih.gov/pubmed/6501464$$D View this record in MEDLINE/PubMed$$Hfree_for_read</backlink></links><search><creatorcontrib>Loveland, Katherine A.</creatorcontrib><title>Learning about points of view: spatial perspective and the acquisition of ‘I/you’</title><title>Journal of child language</title><addtitle>J. Child Lang</addtitle><description>A cross-sectional and a longitudinal study of 2-year-old children was performed to investigate the developmental relationship between understanding differences in spatial point of view and correct comprehension and production of I/you pronouns. In Study I only those children who demonstrated understanding that individuals' points of view can differ had begun to master speaker's point of view, as shown by correct use of some of the pronouns. Only children with complete understanding of points of view were able to use all I/you pronouns without errors. In Study 11 no child used the set of I/you pronouns without errors until s/he had complete understanding of points of view. Across children, a given pronoun tended not to be free of errors until the child understood that points of view can differ. Results are interpreted to support the hypothesis that understanding spatial points of view is a cognitive prerequisite to understanding speaker's point of view, which governs the pragmatics of 11 you pronouns.</description><subject>Biological and medical sciences</subject><subject>Child development</subject><subject>Child, Preschool</subject><subject>Cognition</subject><subject>Communication disorders</subject><subject>Concept Formation</subject><subject>Developmental psychology</subject><subject>Female</subject><subject>Fundamental and applied biological sciences. Psychology</subject><subject>Humans</subject><subject>Language Development</subject><subject>Male</subject><subject>Psychology. Psychoanalysis. Psychiatry</subject><subject>Psychology. Psychophysiology</subject><subject>Semantics</subject><subject>Space Perception</subject><subject>Spatial Behavior</subject><issn>0305-0009</issn><issn>1469-7602</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>1984</creationdate><recordtype>article</recordtype><sourceid>7T9</sourceid><recordid>eNqNkc1u1DAUhS0EKkPhAVggRQKxC72O_2J2VQXTSiMhVFqxs24cp7jMJKmdFLrrY8Dr9UlwmGiEQAgW1l2c7xzd60PIUwqvKFB1cAoMBADo9EBoXt4jC8qlzpWE4j5ZTHI-6Q_Joxgvf5K63CN7UkDi-IKcrRyG1rcXGVbdOGR959shZl2TXXv35XUWexw8rrPehdg7O_hrl2FbZ8OnNO3V6KMffNdOhrvbbycHN914d_v9MXnQ4Dq6J_PcJ2dv33w4Os5X75YnR4er3HKthpxyQC0bIWtZ08rW2AjOG1vTolYaUBYOqKNOYAMKOKMVUwViWVntOHNWsn3ycpvbh-5qdHEwGx-tW6-xdd0YTSnSZ3DB_wMsNNe6-CeohFKU0Snx-W_gZTeGNl1rKANGQZUSEkW3lA1djME1pg9-g-HGUDBTheaPCpPn2Zw8VhtX7xxzZ0l_MesYLa6bgK31cYeVmkvGWcLyLebj4L7uZAyfjVRMCSOX703xUdPj0_OlOU88m1fFTRV8feF-ueivy_4ATpbBqA</recordid><startdate>198410</startdate><enddate>198410</enddate><creator>Loveland, Katherine A.</creator><general>Cambridge University Press</general><scope>BSCLL</scope><scope>IQODW</scope><scope>CGR</scope><scope>CUY</scope><scope>CVF</scope><scope>ECM</scope><scope>EIF</scope><scope>NPM</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>HJHVS</scope><scope>HQAFP</scope><scope>K30</scope><scope>PAAUG</scope><scope>PAWHS</scope><scope>PAWZZ</scope><scope>PAXOH</scope><scope>PBHAV</scope><scope>PBQSW</scope><scope>PBYQZ</scope><scope>PCIWU</scope><scope>PCMID</scope><scope>PCZJX</scope><scope>PDGRG</scope><scope>PDWWI</scope><scope>PETMR</scope><scope>PFVGT</scope><scope>PGXDX</scope><scope>PIHIL</scope><scope>PISVA</scope><scope>PJCTQ</scope><scope>PJTMS</scope><scope>PLCHJ</scope><scope>PMHAD</scope><scope>PNQDJ</scope><scope>POUND</scope><scope>PPLAD</scope><scope>PQAPC</scope><scope>PQCAN</scope><scope>PQCMW</scope><scope>PQEME</scope><scope>PQHKH</scope><scope>PQMID</scope><scope>PQNCT</scope><scope>PQNET</scope><scope>PQSCT</scope><scope>PQSET</scope><scope>PSVJG</scope><scope>PVMQY</scope><scope>PZGFC</scope><scope>7X8</scope><scope>8BM</scope><scope>7T9</scope></search><sort><creationdate>198410</creationdate><title>Learning about points of view: spatial perspective and the acquisition of ‘I/you’</title><author>Loveland, Katherine A.</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c497t-140a96f56d6d1bcdaf544fcd12d790a62e01e1e5af070431b372aa8bc9e43ec63</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>1984</creationdate><topic>Biological and medical sciences</topic><topic>Child development</topic><topic>Child, Preschool</topic><topic>Cognition</topic><topic>Communication disorders</topic><topic>Concept Formation</topic><topic>Developmental psychology</topic><topic>Female</topic><topic>Fundamental and applied biological sciences. Psychology</topic><topic>Humans</topic><topic>Language Development</topic><topic>Male</topic><topic>Psychology. Psychoanalysis. Psychiatry</topic><topic>Psychology. Psychophysiology</topic><topic>Semantics</topic><topic>Space Perception</topic><topic>Spatial Behavior</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Loveland, Katherine A.</creatorcontrib><collection>Istex</collection><collection>Pascal-Francis</collection><collection>Medline</collection><collection>MEDLINE</collection><collection>MEDLINE (Ovid)</collection><collection>MEDLINE</collection><collection>MEDLINE</collection><collection>PubMed</collection><collection>CrossRef</collection><collection>Periodicals Index Online Segment 19</collection><collection>Periodicals Index Online Segment 23</collection><collection>Periodicals Index Online</collection><collection>Primary Sources Access—Foundation Edition (Plan E) - West</collection><collection>Primary Sources Access (Plan D) - International</collection><collection>Primary Sources Access &amp; Build (Plan A) - MEA</collection><collection>Primary Sources Access—Foundation Edition (Plan E) - Midwest</collection><collection>Primary Sources Access—Foundation Edition (Plan E) - Northeast</collection><collection>Primary Sources Access (Plan D) - Southeast</collection><collection>Primary Sources Access (Plan D) - North Central</collection><collection>Primary Sources Access—Foundation Edition (Plan E) - Southeast</collection><collection>Primary Sources Access (Plan D) - South Central</collection><collection>Primary Sources Access &amp; Build (Plan A) - UK / I</collection><collection>Primary Sources Access (Plan D) - Canada</collection><collection>Primary Sources Access (Plan D) - EMEALA</collection><collection>Primary Sources Access—Foundation Edition (Plan E) - North Central</collection><collection>Primary Sources Access—Foundation Edition (Plan E) - South Central</collection><collection>Primary Sources Access &amp; Build (Plan A) - International</collection><collection>Primary Sources Access—Foundation Edition (Plan E) - International</collection><collection>Primary Sources Access (Plan D) - West</collection><collection>Periodicals Index Online Segments 1-50</collection><collection>Primary Sources Access (Plan D) - APAC</collection><collection>Primary Sources Access (Plan D) - Midwest</collection><collection>Primary Sources Access (Plan D) - MEA</collection><collection>Primary Sources Access—Foundation Edition (Plan E) - Canada</collection><collection>Primary Sources Access—Foundation Edition (Plan E) - UK / I</collection><collection>Primary Sources Access—Foundation Edition (Plan E) - EMEALA</collection><collection>Primary Sources Access &amp; Build (Plan A) - APAC</collection><collection>Primary Sources Access &amp; Build (Plan A) - Canada</collection><collection>Primary Sources Access &amp; Build (Plan A) - West</collection><collection>Primary Sources Access &amp; Build (Plan A) - EMEALA</collection><collection>Primary Sources Access (Plan D) - Northeast</collection><collection>Primary Sources Access &amp; Build (Plan A) - Midwest</collection><collection>Primary Sources Access &amp; Build (Plan A) - North Central</collection><collection>Primary Sources Access &amp; Build (Plan A) - Northeast</collection><collection>Primary Sources Access &amp; Build (Plan A) - South Central</collection><collection>Primary Sources Access &amp; Build (Plan A) - Southeast</collection><collection>Primary Sources Access (Plan D) - UK / I</collection><collection>Primary Sources Access—Foundation Edition (Plan E) - APAC</collection><collection>Primary Sources Access—Foundation Edition (Plan E) - MEA</collection><collection>MEDLINE - Academic</collection><collection>ComDisDome</collection><collection>Linguistics and Language Behavior Abstracts (LLBA)</collection><jtitle>Journal of child language</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Loveland, Katherine A.</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><atitle>Learning about points of view: spatial perspective and the acquisition of ‘I/you’</atitle><jtitle>Journal of child language</jtitle><addtitle>J. Child Lang</addtitle><date>1984-10</date><risdate>1984</risdate><volume>11</volume><issue>3</issue><spage>535</spage><epage>556</epage><pages>535-556</pages><issn>0305-0009</issn><eissn>1469-7602</eissn><coden>JCLGBJ</coden><abstract>A cross-sectional and a longitudinal study of 2-year-old children was performed to investigate the developmental relationship between understanding differences in spatial point of view and correct comprehension and production of I/you pronouns. In Study I only those children who demonstrated understanding that individuals' points of view can differ had begun to master speaker's point of view, as shown by correct use of some of the pronouns. Only children with complete understanding of points of view were able to use all I/you pronouns without errors. In Study 11 no child used the set of I/you pronouns without errors until s/he had complete understanding of points of view. Across children, a given pronoun tended not to be free of errors until the child understood that points of view can differ. Results are interpreted to support the hypothesis that understanding spatial points of view is a cognitive prerequisite to understanding speaker's point of view, which governs the pragmatics of 11 you pronouns.</abstract><cop>Cambridge, UK</cop><pub>Cambridge University Press</pub><pmid>6501464</pmid><doi>10.1017/S0305000900005948</doi><tpages>22</tpages></addata></record>
fulltext fulltext
identifier ISSN: 0305-0009
ispartof Journal of child language, 1984-10, Vol.11 (3), p.535-556
issn 0305-0009
1469-7602
language eng
recordid cdi_proquest_miscellaneous_85469454
source Linguistics and Language Behavior Abstracts (LLBA); Cambridge University Press:JISC Collections:Full Collection Digital Archives (STM and HSS) (218 titles)
subjects Biological and medical sciences
Child development
Child, Preschool
Cognition
Communication disorders
Concept Formation
Developmental psychology
Female
Fundamental and applied biological sciences. Psychology
Humans
Language Development
Male
Psychology. Psychoanalysis. Psychiatry
Psychology. Psychophysiology
Semantics
Space Perception
Spatial Behavior
title Learning about points of view: spatial perspective and the acquisition of ‘I/you’
url http://sfxeu10.hosted.exlibrisgroup.com/loughborough?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&ctx_tim=2024-12-26T14%3A25%3A42IST&url_ver=Z39.88-2004&url_ctx_fmt=infofi/fmt:kev:mtx:ctx&rfr_id=info:sid/primo.exlibrisgroup.com:primo3-Article-proquest_cross&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.genre=article&rft.atitle=Learning%20about%20points%20of%20view:%20spatial%20perspective%20and%20the%20acquisition%20of%20%E2%80%98I/you%E2%80%99&rft.jtitle=Journal%20of%20child%20language&rft.au=Loveland,%20Katherine%20A.&rft.date=1984-10&rft.volume=11&rft.issue=3&rft.spage=535&rft.epage=556&rft.pages=535-556&rft.issn=0305-0009&rft.eissn=1469-7602&rft.coden=JCLGBJ&rft_id=info:doi/10.1017/S0305000900005948&rft_dat=%3Cproquest_cross%3E75771314%3C/proquest_cross%3E%3Cgrp_id%3Ecdi_FETCH-LOGICAL-c497t-140a96f56d6d1bcdaf544fcd12d790a62e01e1e5af070431b372aa8bc9e43ec63%3C/grp_id%3E%3Coa%3E%3C/oa%3E%3Curl%3E%3C/url%3E&rft_id=info:oai/&rft_pqid=1303107860&rft_id=info:pmid/6501464&rft_cupid=10_1017_S0305000900005948&rfr_iscdi=true