Variability in ontological knowledge and its relationship to intelligence.

Persistent Link:
http://hdl.handle.net/10150/184874
Title:
Variability in ontological knowledge and its relationship to intelligence.
Author:
Chandler, Kacey.
Issue Date:
1989
Publisher:
The University of Arizona.
Rights:
Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
Abstract:
This study examined children's performance on a decontextualization task requiring the ability to deduce the meaning of unknown words from verbal context and their ontological knowledge structure as indicated by their judgments about both anomalous and sensible statements containing the unknown words. A comparison was made between performance on the decontextualization task and verbal and nonverbal ability and between the subjects' ontological knowledge structures and verbal and nonverbal ability. It was hypothesized that performance on the decontextualization tasks would be positively correlated with both ability measures, but ontological knowledge structure would remain constant across ability levels. First, third and fifth grade subjects' participated in the study. Performance on the decontextualization task correlated positively with verbal ability for all three grade level and with nonverbal ability for grade one. Presence of the M-constraint (Keil, 1979) was evident across ability levels as well as grade levels. Greater differentiation in ontological knowledge was indicated across grade levels but not across ability levels within a grade level. Results supported previous research of Keil (1979, 1983a, 1983b).
Type:
text; Dissertation-Reproduction (electronic)
Keywords:
Language acquisition.; Children -- Language.
Degree Name:
Ph.D.
Degree Level:
doctoral
Degree Program:
Educational Foundations and Administration; Graduate College
Degree Grantor:
University of Arizona
Advisor:
Nicholson, Glen

Full metadata record

DC FieldValue Language
dc.language.isoenen_US
dc.titleVariability in ontological knowledge and its relationship to intelligence.en_US
dc.creatorChandler, Kacey.en_US
dc.contributor.authorChandler, Kacey.en_US
dc.date.issued1989en_US
dc.publisherThe University of Arizona.en_US
dc.rightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.en_US
dc.description.abstractThis study examined children's performance on a decontextualization task requiring the ability to deduce the meaning of unknown words from verbal context and their ontological knowledge structure as indicated by their judgments about both anomalous and sensible statements containing the unknown words. A comparison was made between performance on the decontextualization task and verbal and nonverbal ability and between the subjects' ontological knowledge structures and verbal and nonverbal ability. It was hypothesized that performance on the decontextualization tasks would be positively correlated with both ability measures, but ontological knowledge structure would remain constant across ability levels. First, third and fifth grade subjects' participated in the study. Performance on the decontextualization task correlated positively with verbal ability for all three grade level and with nonverbal ability for grade one. Presence of the M-constraint (Keil, 1979) was evident across ability levels as well as grade levels. Greater differentiation in ontological knowledge was indicated across grade levels but not across ability levels within a grade level. Results supported previous research of Keil (1979, 1983a, 1983b).en_US
dc.typetexten_US
dc.typeDissertation-Reproduction (electronic)en_US
dc.subjectLanguage acquisition.en_US
dc.subjectChildren -- Language.en_US
thesis.degree.namePh.D.en_US
thesis.degree.leveldoctoralen_US
thesis.degree.disciplineEducational Foundations and Administrationen_US
thesis.degree.disciplineGraduate Collegeen_US
thesis.degree.grantorUniversity of Arizonaen_US
dc.contributor.advisorNicholson, Glenen_US
dc.contributor.committeememberRosser, Rosemaryen_US
dc.contributor.committeememberSabers, Darrell L.en_US
dc.identifier.proquest9013136en_US
dc.identifier.oclc703427979en_US
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