Cognitive and linguistic factors in the development of word definitions

Abstract

Three studies were carried out in order to account for development of word definitions. Study i was aimed at analysing the role of class inclusion skills and age (5– and 7–year-olds and adults) in production of definitions containing superordinate categorical terms. No differences were found between 7-year-olds who had passed a class inclusion task and those who had not passed it as regards number of definitions containing superordinates, while differences were found between younger and older children and between children and adults. Study 2 was aimed at obtaining some normative criteria on the ‘goodness’ of definitions provided in Study 1, by using adult judges. It was found that the best definitions are those which contain both categorical terms and specific information about the to-be-defined object. It was also found that adults may adjust their standard definitional criteria to the kind of interlocutor (i.e. a child or a Martian). Study 3 confirms that younger children's definitions fall far short of the adult informativeness and completeness criteria while, by the age of ten, such criteria are met. Overall results were interpreted as conforming to a progressive conventionalization of children's strategies for defining objects.