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  1. Generic Statements Require Little Evidence for Acceptance but Have Powerful Implications.Andrei Cimpian, Amanda C. Brandone & Susan A. Gelman - 2010 - Cognitive Science 34 (8):1452-1482.
    Generic statements (e.g., “Birds lay eggs”) express generalizations about categories. In this paper, we hypothesized that there is a paradoxical asymmetry at the core of generic meaning, such that these sentences have extremely strong implications but require little evidence to be judged true. Four experiments confirmed the hypothesized asymmetry: Participants interpreted novel generics such as “Lorches have purple feathers” as referring to nearly all lorches, but they judged the same novel generics to be true given a wide range of prevalence (...)
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    Children's Developing Intuitions About the Truth Conditions and Implications of Novel Generics Versus Quantified Statements.Amanda C. Brandone, Susan A. Gelman & Jenna Hedglen - 2015 - Cognitive Science 39 (4):711-738.
    Generic statements express generalizations about categories and present a unique semantic profile that is distinct from quantified statements. This paper reports two studies examining the development of children's intuitions about the semantics of generics and how they differ from statements quantified by all, most, and some. Results reveal that, like adults, preschoolers recognize that generics have flexible truth conditions and are capable of representing a wide range of prevalence levels; and interpret novel generics as having near-universal prevalence implications. Results further (...)
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    Differences in preschoolers’ and adults’ use of generics about novel animals and artifacts: A window onto a conceptual divide.Amanda C. Brandone & Susan A. Gelman - 2009 - Cognition 110 (1):1-22.
    Children and adults commonly produce more generic noun phrases (e.g., birds fly) about animals than artifacts. This may reflect differences in participants’ generic knowledge about specific animals/artifacts (e.g., dogs/chairs), or it may reflect a more general distinction. To test this, the current experiments asked adults and preschoolers to generate properties about novel animals and artifacts (Experiment 1: real animals/artifacts; Experiments 2 and 3: matched pairs of maximally similar, novel animals/artifacts). Data demonstrate that even without prior knowledge about these items, the (...)
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    Editorial: The Emergence and Development of Scientific Thinking During the Early Years: Basic Processes and Supportive Contexts.Christopher Osterhaus, Amanda C. Brandone, Stella Vosniadou & Ageliki Nicolopoulou - 2021 - Frontiers in Psychology 12.
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