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| Research article summary (published 29 Apr 2002): |
The Spanish ser/estar distinction in bilingual children's reasoning about human psychological characteristics.
Full Abstract
Children's reasoning about the stability of human psychological characteristics was investigated in relation to the obligatory distinction between the Spanish verb forms ser and estar (which convey different information about the stability of characteristics) and the corresponding English form to be. Participants (85 bilingual children, ages 6 to 10 years) were interviewed to determine (a) whether the ser/estar distinction is relevant to reasoning about the stability of human characteristics and (b) whether beliefs about the stability of psychological characteristics relate to differences in the use of ser and estar to describe and explain social events. Children treated ser and to be as more likely than estar to convey the stability of psychological characteristics. Children who tended to endorse stable views of psychological characteristics were especially likely to use the ser form in their descriptions and explanations.
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Author information
Author/s: Heyman, Gail D (GD); Diesendruck, Gil (G);
Affiliation: Department of Psychology, University of California, San Diego, La Jolla 92093-0109, USA. gheyman@ucsd.edu
Grants: HD38529 (Agency:United States NICHD)
Journal and publication information
Publication Type: Journal Article; Research Support, U.S. Gov't, P.H.S.
Journal: Developmental psychology (Dev Psychol), published in United States. (Language: eng)
Reference: 2002-May; vol 38 (issue 3) : pp 407-17
Dates: Created 2002/05/13; Completed 2002/11/07; Revised 2007/11/14;
PMID: 12005383, status: MEDLINE (last retrieval date: 11/6/2008)
Sourced from the National Library of Medicine. Abstract text and other information may be subject to copyright.
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