The book presents a series of studies that probe young children's knowledge of a relatively well-defined, abstract semantic realm, that of definite and indefinite reference. Topics investigated include children's knowledge of the difference between referring to particular objects (e.g. I have a dog, which refers to a particular dog) and no particular objects at all (e.g. I don't have a dog, which makes reference to no particular dog) and...
The book presents a series of studies that probe young children's knowledge of a relatively well-defined, abstract semantic realm, that of definite and indefinite reference. The investigation by many methods illustrates how methodological problems may systematically affect and at times even distort our picture of development if not carefully allowed for.
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