caa a22 4500 38635958X CHVBK 20180307111911.0 cr unu---uuuuu 161130e198910 xx s 000 0 eng 10.1017/S030500090001076X doi S030500090001076X pii (NATIONALLICENCE)cambridge-10.1017/S030500090001076X The development of mental terms: pragmatics or semantics? [Elektronische Daten] The distinctions between the mental terms, know, think and sure was examined in an experiment with 60 children between three and six years of age. The children were required to find an object hidden in one of two places. Their only clues were two statements involving contrasting mental terms, with each statement referring to one of the possible hiding places. Results showed a significant improvement with age for the know-think and sure-think contrasts, with think treated as a less reliable index of location than both know and sure by four to five years of age. No change with age was found for know-sure contrast. It is concluded that by four to five years of age, children recognize the function of mental terms to express degrees of certainty, and that this understanding is probably not based on the factive properties of the terms. Copyright © Cambridge University Press 1989 Moore Chris Mount Saint Vincent University Davidge Jane Mount Saint Vincent University Journal of Child Language Cambridge University Press 16/3(1989-10), 633-641 0305-0009 16:3<633 1989 16 JCL https://doi.org/10.1017/S030500090001076X text/html Onlinezugriff via DOI 1 research-article jats NATIONALLICENCE 856 40 https://doi.org/10.1017/S030500090001076X text/html Onlinezugriff via DOI NATIONALLICENCE 700 1- Moore Chris Mount Saint Vincent University NATIONALLICENCE 700 1- Davidge Jane Mount Saint Vincent University NATIONALLICENCE 773 0- Journal of Child Language Cambridge University Press 16/3(1989-10), 633-641 0305-0009 16:3<633 1989 16 JCL CC0 http://creativecommons.org/publicdomain/zero/1.0 nationallicence BK010053 XK010053 XK010000 NATIONALLICENCE NATIONALLICENCE NL-cambridge