Abstract
Previous research (Hall, Scholnick, & Hughes, 1987) suggested that cognitive word meanings denote six increasingly abstract and complex cognitive processes. In this paper, we further investigated two interrelated aspects of this framework. A set of 36 conversations with children aged 4:5 to 5 provided the data. In Study 1, issues related to the optimal ordering of levels were examined by comparing the original sequence with a restructured model. In Study 2, the hypothesis that, in addition toknow, other polysemous cognitive internal state words would be hierarchically organized was tested. The findings lent support to the restructured model, but rejected the hypothesis that polysemous words within the domain were characterized by equivalent,hhierarchically organized levels. We conclude by proposing that cognitive internal state words were related by complementarity of levels rather than equivalence.
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The research on which this paper is based was supported by a grant from the Carnegie Corporation of New York to William S. Hall. Data analysis was supported by the Computer Science Center at the University of Maryland, College Park.
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Frank, R.E., Hall, W.S. Polysemy and the acquisition of the cognitive internal state lexicon. J Psycholinguist Res 20, 283–304 (1991). https://doi.org/10.1007/BF01074282
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DOI: https://doi.org/10.1007/BF01074282