title: Spatial complexity in children's language.
abstract: The purpose of this research was to explore the properties of locative scenes which influence the sequence of the acquisition of spatial prepositions in English. Children ranging in age from about 2;8 to 5;6 were tested with a comprehension test involving a sentence-picture matching task. The comprehension test contained six kinds of spatial contrasts which were judged to vary in the geometric complexity of the scene. The order of acquisition was as follows: (1) into/out of & onto/off of, (2) in/on, (3) into/onto & out of/off of and through/over (around), (4) between X & Y/Y & Z, and (5) across/along. Complexity depends on a number of factors such as the number of referent objects and the nature of the relationship between the object to be located and the critical feature of the referent object. Prepositions which involve a more complex spatial geometry are more difficult for young children to comprehend. It was argued that the sequence of acquisition is partially determined by the course of conceptual development.
authors.affiliation: State University of New York College at Fredonia, 14063, USA. weist@fredonia.edu
authors.forename: R M
authors.initials: RM
authors.lastname: Weist
authors.forename: N L
authors.initials: NL
authors.lastname: Lymburner
authors.forename: S
authors.initials: S
authors.lastname: Piotrowski
authors.forename: J L
authors.initials: JL
authors.lastname: Stoddard
mesh_terms: D002675:Child, Preschool; D003210:Concept Formation; D005260:Female; D006801:Humans; D007804:Language Development; D008297:Male; D009949:Orientation; D010364:Pattern Recognition, Visual; D012660:Semantics; D013028:Space Perception