Between realism and nominalism: learning to think about names and words.
Some of the factors that influence our understanding of the nature of names and words were investigated. Participants (from kindergarten, 2nd, 4th, and 6th grades, and a university undergraduate class) were told a series of brief narratives thematizing the relation between objects and names, after which they were asked questions about the origins and changeability of names and words. Responses were coded as either realist (i.e., viewing names as intrinsic properties of objects) or nominalist (i.e., understanding names and words as arbitrary social conventions). By Grade 2, the children showed a significant increase in nominalist thinking, but this was not a universal development among the participants. Many adults expressed views that did not reflect a strictly nominalist understanding of words and names. Furthermore, the use of nominalist and realist models was influenced by various social-discursive factors including the type of object being named, the type of name being asked about, and the participant's prior experience with the name. It is argued that linguistic (especially literate) experiences play a crucial role in developing a nominalist understanding of names and words.
Homer
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BD
Department of Psychology, Graduate School and University Center, The City University of New York, NY 10003, USA. bruce.homer@nyu.edu
Brockmeier
J
J
Kamawar
D
D
Olson
D R
DR
D000328:Adult; D002648:Child; D002657:Child Development; D002675:Child, Preschool; D003071:Cognition / Q000502:physiology; D006801:Humans; D007858:Learning; D009275:Names; D014825:Vocabulary