Possible explanations for children's literal interpretations of homonyms

摘要: This study was designed to examine factors associated with literal interpretations of homonyms. Participants were 212 second graders, ages 7; 0–8 ;11, who listened a story containing 16 key words. The words homonymous (‘ pseudo-homonyms ’), nonsense words, or familiar used accurately. While listening the story, children selected an illustration each word. Later, they asked recall and justify their picture selections. There no association between interpretation accuracy for accurately ; however, recalled word more likely interpret homonym ‘literally, ’ relative failed Yet most correctly interpreted pseudohomonyms also these Most context regardless type, but whereas correct predicted accurate accurately, it did not do so Children made equivalent numbers homonyms, even when recalling context. Children’s justifications implicated