| Abstract: | Discusses 4 classes of theories about the significance of the syntagmatic-paradigmatic shift in children's word associations: (a) associative strength, (b) syntactic, (c) semantic, and (d) cognitive theories. Qualifications regarding the generality of the phenomenon are pointed out. It is suggested that both a shift in conceptual organization and a change in children's interpretation of the task may account for the data. (71 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved) |
