VI. ACQUISITION OF BOTANICAL TERMINOLOGY BY TZELTAL CHILDREN
By Brian Stross. 1973
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- Marc H. Bornstein
- Martha E. Arterberry
- James W. Tanaka
- Carolyn B. Mervis
- Eleanor Rosch
- Marjorie Taylor
- Elizabeth B. Lynch
- Valentina Vapnarsky
Citations in the corpus
- THE DEVELOPMENT OF OBJECT CATEGORIZATION IN YOUNG CHILDREN: HIERARCHICAL INCLUSIVENESS, AGE, PERCEPTUAL ATTRIBUTE, AND GROUP VERSUS INDIVIDUAL ANALYSES (2010, background): “Tzeltal (Mexican Mayan) children reportedly first learn the names of plants corresponding to English subordinate-level categories and only later acquire more inclusive basic-level names (Stross, 1973).”
- Evolution and Devolution of Knowledge: A Tale of Two Biologies (2004, background): “Generic species are also typically the categories most easily recognized, most commonly named, and perhaps most easily learned by children (Stross 1973).”
- FOLKBIOLOGY DOESN'T COME FROM FOLKPSYCHOLOGY: EVIDENCE FROM YUKATEK MAYA IN CROSS-CULTURAL PERSPECTIVE (2001, background): “…names elicited from Highland Maya children during a nature walk tends to confirm an early childhood preference for identification of generic species; however, the study provides no information about cognitive processes of biological categorization and reasoning or causal structure (Stross 1973).”
- Categorization of Natural Objects (1981, background): “With regard to language acquisition, Stross ( 1973) and Dougherty ( 1978) have both shown that the first botanical labels that children learn are names for basic level categories.”
- Object categories and expertise: Is the basic level in the eye of the beholder? (1991, background): “In a related study, Stross (1973) found that Tzeltal children first learn the names of plants corresponding to our subordinate-level categories and later on, acquire the more inclusive basic-level names.”
- How Can We Teach Our Children if We Cannot Access the Forest? Generational Change in Mapuche Knowledge of Wild Edible Plants in Andean Temperate Ecosystems of Chile (2016, unknown): “As in many other parts of the world, children used to walk in the woods looking for wild foods and medicinal plants at the request of their parents and sometimes just for fun and exploration (Setalaphruk and Price 2007; Stross 1973).”