ABSTRACT
This chapter explores the nonperceptual and relational quality of the semantics of kin terms makes it difficult to study their meanings for children using the simple referential or extensional methods. To a degree and relative to older children and adults, this study suggested that the younger child's expressible knowledge of these verbal concepts was instance oriented and at times seemed to be based on his or her ability to recollect specific encounters with particular referents of the word. Gallivan began by postulating for each of the motion verbs a set of criterial properties, which she felt should be expressed in an accurate definition of the verb. Broadly speaking, although superordination by preschool children was generally infrequent, the ability to superordinate appeared to decrease as the level of generality of the term within a hierarchy increased. Finally, some limitations and qualifications regarding inferences that might be drawn from interview studies about the nature of semantic development.
