DEVELOPMENTAL PATTERNS IN THE USE OF MODIFIERS AS MODES OF CONCEPTUALIZATION

Abstract

As the first phase of a systematic investigation of the development of affective meaning systems, modifiers were elicited from 100 Ss in each of grades 2-6. The standardized procedure was a restricted word-association task requiring S to respond with a single modifier for each of 100 substantives. The frequency and diversity of each modifier were summarized. Each substantive and modifier was described by an index combining frequency and diversity. A list of modifiers, for applications in semantic differential scales, was selected according to the criteria of frequency of occurrence, diversity of usage, and independence from other modifiers. Essential agreement in the usage of modifiers across grade levels was found. Differences among age groups existed in the manner in which substantives were qualified. Modifiers having higher values on the frequency-diversity index were those representing the evaluative and potency dimensions, followed by those representing the color and activity dimensions. Developmental trends in the characteristics of modifiers and substantives were described.