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Giving good definitions requires controlling both word meaning and definitional form. Definitions from 137 second to fifth graders (i.e. aged seven to eleven) were scored to reflect conformity to the classic Aristotelian form and quality of information provided. Comparisons among children with different backgrounds indicated that school exposure to English was strongly related to per cent formal definitions given and their quality. 63 children were also tested in French, their foreign language. Performance in French was lower than in English; exposure to French at home related to the amount of information the children provided in informal definitions, not to quality of formal definitions. The results suggest that performance on definitions is most strongly affected by opportunities to practise the required form.
Catherine E. Snow (Mon,) studied this question.
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