Abstract
Based on a study by DeVito and Civikly and a pilot study, the relationship between repetition and the semantic dimensions of homogeneity/heterogeneity, completeness/incompleteness, and roundedness/angularity were studied among second and fifth grade Black and White children. Previous research findings and theorizing led to the development of hypotheses which predicted different perceptions of phonetic symbolism between second and fifth grade students, and between Black and White Children. The findings lend support to a developmental view of the acquisition of subjective phonetic symbolism.
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