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Capital Gains: Effects of Word Class and Sentence Position on Capitalization Use Across Age.

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Title: Capital Gains: Effects of Word Class and Sentence Position on Capitalization Use Across Age.
Authors: Hawkey, Emilia (AUTHOR), Palmer, Matthew A. (AUTHOR), Kemp, Nenagh (AUTHOR)
Source: Child Development. Nov/Dec2025, Vol. 96 Issue 6, p2233-2246. 14p.
Subjects: Capitalization (Writing), Syntax (Grammar), Cloze procedure, English orthography & spelling, Cognitive processing of language, Cognitive load
Abstract: Learning to capitalize in English requires identifying a word's type and sentence position. In two cloze studies (2021–2022), Australian students of all genders (95% White, monolingual) spelled words with one and two capitalization cues (proper nouns, sentence‐initial words) and no‐cue control words. High school (12–18 years, n = 59) and university students (18–63 years, n = 78) exhibited near‐perfect capitalization. Primary school students (8–12 years) writing single words (n = 99) used proper‐noun cues more than sentence‐initial cues (ds > 0.49), but when writing consecutive words (n = 101), capitalized more accurately with two cues than one (ds > 0.32). Early capitalization appears better with more cues, but task format influences children's use of grammatical context. [ABSTRACT FROM AUTHOR]
Copyright of Child Development is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Capital Gains: Effects of Word Class and Sentence Position on Capitalization Use Across Age.
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  Label: Authors
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  Data: <searchLink fieldCode="AR" term="%22Hawkey%2C+Emilia%22">Hawkey, Emilia</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Palmer%2C+Matthew+A%2E%22">Palmer, Matthew A.</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Kemp%2C+Nenagh%22">Kemp, Nenagh</searchLink> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Child+Development%22">Child Development</searchLink>. Nov/Dec2025, Vol. 96 Issue 6, p2233-2246. 14p.
– Name: Subject
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  Data: <searchLink fieldCode="DE" term="%22Capitalization+%28Writing%29%22">Capitalization (Writing)</searchLink><br /><searchLink fieldCode="DE" term="%22Syntax+%28Grammar%29%22">Syntax (Grammar)</searchLink><br /><searchLink fieldCode="DE" term="%22Cloze+procedure%22">Cloze procedure</searchLink><br /><searchLink fieldCode="DE" term="%22English+orthography+%26+spelling%22">English orthography & spelling</searchLink><br /><searchLink fieldCode="DE" term="%22Cognitive+processing+of+language%22">Cognitive processing of language</searchLink><br /><searchLink fieldCode="DE" term="%22Cognitive+load%22">Cognitive load</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Learning to capitalize in English requires identifying a word's type and sentence position. In two cloze studies (2021–2022), Australian students of all genders (95% White, monolingual) spelled words with one and two capitalization cues (proper nouns, sentence‐initial words) and no‐cue control words. High school (12–18 years, n = 59) and university students (18–63 years, n = 78) exhibited near‐perfect capitalization. Primary school students (8–12 years) writing single words (n = 99) used proper‐noun cues more than sentence‐initial cues (ds > 0.49), but when writing consecutive words (n = 101), capitalized more accurately with two cues than one (ds > 0.32). Early capitalization appears better with more cues, but task format influences children's use of grammatical context. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of Child Development is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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RecordInfo BibRecord:
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      – Type: doi
        Value: 10.1111/cdev.70035
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      – Code: eng
        Text: English
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        PageCount: 14
        StartPage: 2233
    Subjects:
      – SubjectFull: Capitalization (Writing)
        Type: general
      – SubjectFull: Syntax (Grammar)
        Type: general
      – SubjectFull: Cloze procedure
        Type: general
      – SubjectFull: English orthography & spelling
        Type: general
      – SubjectFull: Cognitive processing of language
        Type: general
      – SubjectFull: Cognitive load
        Type: general
    Titles:
      – TitleFull: Capital Gains: Effects of Word Class and Sentence Position on Capitalization Use Across Age.
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            NameFull: Hawkey, Emilia
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            NameFull: Palmer, Matthew A.
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            – D: 01
              M: 11
              Text: Nov/Dec2025
              Type: published
              Y: 2025
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