A developmental study of the semantic structures of children

Three separate studies were conducted to investigate the development of children's affective meaning systems. Semantic differential ratings were made of 20 concepts in one study and 100 concepts in each of the other two studies by S s in grades 2 through 7. The data were analyzed by the principal-factor solution to factor analysis and rotated by varimax and equamax routines. There was evidence for the stability of the Evaluation—Potency—Activity framework even down to the second-grade level. Progressive refinement and differentiation were evident in the unrotated principal-axes factors as reflected in the shift from a predominantly two-factor system, comprised of the Evaluation and Dynamism factors, to the three-factor EPA system.

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