How Children Aged 2;6 Tailor Verbal Expressions to Interlocutor Informational Needs

Autor/inn/en	Abbot-Smith, Kirsten; Nurmsoo, Erika; Croll, Rebecca; Ferguson, Heather; Forrester, Michael
Titel	How Children Aged 2;6 Tailor Verbal Expressions to Interlocutor Informational Needs
Quelle	In: Journal of Child Language, 43 (2016) 6, S.1277-1291 (15 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-0009
DOI	10.1017/S0305000915000616
Schlagwörter	Child Language; Preschool Children; Verbal Communication; Expressive Language; Cues; Visual Stimuli; Interpersonal Communication; Communication Skills; Difficulty Level; Correlation; Feedback (Response) + Suchen Sie Ihr Suchwort? 'Children''s language'; Kindersprache; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Stichwort; Interpersonale Kommunikation; Kommunikationsstil; Schwierigkeitsgrad; Korrelation
Abstract	Although preschoolers are pervasively underinformative in their actual usage of verbal reference, a number of studies have shown that they nonetheless demonstrate sensitivity to listener informational needs, at least when environmental cues to this are obvious. We investigated two issues. The first concerned the types of visual cues to interlocutor informational needs which children aged 2;6 can process whilst producing complex referring expressions. The second was whether performance in experimental tasks related to naturalistic conversational proficiency. We found that 2;6-year-olds used fewer complex expressions when the objects were dissimilar compared to highly similar objects, indicating that they tailor their verbal expressions to the informational needs of another person, even when the cue to the informational need is relatively opaque. We also found a correlation between conversational skills as rated by the parents and the degree to which 2;6-year-olds could learn from feedback to produce complex referring expressions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01