Pragmatic, Linguistic and Cognitive Factors in Young Children's Development of Quantity, Relevance and Word Learning Inferences

Autor/inn/en	Wilson, Elspeth; Katsos Napoleon
Titel	Pragmatic, Linguistic and Cognitive Factors in Young Children's Development of Quantity, Relevance and Word Learning Inferences
Quelle	In: Journal of Child Language, 49 (2022) 6, S.1065-1092 (28 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Wilson, Elspeth)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-0009
DOI	10.1017/S0305000921000453
Schlagwörter	Vocabulary Development; Pragmatics; Preschool Children; Age Differences; Knowledge Level; Predictor Variables; Child Development; Linguistics; Inferences; English + Suchen Sie Ihr Suchwort? Wortschatzarbeit; Pragmalinguistik; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Age; Difference; Age difference; Altersunterschied; Wissensbasis; Prädiktor; Kindesentwicklung; Linguistik; Inference; Inferenz; English language; Englisch
Abstract	To better understand the developmental trajectory of children's pragmatic development, studies that examine more than one type of implicature as well as associated linguistic and cognitive factors are required. We investigated three- to five-year-old English-speaking children's (N = 71) performance in ad hoc quantity, scalar quantity and relevance implicatures, as well as word learning by exclusion inferences, using a sentence-to-picture-matching story-based task. Children's pragmatic abilities improved with age, with word learning by exclusion acquired first, followed by relevance and ad hoc quantity implicatures, and finally scalar quantity implicatures. In an exploratory analysis (with a subset of the data N = 58), we found that structural language knowledge was a predictor of pragmatic performance (but no evidence for an association with socioeconomic status or Theory of Mind, controlling for structural language). We discuss reasons why this developmental pattern emerges with reference to linguistic and extra-linguistic properties of these inferences. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01