Young Children's Understanding of Denial

Autor/inn/en	Austin, Keith; Theakston, Anna; Lieven, Elena; Tomasello, Michael
Titel	Young Children's Understanding of Denial
Quelle	In: Developmental Psychology, 50 (2014) 8, S.2061-2070 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0012-1649
DOI	10.1037/a0037179
Schlagwörter	Young Children; Comprehension; Defense Mechanisms; Nonverbal Communication; Cues; Language Acquisition; Age Differences; Cognitive Development; Foreign Countries; United Kingdom (Manchester) + Suchen Sie Ihr Suchwort? Frühe Kindheit; Verstehen; Verständnis; Abwehrverhalten; Non-verbal communication; Nonverbale Kommunikation; Stichwort; Sprachaneignung; Spracherwerb; Age; Difference; Age difference; Altersunterschied; Kognitive Entwicklung; Ausland
Abstract	Although a fair amount is known about young children's production of negation, little is known about their comprehension. Here, we focus on arguably the most complex basic form, denial, and how young children understand denial, when it is expressed in response to a question with gesture, single word, or sentence. One hundred twenty-six children in 3 age groups (Ms = 1 year 9 months, 2 years 0 months, and 2 years 4 months) witnessed an adult look into 1 of 2 buckets and then, in response to a question about whether the toy was in there, communicate either something positive (positive head nod, "yes," "it is in this bucket") or negative (negative head shake, "No," "It's not in this bucket"). The youngest children did not search differently in response to any of the communicative cues (nor in response to an additional cue using both gesture and single word). Children at 2 years 0 months searched at above-chance levels only in response to the negative word and negative sentence. Children at 2 years 4 months were successful with all 3 types of cues in both positive and negative modalities, with the exception of the positive sentence. Young children thus seem to understand the denial of a statement before they understand its affirmation, and they understand linguistic means of expressing denial before they understand gestural means. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01