When Is a Question a Question for Children and Adults?

Autor/inn/en	Saindon, Mathieu R.; Trehub, Sandra E.; Schellenberg, E. Glenn; van Lieshout, Pascal H. H. M.
Titel	When Is a Question a Question for Children and Adults?
Quelle	In: Language Learning and Development, 13 (2017) 3, S.274-285 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1547-5441
DOI	10.1080/15475441.2016.1252681
Schlagwörter	Acoustics; Cues; Adults; Children; Speech Communication; Age Differences; Identification; Task Analysis; Accuracy; Intonation; Language Patterns; Testing; Learning Processes; College Students; Statistical Analysis; Foreign Countries; Scores; Questioning Techniques; Canada + Suchen Sie Ihr Suchwort? Akustik; Stichwort; Child; Kind; Kinder; Age; Difference; Age difference; Altersunterschied; Identifikation; Identifizierung; Aufgabenanalyse; Sprachmodell; Sprachstruktur; Testdurchführung; Testen; Learning process; Lernprozess; Collegestudent; Statistische Analyse; Ausland; Befragungstechnik; Fragetechnik; Kanada
Abstract	Terminal changes in fundamental frequency provide the most salient acoustic cues to declarative questions, but adults sometimes identify such questions from pre-terminal cues. In the present study, adults and 7- to 10-year-old children judged a single speaker's adult- and child-directed utterances as questions or statements in a gating task with word-length increments. Listeners of all ages successfully used pre-terminal cues to identify utterance type, often only the initial word, and they were more accurate for child-directed than adult-directed utterances. There were age-related differences in identification accuracy and number of words required for correct identification. Age differences were already apparent on the initial (first five) utterances, confirming adults' superior explicit knowledge of intonation patterns that signify questions and statements. Adults' performance improved over the course of the test session, reflecting taker-specific learning, but children exhibited no such learning. (As Provided).
Anmerkungen	Psychology Press. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01