When You're Happy and I Know It: Four-Year-Olds' Emotional Perspective Taking during Online Language Comprehension

Autor/inn/en	Khu, Melanie; Chambers, Craig; Graham, Susan A.
Titel	When You're Happy and I Know It: Four-Year-Olds' Emotional Perspective Taking during Online Language Comprehension
Quelle	In: Child Development, 89 (2018) 6, S.2264-2281 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-3920
DOI	10.1111/cdev.12855
Schlagwörter	Perspective Taking; Child Development; Intonation; Suprasegmentals; Nonverbal Communication; Preschool Children; Emotional Response; Language Processing; Correlation; Inhibition; Short Term Memory; Inferences; Ambiguity (Semantics); Cues; Interpersonal Communication; Receptive Language; Measures (Individuals); Computer Mediated Communication + Suchen Sie Ihr Suchwort? Zukunftsperspektive; Kindesentwicklung; Non-verbal communication; Nonverbale Kommunikation; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Emotionales Verhalten; Sprachverarbeitung; Korrelation; Hemmung; Kurzzeitgedächtnis; Inference; Inferenz; Stichwort; Interpersonale Kommunikation; Rezeptive Kommunikationsfähigkeit; Messdaten; Computerkonferenz
Abstract	Using a novel emotional perspective-taking task, this study investigated 4-year-olds' (n = 97) use of a speaker's emotional prosody to make inferences about the speaker's emotional state and, correspondingly, their communicative intent. Eye gaze measures indicated preschoolers used emotional perspective inferences to guide their real-time interpretation of ambiguous statements. However, these sensitivities were less apparent in overt responses, suggesting preschoolers' ability to integrate emotional perspective cues is at an emergent state. Perspective taking during online language processing was positively correlated with receptive vocabulary and an offline measure of emotional perspective taking, but not with cognitive perspective taking, conflict or delay inhibitory control, or working memory. Together, the results underscore how children's emerging communicative competence involves different kinds of perspective inferences with distinct cognitive underpinnings. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01