Preschoolers Flexibly Shift between Speakers' Perspectives during Real-Time Language Comprehension

Autor/inn/en	Khu, Melanie; Chambers, Craig G.; Graham, Susan A.
Titel	Preschoolers Flexibly Shift between Speakers' Perspectives during Real-Time Language Comprehension
Quelle	In: Child Development, 91 (2020) 3, (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Chambers, Craig G.) ORCID (Graham, Susan A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-3920
DOI	10.1111/cdev.13270
Schlagwörter	Preschool Children; Communication Skills; Interpersonal Communication; Comprehension; Individual Differences; Executive Function; Cognitive Ability; Language Processing; Perspective Taking + Suchen Sie Ihr Suchwort? Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Kommunikationsstil; Interpersonale Kommunikation; Verstehen; Verständnis; Individueller Unterschied; Denkfähigkeit; Sprachverarbeitung; Zukunftsperspektive
Abstract	In communicative situations, preschoolers use shared knowledge, or "common ground," to guide their interpretation of a speaker's referential intent. Using eye-tracking measures, this study investigated the time course of 4-year-olds' (n = 95) use of two different speakers' perspectives and assessed how individual differences in this ability related to individual differences in executive function and representational skills. Gaze measures indicated partner-specific common ground guided children's interpretation from the earliest moments of language processing. Nonegocentric online processing was positively correlated with performance on a Level 2 visual perspective-taking task. These results demonstrate that preschoolers readily use the perspectives of multiple partners to guide language comprehension and that more advanced representational skills are associated with the rapid integration of common ground information. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01