Expressive Pragmatics and Prosody in Young Preschoolers Are More Closely Related to Structural Language than to Mentalizing

Autor/inn/en	Pronina, Mariia; Prieto, Pilar; Bischetti, Luca; Bambini, Valentina
Titel	Expressive Pragmatics and Prosody in Young Preschoolers Are More Closely Related to Structural Language than to Mentalizing
Quelle	In: Language Learning and Development, 19 (2023) 3, S.323-344 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Pronina, Mariia) ORCID (Prieto, Pilar) ORCID (Bischetti, Luca) ORCID (Bambini, Valentina)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1547-5441
DOI	10.1080/15475441.2022.2074852
Schlagwörter	Expressive Language; Pragmatics; Suprasegmentals; Preschool Children; Language Skills; Vocabulary; Syntax; Beliefs; Misconceptions; Comprehension; Metacognition; Child Language; Language Tests; Foreign Countries; Spain (Barcelona) + Suchen Sie Ihr Suchwort? Pragmalinguistik; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Language skill; Sprachkompetenz; Wortschatz; Belief; Glaube; Missverständnis; Verstehen; Verständnis; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; 'Children''s language'; Kindersprache; Language test; Sprachtest; Ausland
Abstract	Pragmatics lies at the point where language meets the social world and encompasses both the linguistic and the social dimensions of communication. However, the relationship between pragmatic abilities, other language skills, and socio-cognitive aspects such as mentalizing is still a matter of wide debate. This study sets out to investigate the status of pragmatic abilities by testing from a developmental angle their relationship with other linguistic skills and mentalizing. We examined the role of structural language and mentalizing on both expressive pragmatic and prosodic skills in typically developing preschool children. A total of 105 3-to 4-year-old children were assessed on pragmatics and prosody with the Audiovisual Pragmatic Test, as well as on structural language skills (vocabulary and syntax) and a series of mentalizing measures (false belief, emotion understanding, and metacognitive vocabulary). A combined approach including correlations, regressions, and structural equation modeling (SEM) was used. Structural language was a strong positive predictor of both pragmatic and prosodic scores, while mentalizing predicted neither pragmatic nor prosodic performance. We suggest that in preschool years, expressive pragmatics and prosodic skills are more closely related to structural language skills than to mentalizing. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01