An Individual Differences Perspective on Pragmatic Abilities in the Preschool Years

Autor/inn/en	Bohn, Manuel; Tessler, Michael Henry; Kordt, Clara; Hausmann, Tom; Frank, Michael C.
Titel	An Individual Differences Perspective on Pragmatic Abilities in the Preschool Years
Quelle	In: Developmental Science, 26 (2023) 6, (14 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Bohn, Manuel)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1363-755X
DOI	10.1111/desc.13401
Schlagwörter	Individual Differences; Pragmatics; Language Aptitude; Psychological Patterns; Preschool Children; German; Cognitive Ability; Psychometrics + Suchen Sie Ihr Suchwort? Individueller Unterschied; Pragmalinguistik; Sprachbegabung; Spracheignung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Deutscher; Denkfähigkeit; Psychometry; Psychometrie
Abstract	Pragmatic abilities are fundamental to successful language use and learning. Individual differences studies contribute to understanding the psychological processes involved in pragmatic reasoning. Small sample sizes, insufficient measurement tools, and a lack of theoretical precision have hindered progress, however. Three studies addressed these challenges in three- to 5-year-old German-speaking children (N = 228, 121 female). Studies 1 and 2 assessed the psychometric properties of six pragmatics tasks. Study 3 investigated relations among pragmatics tasks and between pragmatics and other cognitive abilities. The tasks were found to measure stable variation between individuals. Via a computational cognitive model, individual differences were traced back to a latent pragmatics construct. This presents the basis for understanding the relations between pragmatics and other cognitive abilities. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01