Children's Understanding of Communicative Intentions in the Middle of the Second Year of Life

Autor/inn/en	Aureli, Tiziana; Perucchini, Paola; Genco, Maria
Titel	Children's Understanding of Communicative Intentions in the Middle of the Second Year of Life
Quelle	In: Cognitive Development, 24 (2009) 1, S.1-12 (12 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0885-2014
DOI	10.1016/j.cogdev.2008.07.003
Schlagwörter	Comprehension; Nonverbal Communication; Intention; Cognitive Ability; Young Children; Cognitive Development; Child Development + Suchen Sie Ihr Suchwort? Verstehen; Verständnis; Non-verbal communication; Nonverbale Kommunikation; Denkfähigkeit; Frühe Kindheit; Kognitive Entwicklung; Kindesentwicklung
Abstract	Two tasks were administered to 40 children aged from 16 to 20 months (mean age = 18;1), to evaluate children's understanding of declarative and informative intention [Behne, T., Carpenter, M., & Tomasello, M. (2005). One-year-olds comprehend the communicative intentions behind gestures in a hiding game. "Developmental Science", 8, 492-499; Camaioni, L., Perucchini, P., Bellagamba, F., & Colonnesi, C. (2004). The role of declarative pointing in developing a theory of mind. "Infancy", 5, 291-308]. In the first task, children had to respond to the experimenter who pointed at a distal object; in the second task, children had to find a toy in a hiding game after the experimenter indicated the correct location either by pointing or by gazing. In the first task, most children responded to the declarative gesture by "commenting" on the pointed object instead of just looking; however, looking responses were more frequent than commenting responses. In the second task, children chose the correct location of the object significantly more frequently when the informative gesture was the point than when it was the gaze; moreover, there were significantly more correct choices than incorrect choices in the point but not in the gaze condition. Finally, no significant relation was found between tasks. Taken together, the findings support the view that infants' developing understanding of communicative intention is a complex process in which general cognitive abilities and contextual factors are equally important. (Contains 2 tables.) (As Provided).
Anmerkungen	Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail: usjcs@elsevier.com; Web site: http://www.elsevier.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10