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Do context cues help preschoolers learn words by differentiating between reliable and unreliable informants?
DiscoverArchive/Manakin Repository
Do context cues help preschoolers learn words by differentiating between reliable and unreliable informants?
| Title: | Do context cues help preschoolers learn words by differentiating between reliable and unreliable informants? |
| Author: | Doscas, Michelle |
| Abstract: | The present study investigates if 4-year-old children use people’s pragmatic competence as a standard for learning from them. In this study we define a person’s pragmatic competence by their ability to adhere to the Gricean maxim of relation. The children were divided into three conditions with different levels of verbal context, a no context condition, a rich context condition and a richer context condition. Four-year-olds did not perform differently based on the level of context they received. A linear regression revealed that children’s ability to answer comprehension questions correctly while watching a video, predicted their performance on the word-learning task. |
| Description: | Four year olds have difficulty understanding the relation Gricean Maxim. This paper strives to see if the addition of verbal context will help these children recognize violations to this maxim more consistently. |
| Subject: |
preschoolers
learn words context cues |
| LCSH Subject: |
Developmental psychology
Language acquisition Pragmatics Conversation -- Psychological aspects |
| URI: | http://hdl.handle.net/1803/4811 |
| Date: | 2011-04-29 |
Files in this item
| Files | Size | Format | View |
|---|---|---|---|
| Revised Thesis 1.doc | 276.9Kb | Microsoft Word |
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