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Do context cues help preschoolers learn words by differentiating between reliable and unreliable informants?

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dc.contributor.author Doscas, Michelle
dc.date.accessioned 2011-06-18T15:11:21Z
dc.date.available 2011-06-18T15:11:21Z
dc.date.issued 2011-04-29
dc.identifier.uri http://hdl.handle.net/1803/4811
dc.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. en_US
dc.description.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. en_US
dc.description.sponsorship Thesis completed in partial fulfillment of the requirements of the Honors Program in Psychological Sciences en_US
dc.language.iso en_US en_US
dc.publisher Vanderbilt University en_US
dc.subject preschoolers en_US
dc.subject learn words en_US
dc.subject context cues en_US
dc.subject.lcsh Developmental psychology en_US
dc.subject.lcsh Language acquisition en_US
dc.subject.lcsh Pragmatics en_US
dc.subject.lcsh Conversation -- Psychological aspects en_US
dc.title Do context cues help preschoolers learn words by differentiating between reliable and unreliable informants? en_US
dc.title.alternative Do preschoolers use context cues en_US
dc.type Thesis en_US
dc.description.school Vanderbilt University en_US
dc.description.department Psychological Sciences en_US


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