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Preschoolers use nonverbal cues to identify reliable informants in word learning

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dc.contributor.advisor Saylor, Megan
dc.contributor.author Krensky, Lauren
dc.date.accessioned 2011-06-18T19:24:17Z
dc.date.available 2011-06-18T19:24:17Z
dc.date.issued 2011-04-06
dc.identifier.uri http://hdl.handle.net/1803/4817
dc.description.abstract The present study investigates 4-year-old children’s ability to use speakers’ pragmatic competence as an indicator of whom to learn from. In this study, pragmatic competence is measured as the speaker’s ability to adhere to the Gricean maxim of relation. The children were divided into three conditions with different levels of nonverbal feedback about the quality of a speaker’s contribution to a conversation: no feedback, feedback from the experimenter, and feedback from a conversation participant. Children in the experimenter feedback and participant feedback conditions were more successful at identifying the maxim adherer than the children in the no feedback condition. Only children in the participant feedback condition were above chance in choosing the labels offered by the maxim adherer. 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 Word learning; Gricean maxims; information sources 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 Trust in children en_US
dc.title Preschoolers use nonverbal cues to identify reliable informants in word learning en_US
dc.title.alternative Preschoolers use nonverbal cues in word learning 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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