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 |