Monolingual and Bilingual Preschoolers' Use of Gestures to Interpret Ambiguous Pronouns

Autor/in	Yow, W. Quin
Titel	Monolingual and Bilingual Preschoolers' Use of Gestures to Interpret Ambiguous Pronouns
Quelle	In: Journal of Child Language, 42 (2015) 6, (14 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-0009
DOI	10.1017/S0305000914000737
Schlagwörter	Preschool Children; Monolingualism; Bilingual Students; Adults; Cues; Nonverbal Communication; Ambiguity (Semantics); Form Classes (Languages); Comparative Analysis; Cognitive Development; English; Spanish; Mandarin Chinese; Russian; French; Italian; Thai; Japanese; German; Socioeconomic Status; Vocabulary Development; Scores; Statistical Analysis; Age Differences; Verbal Ability; Intelligence Tests; Peabody Picture Vocabulary Test + Suchen Sie Ihr Suchwort? Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Stichwort; Non-verbal communication; Nonverbale Kommunikation; Analytischer Sprachbau; Kognitive Entwicklung; English language; Englisch; Spanisch; Russisch; Französisch; Italienisch; Japaner; Japanisch; Deutscher; Socio-economic status; Sozioökonomischer Status; Wortschatzarbeit; Statistische Analyse; Age; Difference; Age difference; Altersunterschied; Mündliche Leistung; Intelligence test; Intelligenztest
Abstract	Young children typically do not use order-of-mention to resolve ambiguous pronouns, but may do so if given additional cues, such as gestures. Additionally, this ability to utilize gestures may be enhanced in bilingual children, who may be more sensitive to such cues due to their unique language experience. We asked monolingual and bilingual four-year-olds and adults to determine referents of ambiguous pronouns given order-of-mention and coreferential localizing gestures. Results showed that bilingual children, like adults, but not monolingual children, used order-of-mention with gestures to resolve ambiguous pronouns. This highlights a wider implication of bilingualism for socio-cognitive development in children. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01