Children Increase Their Sensitivity to a Speaker's Nonlinguistic Cues Following a Communicative Breakdown

Autor/inn/en	Yow, W. Quin; Markman, Ellen M.
Titel	Children Increase Their Sensitivity to a Speaker's Nonlinguistic Cues Following a Communicative Breakdown
Quelle	In: Child Development, 87 (2016) 2, S.385-394 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-3920
DOI	10.1111/cdev.12479
Schlagwörter	Bilingualism; Cues; Nonverbal Communication; Communication Problems; Code Switching (Language); Monolingualism; English; Preschool Children; Second Language Learning; Games; Task Analysis; Metalinguistics + Suchen Sie Ihr Suchwort? Bilingualismus; Stichwort; Non-verbal communication; Nonverbale Kommunikation; Kommunikationsbarriere; English language; Englisch; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Zweitsprachenerwerb; Game; Spiel; Spiele; Aufgabenanalyse; Metalanguage; Metasprache
Abstract	Bilingual children regularly face communicative challenges when speakers switch languages. To cope with such challenges, children may attempt to discern a speaker's communicative intent, thereby heightening their sensitivity to nonverbal communicative cues. Two studies examined whether such communication breakdowns increase sensitivity to nonverbal cues. English-speaking monolingual (n = 64) and bilingual (n = 54) 3- to 4-year-olds heard instructions in either English only or English mixed with a foreign language. Later, children played a hiding game that relied on nonverbal cues. Hearing a foreign language switch improved both monolingual and bilingual children's use of these cues. Moreover, bilinguals with more prior code-switching exposure outperformed those with less prior code-switching exposure. Children's short-term strategies to repair communication breakdowns may evolve into a more generalizable set of skills. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01