How Children Learn to Produce Appropriate Referring Expressions in Narratives: The Role of Clarifcation Requests and Modeling

Autor/inn/en	Carmiol, Ana M.; Matthews, Danielle; Rodríguez-Villagra, Odir A.
Titel	How Children Learn to Produce Appropriate Referring Expressions in Narratives: The Role of Clarifcation Requests and Modeling
Quelle	In: Journal of Child Language, 45 (2018) 3, S.752-136 (17 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-0009
Schlagwörter	Language Usage; Preschool Children; Child Language; Mothers; Modeling (Psychology); Parent Influence; Predictor Variables; Misconceptions; Imitation; Language Acquisition + Suchen Sie Ihr Suchwort? Sprachgebrauch; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; 'Children''s language'; Kindersprache; Mother; Mutter; Modeling; Modelling; Modellierung; Prädiktor; Missverständnis; Sprachaneignung; Spracherwerb
Abstract	Asking children to clarify themselves promotes their ability to uniquely identify objects in referential communication tasks. However, little is known about whether parents ask preschoolers for clarification during interactions and, if so, how. Study 1 explored how mothers clarify their preschoolers' ambiguous descriptions of the characters in their narratives, and whether clarification requests affect children's repairs of their ambiguous descriptions. Mothers were found to use different strategies, including signaling misunderstanding and modeling appropriate descriptions. Presence of these different strategies predicted children's ability to provide informative repairs. Study 2 tested the effect of children's experience with signaling misunderstanding and modeling on their ability to uniquely identify the characters of a story on a second narration. Experiencing modeling, but not misunderstandings, positively affected children's provision of appropriate descriptions during second narrations. Findings are discussed in terms of the role of imitation in driving referential development. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01