Developmental and Cognitive Aspects of Children's Disbelief Comprehension through Intonation and Facial Gesture

Autor/inn/en	Armstrong, Meghan; Esteve Gibert, Núria; Hübscher, Iris; Igualada, Alfonso; Prieto, Pilar
Titel	Developmental and Cognitive Aspects of Children's Disbelief Comprehension through Intonation and Facial Gesture
Quelle	In: First Language, 38 (2018) 6, S.596-616 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0142-7237
DOI	10.1177/0142723718789278
Schlagwörter	Child Development; Nonverbal Communication; Preschool Children; Cues; Theory of Mind; Language Processing; Intonation; Language Acquisition; Beliefs; Task Analysis; Predictor Variables; Age Differences; Performance; Romance Languages; Native Language; Foreign Countries; Spain + Suchen Sie Ihr Suchwort? Kindesentwicklung; Non-verbal communication; Nonverbale Kommunikation; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Stichwort; Sprachverarbeitung; Sprachaneignung; Spracherwerb; Belief; Glaube; Aufgabenanalyse; Prädiktor; Age; Difference; Age difference; Altersunterschied; Achievement; Leistung; Romanische Sprache; Ausland; Spanien
Abstract	This article investigates how children leverage intonational and gestural cues to an individual's belief state through unimodal (intonation-only or facial gesture-only) and multimodal (intonation + facial gesture) cues. A total of 187 preschoolers (ages 3-5) participated in a disbelief comprehension task and were assessed for Theory of Mind (ToM) ability using a false belief task. Significant predictors included age, condition and success on the ToM task. Performance improved with age, and was significantly better for the multimodal condition compared to both unimodal conditions, suggesting that even though unimodal cues were useful to children, the presence of reinforcing information for the multimodal condition was more effective for detecting disbelief. However, results also point to the development of intonational and gestural comprehension in tandem. Children that passed the ToM task significantly outperformed those that failed it for all conditions, showing that children who can attribute a false belief to another individual may more readily access these intonational and gestural cues. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01