Learning Speech-Internal Cues to Pronoun Interpretation from Co-Speech Gesture: A Training Study

Autor/inn/en	Goodrich Smith, Whitney; Black, Alexis K.; Hudson Kam, Carla L.
Titel	Learning Speech-Internal Cues to Pronoun Interpretation from Co-Speech Gesture: A Training Study
Quelle	In: Journal of Child Language, 46 (2019) 3, S.433-458 (26 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-0009
Schlagwörter	Young Children; Child Language; Training; Form Classes (Languages); Nonverbal Communication; Gender Differences; Naming; Cognitive Processes; Program Effectiveness + Suchen Sie Ihr Suchwort? Frühe Kindheit; 'Children''s language'; Kindersprache; Ausbildung; Analytischer Sprachbau; Non-verbal communication; Nonverbale Kommunikation; Geschlechterkonflikt; Cognitive process; Kognitiver Prozess
Abstract	This study explores whether children can learn a structural processing bias relevant to pronoun interpretation from brief training. Over three days, 42 five-year-olds were exposed to narratives exhibiting a first-mentioned tendency. Two characters were introduced, and the first-mentioned was later described engaging in a solo activity. In our primary condition of interest, the Gesture Training condition, the solo-activity sentence contained an ambiguous pronoun, but co-speech gesture clarified the referent. There were two comparison conditions. In the Gender Training condition the characters were different genders, thereby avoiding ambiguity. In the Name Training condition, the first-mentioned name was simply repeated. Ambiguous pronoun interpretation was tested pre- and post-training. Children in the Gesture condition were significantly more likely to interpret ambiguous pronouns as the first-mentioned character after training. Results from the comparison conditions were ambiguous: there was a small but non-significant effect of training, but also no significant differences between conditions. (As Provided).
Anmerkungen	Cambridge University Press. 100 Brook Hill Drive, West Nyack, NY 10994. Tel: 800-872-7423; Tel: 845-353-7500; Fax: 845-353-4141; e-mail: subscriptions_newyork@cambridge.org; Web site: https://journals.cambridge.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01