Literaturnachweis - Detailanzeige
Autor/inn/en | Goodrich Smith, Whitney; Black, Alexis K.; Hudson Kam, Carla L. |
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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 |
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 |
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). |
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Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |