The Dynamic Functions of Social Cues during Children's Word Learning

Autor/inn/en	Lee, Crystal; Lew-Williams, Casey
Titel	The Dynamic Functions of Social Cues during Children's Word Learning
Quelle	In: Infant and Child Development, 32 (2023) 1, (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lee, Crystal) ORCID (Lew-Williams, Casey)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1522-7227
DOI	10.1002/icd.2372
Schlagwörter	Language Acquisition; Vocabulary Development; Cues; Child Language; Social Cognition; Nonverbal Communication; Attention Control; Child Development; Interpersonal Communication; Learning Processes; Learning Theories + Suchen Sie Ihr Suchwort? Sprachaneignung; Spracherwerb; Wortschatzarbeit; Stichwort; 'Children''s language'; Kindersprache; Soziale Kognition; Non-verbal communication; Nonverbale Kommunikation; Aufmerksamkeitstest; Kindesentwicklung; Interpersonale Kommunikation; Learning process; Lernprozess; Learning theory; Lerntheorie
Abstract	Children learn words in a social environment, facilitated in part by social cues from caregivers, such as eye-gaze and gesture. A common assumption is that social cues convey either perceptual or social information, depending on the age of the child. In this review of research on word learning and social cues during early childhood, we propose that (1) the functions of social cues are not categorically perceptual or social, and (2) social cues support word learning in four interdependent ways: by helping children to orient attention, extract relevant information, disambiguate referents, and understand others' referential intent. We conclude with specific recommendations for theory-building and suggest that the dynamic and complex functions of social cues need to be accounted for in any complete theory of word learning. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01