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1.
Children's confidence in their own knowledge may influence their willingness to learn novel information from others. Twenty-four-month-old children's (N = 160) willingness to learn novel labels for either familiar or novel objects from an adult speaker was tested in 1 of 5 conditions: accurate, inaccurate, knowledgeable, ignorant, or uninformative. Children were willing to learn a second label for an object from a reliable informant in the accurate, knowledgeable, and uninformative conditions; children were less willing to apply a novel label to a familiar object if the speaker previously was inaccurate or had expressed ignorance. However, when the objects were novel, children were willing to learn the label regardless of the speaker's knowledge level.  相似文献   

2.
Preschoolers mistrust ignorant and inaccurate speakers   总被引：1，自引：0，他引：1  
Being able to evaluate the accuracy of an informant is essential to communication. Three experiments explored preschoolers' (N=119) understanding that, in cases of conflict, information from reliable informants is preferable to information from unreliable informants. In Experiment 1, children were presented with previously accurate and inaccurate informants who presented conflicting names for novel objects. 4-year-olds-but not 3-year-olds-predicted whether an informant would be accurate in the future, sought, and endorsed information from the accurate over the inaccurate informant. In Experiment 2, both age groups displayed trust in knowledgeable over ignorant speakers. In Experiment 3, children extended selective trust when learning both verbal and nonverbal information. These experiments demonstrate that preschoolers have a key strategy for assessing the reliability of information.  相似文献   

3.
Koenig MA 《Child development》2012,83(3):1051-1063
Children's sensitivity to the quality of epistemic reasons and their selective trust in the more reasonable of 2 informants was investigated in 2 experiments. Three-, 4-, and 5-year-old children (N = 90) were presented with speakers who stated different kinds of evidence for what they believed. Experiment 1 showed that children of all age groups appropriately judged looking, reliable testimony, and inference as better reasons for belief than pretense, guessing, and desiring. Experiment 2 showed that 3- and 4-year-old children preferred to seek and accept new information from a speaker who was previously judged to use the "best" way of thinking. The findings demonstrate that children distinguish certain good from bad reasons and prefer to learn from those who showcased good reasoning in the past.  相似文献   

4.
We explored the ability of children to adapt their communication to the needs of their communication partner. Monolingual and bilingual 3-year-old children (N = 110) observed two puppets looking for puzzle pieces. One puppet showed its appreciation of the children's help, the other puppet wanted to solve the puzzle on its own. The children's communicative acts were coded in terms of level of ostension (how obviously they indicated the hiding place of the puzzle piece) and level of information (how clearly they indicated the location). Monolinguals and bilinguals were equally helpful and informative. In contrast, only bilingual children adapted their level of ostension selectively between the two puppets. These findings point to the greater skills of bilinguals to adapt their communication accordingly.  相似文献   

5.
Recent studies have demonstrated that young children use past reliability and consensus to endorse object labels. Until now, no study has investigated how children weigh these two cues when they are in conflict. The two experiments reported here were designed to explore whether any initial preference for information provided by a consensual group would be influenced by the group's subsequent unreliability. The results show that 4‐ and 5‐year‐old children were more likely to endorse labels provided by an unreliable but consensual group than the labels provided by a reliable dissenter. Six‐year‐olds displayed the reverse pattern. The article concludes by discussing the methodological implications of the two experiments and the developmental trajectory regarding the way children weigh consensuality versus reliability.  相似文献   

6.
3 studies investigated whether young children understand that the acquisition of certain types of knowledge depends on the modality of the sensory experience involved. 3-, 4-, and 5-year-old children were exposed to pairs of objects that either looked the same but felt different, or that felt the same but looked different. In Study 1, 36 children were asked to state, when one of these objects was hidden inside a toy tunnel, whether they would need to see the object or feel it in order to determine its identity. In Study 2, 48 children were asked to state which of 2 puppets knew that an object hidden inside a tunnel possessed a given visual or tactile property, when one puppet was looking at the object and the other was feeling it. In Study 3, 72 children were asked, in a scenario similar to Study 2, to state for each puppet whether he could tell, just by looking or by feeling, that the hidden object possessed a certain visual or tactile property. Children were also asked what was the best way to find out whether a given object possessed a certain visual or tactile property. Results of all 3 studies suggest that an appreciation of the different types of knowledge our senses can provide (i.e., modality-specific knowledge) develops between the ages of 3 and 5. The results are discussed in relation to young children's developing understanding of the role that informational access plays in knowledge acquisition.  相似文献   

7.
Over the past three decades early writing research has focused on the processes involved as children learn to write. There is now a powerful evidence base to show that children’s earliest discoveries about written language are learned through active engagement with their social and cultural worlds. In addition, the idea of writing development as an emergent process is well established. The study reported in this paper adopted case study methodology combined with an age-appropriate data collection technique in order to explore children’s perceptions of themselves as writers. A focused task using a hand puppet called Baby Bear was used to elicit children’s perceptions. The children’s parents were interviewed to elicit their perceptions of their children as writers. This small-scale exploratory study found that the children had clear perceptions about themselves as writers. There were important links between parents’ perceptions of their children as writers and the ethos for writing they created in the home. It was found that, overall, more positive parental perceptions were linked with more attention to the meaning of children’s writing. It is concluded that early years settings could usefully identify and compare children’s and parents’ perceptions of writing in order to enhance children’s writing development.  相似文献   

8.
4–7-year-olds listened to message-desire discrepant stories in which a speaker doll, who believed wrongly that bag A was in location 1 and bag B in location 2, asked for the bag in location 1 (a request that should be treated as referentially opaque). In the first investigation, many children interpreted the utterance correctly, saying that the speaker really wanted the bag in location 2, yet wrongly evaluated the utterance positively, saying that the speaker had done a good job. Children found it no easier to evaluate the message-desire discrepant utterances negatively, than to evaluate ambiguous ones that way. However, in Investigation 2, children found it just as easy to judge that the speaker of a message-desire discrepant utterance had said the wrong thing, as they did to interpret the utterance nonliterally by taking into account the speaker's false belief. Moreover, Investigation 3 showed that children were more likely to judge that the speaker of a message-desire discrepant utterance had said the wrong thing, than to judge that she had done a bad job. The findings suggest that, contrary to previous arguments, young children can refrain from a performative response and, as a consequence, attend to the literal meaning under some conditions when evaluating utterances.  相似文献   

9.
The study investigated whether activation of inaccurate prior knowledge before study contributes to primary-school children’s commission errors and overconfidence in these errors when learning new concepts. Findings indicate that inaccurate prior knowledge affects children’s learning and calibration. The level of children’s judgments of learning for recall responses for which they would not receive credit was inappropriately high after activation of inaccurate prior knowledge.Moreover, results showed that activation of inaccurate prior knowledge was not only detrimental for monitoring judgments during learning, but also for calibration accuracy after test taking. When judging the quality of their recall responses on the posttest, children were more overconfident when they had activated inaccurate prior knowledge. Also, the children often discarded concepts from further study after activation of inaccurate prior knowledge. These results suggest that in order to improve self-regulated learning, it may be important to detect inaccuracies in children’s prior knowledge.  相似文献   

10.
5 experiments investigated children's understanding that expectations based on prior experience may influence a person's interpretation of ambiguous visual information. In Experiment 1, 4- and 5-year-olds were asked to infer a puppet's interpretation of a small, ambiguous portion of a line drawing after the puppet had been led to have an erroneous expectation about the drawing's identity. Children of both ages failed to ascribe to the puppet an interpretation consistent with the puppet's expectation. Instead, children attributed complete knowledge of the drawing to the puppet. In Experiment 2, the task was modified to reduce memory demands, but 4- and 5-year-olds continued to overlook the puppet's prior expectations when asked to infer the puppet's interpretation of an ambiguous scene. 6-year-olds responded correctly. In Experiment 3, 4- and 5-year-olds correctly reported that an observer who saw a restricted view would not know what was in the drawing, but children did not realize that the observer's interpretation might be mistaken. Experiments 4 and 5 explored the possibility that children's errors reflect difficulty inhibiting their own knowledge when responding. The results are taken as evidence that understanding of interpretation begins at approximately age 6 years.  相似文献   

11.
认知心理语言学家认为人的知识是以图式的形式储存于大脑中的。这种储存在人的大脑中的知识结构、过去的经历及信息加工的方式能引导听者去理解新输入的信息。在言语交流中，说话者和听话者所共有的知识、经历越多两者的交流越容易。本文分析了认知图式理论的含义，探讨了高中英语听力教学中存在的问题，指出这一理论对英语听力教学的启示作用。  相似文献   

12.
An essential function of human language is the ability to refer to information that is spatially and temporally displaced from the location of the speaker and the listener, that is, displaced reference . This article describes the development of this function in 4 deaf children who were not exposed to a usable conventional language model and communicated via idiosyncratic gesture systems, called homesign, and in 18 hearing children who were acquiring English as a native language. Although the deaf children referred to the nonpresent much less frequently and at later ages than the hearing children, both groups followed a similar developmental path, adding increasingly abstract categories of displaced reference to their repertoires in the same sequence. Care-givers in both groups infrequently initiated displaced reference, except with respect to communication about past events. Despite the absence of a shared linguistic code, the deaf children succeeded in evoking the non-present by generating novel gestures, by modifying the context of conventional gestures, and by pragmatic means. The findings indicate that a conventional language model is not essential for children to be able to extend their communication beyond the here and now.  相似文献   

13.
Unobservable properties that are specific to individuals, such as their proper names, can only be known by people who are familiar with those individuals. Do young children utilize this “familiarity principle” when learning language? Experiment 1 tested whether forty-eight 2- to 4-year-old children were able to determine the referent of a proper name such as “Jessie” based on the knowledge that the speaker was familiar with one individual but unfamiliar with the other. Even 2-year-olds successfully identified Jessie as the individual with whom the speaker was familiar. Experiment 2 examined whether children appreciate this principle at a general level, as do adults, or whether this knowledge may be specific to certain word-learning situations. To test this, forty-eight 3- to 5-year-old children were given the converse of the task in Experiment 1—they were asked to determine the individual with whom the speaker was familiar based on the speaker’s knowledge of an individual’s proper name. Only 5-year-olds reliably succeeded at this task, suggesting that a general understanding of the familiarity principle is a relatively late developmental accomplishment.  相似文献   

14.
This study used eye-tracking methodology to assess audiovisual speech perception in 26 children ranging in age from 5 to 15 years, half with autism spectrum disorders (ASD) and half with typical development. Given the characteristic reduction in gaze to the faces of others in children with ASD, it was hypothesized that they would show reduced influence of visual information on heard speech. Responses were compared on a set of auditory, visual, and audiovisual speech perception tasks. Even when fixated on the face of the speaker, children with ASD were less visually influenced than typical development controls. This indicates fundamental differences in the processing of audiovisual speech in children with ASD, which may contribute to their language and communication impairments.  相似文献   

15.
Speech disfluencies can convey information to listeners: Adults and children predict that filled pauses (e.g., uhh) will be followed by referents that are difficult to describe or are new to the discourse. In adults, this is driven partly by an understanding that disfluencies reflect processing difficulties. This experiment examined whether 3½‐year‐olds' use of disfluencies similarly involves inferences about processing difficulty. Forty children were introduced to either a knowledgeable or a forgetful speaker, who then produced fluent and disfluent utterances. Children exposed to the knowledgeable speaker looked preferentially at novel, discourse‐new objects during disfluent utterances. However, children who heard the forgetful speaker did not. These results suggest that, like adults, children modify their expectations about the informativeness of disfluencies on a speaker‐specific basis.  相似文献   

16.
通过学习者语料库和本族语语料库对比检验study hard这一搭配用法,发现中国学习者过多使用该搭配,且在表述相应概念时搭配用法单一,文章对其原因进行了分析。  相似文献   

17.
This paper explores how children use two possible solutions to the verb-mapping problem: attention to perceptually salient actions and attention to social and linguistic information (speaker cues). Twenty-two-month-olds attached a verb to one of two actions when perceptual cues (presence/absence of a result) coincided with speaker cues but not when these cues were placed into conflict (Experiment 1), and not when both possible referent actions were perceptually salient (Experiment 2). By 34 months, children were able to override perceptual cues to learn the name of an action that was not perceptually salient (Experiment 3). Results demonstrate an early reliance on perceptual information for verb mapping and an emerging tendency to weight speaker information more heavily over developmental time.  相似文献   

18.
The language children hear presents them with a multitude of co-occurrences between words and things in the world, and they must repeatedly determine which among these manifold co-occurrences is relevant. Social factors—such as cues regarding the speaker's referential intent—might serve as one guide to whether word-object covariation should be registered. In 2 studies, infants (15–20 months and 18–20 months in Studies 1 and 2, respectively) heard novel labels at a time when they were investigating a single novel object; in one case the label was uttered by a speaker seated within the infant's view and displaying concurrent attention to the novel toy (coupled condition), whereas in the other case the label emanated from a speaker seated out of the infant's view (decoupled condition). In both studies, subsequent comprehension questions indicated that infants of 18–20 months registered a stable link between label and object in the coupled condition, but not in the decoupled condition, despite the fact that covariation between label and object was equivalent in the 2 conditions. Thus, by 18–20 months children are inclined to establish a mapping between word and object only when a speaker displays signs of referring to that object.  相似文献   

19.
In 5 investigations we examined a new procedure for assessing children's understanding that messages arise from speakers' internal representations. 3- and 4-year-olds watched the enactment of a message-desire discrepant story in which a speaker doll, who believed wrongly that bag A was in location 1 and that bag B was in location 2, gave a message referring to the bag in location 1. In a message-desire consistent control condition, the speaker had a correct belief about the bags' locations. Children frequently judged correctly in the discrepant story that the speaker (who specified location 1) wanted the bag in location 2, and judged correctly in the consistent story that the speaker wanted the bag in location 1. That is, young children attended to the speaker's internal representations, and not just the real-world referent of the message, when judging what the speaker wanted. In one of the investigations, children performed better on the message-desire discrepant task than on a false belief task. We discuss why they might find it particularly easy to take into account false belief when inferring desire on the basis of behavior.  相似文献   

20.
In the past decade Ireland has witnessed substantial changes in policy and provision for children with general learning difficulties as government policies and legislation increasingly underpin the move towards more inclusive provision. Despite this series of policy initiatives parents of children who experience Down syndrome and general learning difficulties can encounter serious obstacles in gaining access to mainstream education for their children.
This research project was a study of the experiences of a small sample of parents of children who experience Down syndrome and general learning difficulties in relation to their efforts to access appropriate education and education supports for their child in the mainstream school setting. These parents had to invest extraordinary levels of time, energy, and resources in their struggle to get these children into mainstream school and to support their progress there. At local school level these parents and children had positive experiences, but life has taught them that society offers acceptance as a favour, so they cannot confidently expect acceptance by schools and teachers as a right.  相似文献   

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