Children's Understanding of Speaker Reliability between Lexical and Syntactic Knowledge

Autor/inn/en	Sobel, David M.; Macris, Deanna M.
Titel	Children's Understanding of Speaker Reliability between Lexical and Syntactic Knowledge
Quelle	In: Developmental Psychology, 49 (2013) 3, S.523-532 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0012-1649
DOI	10.1037/a0029658
Schlagwörter	Preschool Children; Learning Processes; Novelty (Stimulus Dimension); Socialization; Vocabulary Development; Syntax; Linguistics; Inferences; Accuracy; Verbs; Change; Grammar; Morphemes; Naming + Suchen Sie Ihr Suchwort? Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Learning process; Lernprozess; Socialisation; Sozialisation; Wortschatzarbeit; Linguistik; Inference; Inferenz; Wandel; Grammatik; Morphem
Abstract	Many studies suggest that preschoolers rely on individuals' histories of generating accurate lexical information when learning novel lexical information from them. The present study examined whether children used a speaker's accuracy about one kind of linguistic knowledge to make inferences about another kind of linguistic knowledge, focusing specifically on syntax and the lexicon. In Experiment 1, we presented children with 2 live speakers who were lexically accurate, but differed in their appropriate use of subject-verb agreement. Older 4-year-olds, but not younger 4-year-olds, relied on the accurate speaker to learn new labels for novel objects. We suggest only the older 4-year-olds might have registered that the inaccurate speaker was an unreliable source of novel linguistic information. In Experiment 2, 4-year-olds observed 2 speakers whose utterances were syntactically accurate, but differed in lexical accuracy. All 4-year-olds used the speakers' accuracy to guide how they learned novel lexical information and novel irregular plurals, but not how they learned novel irregular past tense forms that children often regularize. These results suggest that when learning novel syntactic information, reliability information might interact with underlying linguistic regularity. (Contains 2 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10