Ostensive Gaze Shifting Changes Referential Intention in Word Meanings: An Examination of Children's Learning of Part Names

Autor/inn/en	Yasuda, Tetsuya; Kobayashi, Harumi
Titel	Ostensive Gaze Shifting Changes Referential Intention in Word Meanings: An Examination of Children's Learning of Part Names
Quelle	In: Journal of Experimental Psychology: Learning, Memory, and Cognition, 48 (2022) 2, S.272-283 (12 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Yasuda, Tetsuya) ORCID (Kobayashi, Harumi)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0278-7393
DOI	10.1037/xlm0000859
Schlagwörter	Eye Movements; Naming; Vocabulary Development; Language Acquisition; Human Body; Comparative Analysis; Linguistic Theory; Pragmatics; Nonverbal Communication; Preschool Children; Learning Processes; Undergraduate Students; Task Analysis; Foreign Countries; Visual Stimuli; Japan (Tokyo) + Suchen Sie Ihr Suchwort? Augenbewegung; Wortschatzarbeit; Sprachaneignung; Spracherwerb; Menschlicher Körper; Linguistische Theorie; Pragmalinguistik; Non-verbal communication; Nonverbale Kommunikation; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Learning process; Lernprozess; Aufgabenanalyse; Ausland
Abstract	Learning part names, such as hands of a clock, can be a challenge for children because of the whole object assumption; that is, a child will assume that a given label refers to the whole object (e.g., a clock) rather than the object part (e.g., hands of a clock). We examined the effect of gaze shifting and deliberate pointing on learning part names. The experiment consisted of 2 conditions: (a) no-shifting and (b) shifting-to-object. No-shifting was when the experimenter continuously looked at the participant's face after establishing mutual gaze even while pointing at an object part to teach the part name. The shifting-to-object condition was the same as the no-shifting condition, except for the experimenter's gaze shifting to the object when teaching part names. The results showed that 4-and-a-half-year-olds and adults correctly inferred a part name only during gaze shifting. Two-and-a-half-year-olds were not yet sensitive to this ostensive flow. Especially while learning part names, a continuous gaze at the face may violate the quantity maxim--that is, the criterion that the speaker must provide the appropriate amount of information--in Grice's cooperative principle. To utilize ostensive signals in learning part names, children need to notice the combination of gaze direction and ostensive signals, such as a pointing gesture. In 4-and-a-half-year-olds, the use of social-pragmatic information is more advanced, allowing them to understand an adult's pointing gesture when gaze shifting occurs. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01