Institut Forschung und Entwicklung
Dauerhafte URI für die Sammlunghttps://irf.fhnw.ch/handle/11654/59
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Ergebnisse nach Hochschule und Institut
Publikation Monolingual and bilingual children's resolution of referential conflicts: Effects of bilingualism and relative language proficiency(Elsevier, 03/2017) Verhagen, Josje; Grassmann, Susanne; Küntay, AylinMonolingual children follow pointing over labeling when these are in conflict in object selection tasks. Specifically, when a speaker labels one object, but points at another object, monolinguals select the object pointed at. Here, we ask whether (i) bilingual children show the same behavior as monolinguals and (ii) relative language proficiency affects bilinguals’ conflict resolution. 35 monolingual and 32 bilingual two- to four-year-olds performed an experiment involving a conflict between pointing and labeling. The bilinguals were tested in Dutch and in English. The bilinguals had a stronger preference for pointing over labeling and selected both objects less often than the monolinguals. Point following was stronger in the bilinguals’ weaker language than in their stronger language. These results support earlier findings on bilinguals’ increased sensitivity to socio-pragmatic cues and weaker reliance on mutual exclusivity, and show that previously acquired language knowledge affects how children weigh socio-pragmatic and lexical cues.01A - Beitrag in wissenschaftlicher ZeitschriftPublikation The pragmatics of word learning(John Benjamins, 2014) Grassmann, Susanne; Matthews, DanielleChildren use and integrate a variety of information when learning novel words. Most strikingly, children are skillful in drawing inferences about speakers’ intentions. This chapter reviews the current state of affairs regarding the wide variety of pragmatic information that children employ in word learning. Current debates on whether seemingly pragmatic phenomena in word learning should be explained by simpler processes are addressed throughout the chapter. Suggestions for future research directions are made. Finally, I suggest that in order to acknowledge the role that pragmatic information plays in word learning, the field needs to come to an agreement on what it is that children acquire in word learning: word-object/concept-associations or means to communicate and direct other’s attention to certain objects?04A - Beitrag Sammelband