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Direct and indirect cues to knowledge states during word learning*

Published online by Cambridge University Press:  12 November 2008

MEGAN M. SAYLOR  and
C. BROOKE CARROLL
MEGAN M. SAYLOR*
Affiliation:
Vanderbilt University
C. BROOKE CARROLL
Affiliation:
Vanderbilt University
*
Address for correspondence: Megan M. Saylor, Vanderbilt University, Psychology and Human Development, Nashville, TN 37203, USA. Email: m.saylor@vanderbilt.edu
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Abstract

The present study investigated three-year-olds' sensitivity to direct and indirect cues to others' knowledge states for word learning purposes. Children were given either direct, physical cues to knowledge or indirect, verbal cues to knowledge. Preschoolers revealed a better ability to learn words from a speaker following direct, physical cues to their knowledge state. Implications for children's emerging pragmatic competence are discussed.

Type
Brief Research Report
Information
Journal of Child Language , Volume 36 , Issue 3 , June 2009 , pp. 685 - 695
Copyright
Copyright © 2008 Cambridge University Press

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Footnotes

[*]

Portions of these data were used for Brooke Carroll's honors thesis at Vanderbilt. The findings were presented at the Tennessee Psychological Association Conference in Nashville, TN in October of 2004 and at the Jean Piaget Society Conference in Vancouver, BC in June of 2005. We would also like to offer our special thanks to the parents and children who participated and to Mark Sabbagh for lively discussions about the research and to Georgene Troseth for comments on the manuscript.

References

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