Academic Paper |
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| Title: | Direct and indirect cues to knowledge states during word learning |
| Author: | Megan M. Saylor |
| Institution: | Vanderbilt University |
| Author: | C. Brooke Carroll |
| Institution: | Vanderbilt University |
| Linguistic Field: | Pragmatics |
| 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. |
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This article appears in Journal of Child Language Vol. 36, Issue 3, which you can read on Cambridge's site or on LINGUIST . |
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