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Do context cues help preschoolers learn words by differentiating between reliable and unreliable informants?

dc.contributor.authorDoscas, Michelle
dc.descriptionFour year olds have difficulty understanding the relation Gricean Maxim. This paper strives to see if the addition of verbal context will help these children recognize violations to this maxim more consistently.en_US
dc.description.abstractThe present study investigates if 4-year-old children use people’s pragmatic competence as a standard for learning from them. In this study we define a person’s pragmatic competence by their ability to adhere to the Gricean maxim of relation. The children were divided into three conditions with different levels of verbal context, a no context condition, a rich context condition and a richer context condition. Four-year-olds did not perform differently based on the level of context they received. A linear regression revealed that children’s ability to answer comprehension questions correctly while watching a video, predicted their performance on the word-learning task.en_US
dc.description.sponsorshipThesis completed in partial fulfillment of the requirements of the Honors Program in Psychological Sciencesen_US
dc.publisherVanderbilt Universityen_US
dc.subjectlearn wordsen_US
dc.subjectcontext cuesen_US
dc.subject.lcshDevelopmental psychologyen_US
dc.subject.lcshLanguage acquisitionen_US
dc.subject.lcshConversation -- Psychological aspectsen_US
dc.titleDo context cues help preschoolers learn words by differentiating between reliable and unreliable informants?en_US
dc.title.alternativeDo preschoolers use context cuesen_US
dc.description.schoolVanderbilt Universityen_US
dc.description.departmentPsychological Sciencesen_US

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