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Preschoolers use nonverbal cues to identify reliable informants in word learning

dc.contributor.advisorSaylor, Megan
dc.contributor.authorKrensky, Lauren
dc.description.abstractThe present study investigates 4-year-old children’s ability to use speakers’ pragmatic competence as an indicator of whom to learn from. In this study, pragmatic competence is measured as the speaker’s ability to adhere to the Gricean maxim of relation. The children were divided into three conditions with different levels of nonverbal feedback about the quality of a speaker’s contribution to a conversation: no feedback, feedback from the experimenter, and feedback from a conversation participant. Children in the experimenter feedback and participant feedback conditions were more successful at identifying the maxim adherer than the children in the no feedback condition. Only children in the participant feedback condition were above chance in choosing the labels offered by the maxim adherer.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.subjectWord learning; Gricean maxims; information sourcesen_US
dc.subject.lcshDevelopmental psychologyen_US
dc.subject.lcshLanguage acquisitionen_US
dc.subject.lcshTrust in childrenen_US
dc.titlePreschoolers use nonverbal cues to identify reliable informants in word learningen_US
dc.title.alternativePreschoolers use nonverbal cues in word learningen_US
dc.description.schoolVanderbilt Universityen_US
dc.description.departmentPsychological Sciencesen_US

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