The Role of Speaker Knowledge in Children's Pragmatic Inferences.
The Role of Speaker Knowledge in Children's Pragmatic Inferences.
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说话者知识在儿童语用推理中的作用。
DOI：
10.1111/cdev.12841
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发表时间：
2018
影响因子：
4.6
通讯作者：
Cohen,MatthewL
中科院分区：
文献类型：
--
作者：
Papafragou,Anna;Friedberg,Carlyn;Cohen,MatthewL
在交流过程中，对话伙伴应尽可能多地提供所需和相关的信息。例如，如果一个人知道所有的X和Y，那么“一些X和Y”这句话就是不恰当的。孩子们明白说话者的知识和话语强度之间的联系吗？在实验1中，5岁儿童(N=32)而不是4岁儿童(N=32)可靠地将不同逻辑强度的陈述(例如，“女孩给所有/部分星星涂上颜色”)与完全或部分知情的观察者联系起来。当观察者的知识可以更容易地评估时，四岁儿童的成绩有所提高(实验2a，N=25)，但在实验1的非语言版本中保持不变，保留了原始研究的认知要求(实验2b，N=26)。这些发现对早期交际能力的发展有一定的启示作用。
During communication, conversational partners should offer as much information as is required and relevant. For instance, the statement “Some Xs Y” is infelicitous if one knows that all Xs Y. Do children understand the link between speaker knowledge and utterance strength? In Experiment 1, 5‐year‐olds (N=32) but not 4‐year‐olds (N=32) reliably connected statements of different logical strength (e.g., “The girl colored all/some of the star”) to observers who were fully or partially informed. Four‐year‐olds’ performance improved when observer knowledge could be assessed more easily (Experiment 2a,N=25) but remained the same in a nonlinguistic version of Experiment 1 that preserved the epistemic requirements of the original study (Experiment 2b,N=26). These findings have implications for the development of early communicative abilities.