Three-year-olds understand communicative intentions without language, gestures, or gaze
Three-year-olds understand communicative intentions without language, gestures, or gaze
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DOI：
10.1075/is.14.1.05moo
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发表时间：
2013-01-01
影响因子：
1.5
通讯作者：
Tomasello, Michael
中科院分区：
文献类型：
--
作者：
Moore, Richard;Liebal, Kristin;Tomasello, Michael
幼儿的交流互动几乎总是涉及语言（基于惯例），手势（基于身体指示或象似性）和定向凝视。在这项研究中，96名儿童（3;0岁）被要求确定一个隐藏的玩具的位置，通过理解一个沟通的行为，不包含这些熟悉的手段。一个放置在隐藏处后面的灯光和声音装置，由一个中心放置的开关照亮，用于指示玩具的位置。在一次沟通训练之后，实验者有意或无意地按下开关，有或没有明示（以眼神接触和儿童指导的语言形式）。她在任何情况下都没有指向藏身之处。当开关被有意按下时，孩子们会利用光和声音的提示来找到玩具--即使没有明显的眼神交流，他们也会这样做。当实验者不小心按下开关时，孩子们会随机搜索--这表明他们在跟踪她的交际意图，而不仅仅是根据显著性来选择。明示效果的缺乏与明示有助于儿童理解不熟悉的符号背后的交际意图的研究相矛盾。我们的解释是，虽然它可能在建立一个交际互动中发挥作用，但它并不是维持一个交际互动的必要条件;即使是一个非常新颖的交际行为--不涉及儿童通常依赖的任何交际手段--三奥尔兹的孩子也能理解一个有意产生的行为背后的交际意图。
The communicative interactions of very young children almost always involve language (based on conventions), gesture (based on bodily deixis or iconicity) and directed gaze. In this study, ninety-six children (3;0 years) were asked to determine the location of a hidden toy by understanding a communicative act that contained none of these familiar means. A light-and-sound mechanism placed behind the hiding place and illuminated by a centrally placed switch was used to indicate the location of the toy. After a communicative training session, an experimenter pressed the switch either deliberately or accidentally, and with or without ostension (in the form of eye contact and child-directed speech). In no condition did she orient towards the hiding place. When the switch was pressed intentionally, children used the light-and-sound cue to find the toy - and tended to do so even in the absence of ostensive eye contact. When the experimenter pressed the switch accidentally, children searched randomly - demonstrating that they were tracking her communicative intent, and not merely choosing on the basis of salience. The absence of an effect of ostension contradicts research that ostension helps children to interpret the communicative intentions underlying unfamiliar signs. We explain this by concluding that while it may play a role in establishing a communicative interaction, it is not necessary for sustaining one; and that even with a highly novel communicative act - involving none of the means of communication on which children typically rely - three-year-olds can comprehend the communicative intentions behind an intentionally produced act.