Children's use of gesture in ambiguous pronoun interpretation.
Children's use of gesture in ambiguous pronoun interpretation.
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DOI：
10.1017/s0305000915000045
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发表时间：
2015-05
影响因子：
2.2
通讯作者：
Kam, Carla L. Hudson
中科院分区：
文献类型：
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作者：
Smith, Whitney Goodrich;Kam, Carla L. Hudson
本研究旨在探讨儿童能否利用手势来解释歧义代词。具体来说，我们问是否四到八岁的英语儿童是敏感的信息，在视频叙事中的共指定位手势。数据显示，年龄较大的儿童（7-8岁），而不是年轻的（4-5岁）整合共指手势到他们的代词的解释。在这个年龄段，他们对提及顺序表现出敏感性，这是刺激中唯一可用的其他线索。有趣的是，当儿童表现出对手势的敏感性时，他们与成人非常相似，与没有手势的刺激相比，与提及顺序一致的手势增加了第一次提到的反应，但只是轻微的，而与提及顺序不一致的手势对解释有更大的影响，减少了第一次提到的反应，增加了第二次提到的反应。
This study explores whether children can use gesture to inform their interpretation of ambiguous pronouns. Specifically, we ask whether four- to eight-year-old English-speaking children are sensitive to information contained in co-referential localizing gestures in video narrations. The data show that the older (7–8 years of age) but not younger (4–5 years) children integrate co-referential gestures into their interpretation of pronouns. This is the same age at which they show sensitivity to order-of-mention, the only other cue available in the stimuli. Interestingly, when children show sensitivity to the gestures, they are quite similar to adults, in that gestures consistent with order-of-mention increase first-mentioned responses as compared to stimuli with no gestures, but only slightly, while gestures inconsistent with order-of-mention have a larger effect on interpretation, decreasing first-mentioned responses and increasing second-mentioned responses.