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The effect of guided play on linguistic skills: from the psycholinguistics laboratory to the classroom

引导游戏对语言技能的影响：从心理语言学实验室到课堂

基本信息

批准号：
2607686
负责人：
金额：
--
依托单位：
University of Cambridge
依托单位国家：
英国
项目类别：
Studentship
财政年份：
2021
资助国家：
英国
起止时间：
2021 至无数据
项目状态：
未结题

来源：
https://gtr.ukri.org/projects?ref=studentship-2607686
关键词：
effect guided play linguistic skills

项目摘要

Much of the information exchanged in discourse is unsaid, and it is widely assumed in linguistics thatspeakers and listeners appeal to mutually assumed, socially oriented strategies to interpret theunspoken (e.g., Grice, 1975; Sperber & Wilson, 1986; Frank & Goodman, 2012). While adults showa robust command of such strategies, it is unclear whether children infer the whole range of unsaidmeanings that adults do, and if so, whether they use the same strategies to retrieve and interpret theunsaid; while the former is important for theories of developmental psychology, the latter hasramifications for linguistic theories that must account for the interpretative strategies that children andadults use. My proposed investigation will focus on one type of unsaid inference, quantityimplicature, a well-studied phenomenon that relies on the listener's recovery of the unsaid (see (1)below and Wilson & Katsos (2020) for an overview).I will appeal to theoretically-'thin' models of communication that have been developed to explain thecommunicative competence of people with neurodevelopmental disorders such as autism (Andrés Roqueta & Katsos, 201, 2020; Kissine, 2016) but have not yet been employed to explain neurotypicalchild competence. Methodologically, I will use controlled psycholinguistic experimentation to test thepredictions of these models using young neurotypical children. A methodological innovation will beto use guided play-based paradigms to reveal the unadulterated capacity of a child's inferential skills.This is a novel approach in the discipline and is a promising alternative to existing paradigms (e.g.Wilson & Katsos, 2020) that have been criticised for lacking motivation or relevance from the child'sperspective

话语中交换的大部分信息都是未说出口的，语言学中普遍认为说话者和听话者会诉诸相互假设的、面向社会的策略来解释未说出口的信息（例如，Grice，1975; Sperber & Wilson，1986; Frank & Goodman，2012）。虽然成年人表现出强大的命令这样的策略，目前还不清楚是否儿童推断整个范围的unsaidmeanings成人做，如果是这样，他们是否使用相同的策略来检索和解释的unsaid;虽然前者是重要的发展心理学理论，后者hasrifictions语言理论，必须考虑到儿童和成人使用的解释策略。我所提出的研究将集中在一种类型的未说推理，数量含义，这是一种经过充分研究的现象，依赖于听者对未说出口的恢复（参见下文（1）和Wilson & Katsos（2020）的概述）。我将呼吁理论上的“瘦”交流模型，这些模型已被开发出来，用于解释自闭症等神经发育障碍患者的表达能力（Andrés Roqueta & Katsos，201，2020; Kissine，2016），但尚未被用于解释神经型儿童能力。在方法上，我将使用受控的心理语言学实验来测试这些模型的预测使用年轻的神经典型的儿童。方法论创新将是使用基于引导游戏的范式来揭示儿童推理技能的纯粹能力。这是该学科中的一种新颖方法，也是现有范式（例如Wilson & Katsos，2020）的一个有前途的替代方案，现有范式因缺乏动机而受到批评从孩子的角度来看或相关性