Document Detail


Infants' contribution to the achievement of joint reference.
MedLine Citation:
PMID:  1756664     Owner:  NLM     Status:  MEDLINE    
Abstract/OtherAbstract:
This research examines whether infants actively contribute to the achievement of joint reference. One possibility is that infants tend to link a a label with whichever object they are focused on when they hear the label. If so, infants would make a mapping error when an adult labels a different object than the one occupying their focus. Alternatively, infants may be able to use a speaker's nonverbal cues (e.g., line of regard) to interpret the reference of novel labels. This ability would allow infants to avoid errors when adult labels conflict with infants' focus. 64 16-19-month-olds were taught new labels for novel toys in 2 situations. In follow-in labeling, the experimenter looked at and labeled a toy at which infants were already looking. In discrepant labeling, the experimenter looked at and labeled a different toy than the one occupying infants' focus. Infants' responses to subsequent comprehension questions revealed that they (a) successfully learned the labels introduced during follow-in labeling, and (b) displayed no tendency to make mapping errors after discrepant labeling. Thus infants of only 16 to 19 months understand that a speaker's nonverbal cues are relevant to the reference of object labels; they already can contribute to the social coordination involved in achieving joint reference.
Authors:
D A Baldwin
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Publication Detail:
Type:  Journal Article; Research Support, Non-U.S. Gov't; Research Support, U.S. Gov't, Non-P.H.S.; Research Support, U.S. Gov't, P.H.S.    
Journal Detail:
Title:  Child development     Volume:  62     ISSN:  0009-3920     ISO Abbreviation:  Child Dev     Publication Date:  1991 Oct 
Date Detail:
Created Date:  1992-02-06     Completed Date:  1992-02-06     Revised Date:  2007-11-14    
Medline Journal Info:
Nlm Unique ID:  0372725     Medline TA:  Child Dev     Country:  UNITED STATES    
Other Details:
Languages:  eng     Pagination:  875-90     Citation Subset:  IM    
Affiliation:
Stanford University.
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MeSH Terms
Descriptor/Qualifier:
Achievement*
Attention*
Child Psychology*
Humans
Infant
Language Development*
Psycholinguistics
Verbal Learning*
Vocabulary
Grant Support
ID/Acronym/Agency:
20382//PHS HHS

From MEDLINE®/PubMed®, a database of the U.S. National Library of Medicine


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