How do 3- and 5-year-olds respond to under- and over-informative utterances? by Morisseau et al.
Abstract - As children learn their native languages, they come to have detailed expectations about how to refer to things. These expectations and the detection of their violations are key to inference-making processes. But what do children do when their expectations are not met? Using reaction-time measures and gaze-direction monitoring in a referential communication task, we [...]




