{"id":2385,"date":"2013-07-03T15:57:39","date_gmt":"2013-07-03T12:57:39","guid":{"rendered":"http:\/\/www.crfj.org\/?p=2385"},"modified":"2013-07-03T15:57:39","modified_gmt":"2013-07-03T12:57:39","slug":"how-do-3-and-5-year-olds-respond-to-under-and-over-informative-utterances-by-morisseau-et-al","status":"publish","type":"post","link":"https:\/\/www.crfj.org\/en\/how-do-3-and-5-year-olds-respond-to-under-and-over-informative-utterances-by-morisseau-et-al\/","title":{"rendered":"How do 3- and 5-year-olds respond to under- and over-informative utterances? by Morisseau et al."},"content":{"rendered":"

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Abstract –<\/h2>\n

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 investigated whether 3- and 5-year-olds notice the infelicity of under- and over-informative utterances and then seek out further information in order to recover the speaker’s intended meaning. We tested how children resolve under-informative instructions such as \u201cFind the orange\u201d when there is more than one orange in view. We also tested whether instructions such as \u201cFind the cat with a tail\u201d, in a context where there is only one, normal-looking cat, would lead them to question why the speaker was over-informative and to seek out further information. Both age groups were sensitive to the ambiguous instructions. Only 5-year-olds were significantly delayed and more likely to check their interlocutor’s gaze when responding to over-informative expressions. We discuss how children’s spontaneous motivation to resolve violations of expectation, coupled with increased speed of linguistic processing, drives language learning.<\/p>\n

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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 […]<\/p>","protected":false},"author":1,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":[],"categories":[55,75,44],"tags":[],"_links":{"self":[{"href":"https:\/\/www.crfj.org\/en\/wp-json\/wp\/v2\/posts\/2385"}],"collection":[{"href":"https:\/\/www.crfj.org\/en\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www.crfj.org\/en\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/www.crfj.org\/en\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/www.crfj.org\/en\/wp-json\/wp\/v2\/comments?post=2385"}],"version-history":[{"count":0,"href":"https:\/\/www.crfj.org\/en\/wp-json\/wp\/v2\/posts\/2385\/revisions"}],"wp:attachment":[{"href":"https:\/\/www.crfj.org\/en\/wp-json\/wp\/v2\/media?parent=2385"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.crfj.org\/en\/wp-json\/wp\/v2\/categories?post=2385"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.crfj.org\/en\/wp-json\/wp\/v2\/tags?post=2385"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}