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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Page: 1 2 Hits 1 – 20 of 22 1 Children's Evaluations of Interlocutors in Foreigner Talk Contexts Labotka, Danielle. - 2020 Abstract: A growing literature suggests accent serves as an important social category for infants and young children. Children show early social preferences for native over non-native speakers; this tendency may lay the foundation for future accent prejudice observed in adulthood. However, children do not hear non-native accents in a vacuum. Children’s experiences with accent take place within a broader communicative context, including how others respond to non-native accents. One factor that may be of particular importance is the speech register typically associated with native speakers talking to non-native speakers, a register known as Foreigner Talk. By exploring how Foreigner Talk may be used as social information by children, we can better understand how children learn about non-native speakers. This dissertation examined how and when children (5-10-year-olds; N = 424) and adults (N = 514) use registers as social information regarding addressees and/or speakers in native/non-native speaker interactions. Study 1 investigated the role of registers (Foreigner Talk, Baby Talk, Teacher Talk, and Peer Talk) in providing social information about addressees. Study 2 investigated how social information about an addressee (appearance, language, origin) is integrated with Foreigner Talk to inform evaluations. These studies provide evidence that children’s evaluations of addressees are informed by Foreigner Talk by 5.5 years and by an integration of both Foreigner Talk and other social information after 7. Like older children, adults incorporated register and social group information into their ratings. In Studies 3a and 3b, I investigated whether children use register as social information about speakers. In Study 3a, I examined a maximal contrast (i.e., Baby Talk vs. Teacher Talk), and found children (by age 5) evaluated speakers based on their register use, giving lower ratings to speakers who used Baby Talk; after 6, they began to use addressee social group membership to inform evaluations (e.g., lower ratings for a speaker who used Baby Talk with a teacher). In Study 3b, I studied whether Foreigner Talk use informs evaluations of speakers and found that, after 7, children gave higher ratings to speakers when their register mapped onto their addressee’s social group (e.g., Foreigner Talk to a foreign peer). In contrast, adults provided lower ratings to speakers who used Foreigner Talk. Study 4 brought together the elements examined in the previous studies by asking participants to evaluate both native and non-native speakers in conversations in which Foreigner Talk was or was not used to repair communication. Children (ages 5-10) did not account for the need for communication repair or non-native accent in their ratings of interlocutors, instead providing lower ratings to both speakers and addressees when Foreigner Talk was used than when it was not. In contrast, adults only provided lower ratings to native speakers who used Foreigner Talk. Together, these studies provide a first investigation into how register is used by children to learn about others. In all studies presented here, children’s evaluations of interlocutors (speakers and addressees) were affected by register use. Furthermore, the presented studies speak to the potential social ramifications of Foreigner Talk, highlighting that children often have negative evaluations of those who are the recipients of Foreigner Talk and those who use it. This provides future avenues of research for understanding how the interactions children observe between native and non-native speakers may reinforce their biased attitudes against non-native speakers. ; PHD ; Psychology ; University of Michigan, Horace H. Rackham School of Graduate Studies ; https://deepblue.lib.umich.edu/bitstream/2027.42/155151/1/dlabotka_1.pdf Keyword: Foreigner Talk; intergroup communication; linguistic register; Psychology; social cognition; Social Sciences URL: https://hdl.handle.net/2027.42/155151 BASE Hide details 2 How Can I Persuade You? The Development of Audience Awareness in Children's Oral and Written Arguments Samudra, Preeti. - 2017 BASE Show details 3 Making minds : how theory of mind develops Wellman, Henry M.. - Oxford [u.a.] : Oxford Univ. Press, 2014 BLLDB UB Frankfurt Linguistik Show details 4 What's in a Name? How Different Languages Result in Different Brains in English and Chinese Speakers. Liu, Chao. - 2010 BASE Show details 5 Psycho-physical dualism today : an interdisciplinary approach Lowe, Ernest J. (Hrsg.); Corradini, Antonella (Hrsg.); Meixner, Uwe. - Lanham, MD : Lexington Books, 2008 BLLDB UB Frankfurt Linguistik Show details 6 Word Learning in Children with Autism Spectrum Disorder. Luyster, Rhiannon J.. - 2007 BASE Show details 7 Development of children's beliefs about everyday reasoning. Amsterlaw, Jennifer Anne. - 2004 BASE Show details 8 Intentions and intentionality : foundations of social cognition Morris, Michael W. (Mitarb.); Sokol, Bryan W. (Mitarb.); Weiner, Bernard (Mitarb.). - Cambridge, Mass. [u.a.] : MIT Press, 2001 BLLDB UB Frankfurt Linguistik Show details 9 The development of young children's understanding of the causes of emotions: Experimental and natural language studies. Lagattuta, Kristin Hansen. - 1999 BASE Show details 10 Children talk about the mind Bartsch, Karen; Wellman, Henry M.. - New York [u.a.] : Oxford Univ. Press, 1995 BLLDB UB Frankfurt Linguistik Show details 11 Children talk about the mind Bartsch, Karen; Wellman, Henry M.. - New York [etc.] : Oxford University Press, 1995 MPI für Psycholinguistik Show details 12 Mapping the mind : domain specificity in cognition and culture; [based on a conference "Culture Knowledge and Domain Specificity" held in Ann Arbor, Michigan, Oct. 13-16, 1990] Tooby, John (Mitarb.); Wellman, Henry M. (Mitarb.); Hillis, Argye E. (Mitarb.). - Cambridge : Cambridge Univ. Press, 1994 BLLDB UB Frankfurt Linguistik Show details 13 Perspectives on the child's theory of mind Butterworth, George E.; Harris, Paul L.; Leslie, Alan M.. - Oxford [etc.] : Oxford University Press, 1991 MPI für Psycholinguistik Show details 14 Perspectives on the child's theory of mind, part 2 : special issue . - British journal of developmental psychology ; 9.2 : Perspectives on the child's theory of mind, part 2 : special issue . - Butterworth, George E.; Harris, Paul L.; Leslie, Alan. - Leicester : British Psychological Society, 1991 MPI für Psycholinguistik Show details 15 Perspectives on the child's theory of mind, part 1 : special issue . - British journal of developmental psychology ; 9.1 : Perspectives on the child's theory of mind, part 1 : special issue . - Butterworth, George E.; Harris, Paul L.; Leslie, Alan. - Leicester : British Psychological Society, 1991 MPI für Psycholinguistik Show details 16 The child's theory of mind Wellman, Henry M.. - Cambridge, Mass. [u.a.] : MIT Press, 1990 BLLDB UB Frankfurt Linguistik Show details 17 The child's theory of mind Wellman, Henry M.. - Cambridge, MA : MIT Press, 1990 MPI für Psycholinguistik Show details 18 Young children's understanding of the mind and reality. Woolley, Jacqueline Dixon. - 1990 BASE Show details 19 A child's theory of mind : the development of conceptions of cognition Wellman, Henry M.. - Ann Arbor, Michigan : University of Michigan, 1981 MPI für Psycholinguistik Show details 20 The Development of Pragmatic Differentiation Skills in Preschool-Aged Bilingual Children. Tare, Medha P. BASE Show details Page: 1 2

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