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‘Hello! *What your name?’ Children’s evaluations of ungrammatical speakers after live interaction
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In: Proceedings of the Annual Meeting of the Cognitive Science Society, vol 43, iss 43 (2021)
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Do you speak 'kid'? The role of experience in comprehending child speech ...
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‘Hello! *What your name?’ Children’s evaluations of ungrammatical speakers after live interaction ...
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Abstract:
Children use accent to categorize speakers as in-group or out-group members (i.e., fellow speakers of language variety X or some other variety). This study tested how much 3- to 5-year-old children (N=159) consider both grammaticality and accent when categorizing speakers. After interacting with a native or non-native experimenter whose speech contained grammatical errors (or not), children completed a cultural categorization task, where they were asked where the experimenter likely grew up (a familiar- or unfamiliar-looking dwelling), as well as a resource allocation task, where children could share stickers with the experimenter. Results showed that children relied primarily on accent when deciding where the experimenter grew up, being more likely to associate native speakers with familiar dwellings than non-native speakers. However, children shared stickers with all speakers equally. The latter result contrasts with previous work using non-interactive paradigms, and may indicate that live interactions ...
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Keyword:
Cognitive Linguistics; Cognitive Science; FOS Psychology; Psycholinguistics; Psychology
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URL: https://underline.io/lecture/26587-hello-what-your-namequestion-childrens-evaluations-of-ungrammatical-speakers-after-live-interaction
https://dx.doi.org/10.48448/mfd3-1262
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How COVID-19 Patients Were Moved to Speak: A Rehabilitation Interdisciplinary Case Series
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In: HSS J (2020)
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Exploring Anatomic Variants to Enhance Anatomy Teaching: Musculus Sternalis
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In: Biological Sciences Faculty Articles (2020)
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The Effect of Accent Exposure on Social Cognition and Language Acquisition in Early Childhood
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When Word Learning Heuristics Meet Cross-situational Word Learning: A Comparison Between Monolingual and Bilingual Toddlers
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What infant-directed speech tells us about the development of compensation for assimilation
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Input matters: speed of word recognition in 2-year-olds exposed to multiple accents
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Input matters : multi-accent language exposure affects word form recognition in infancy
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The developmental trajectory of toddlers' comprehension of unfamiliar regional accents
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The Edge Factor in Early Word Segmentation: Utterance-Level Prosody Enables Word Form Extraction by 6-Month-Olds
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The edge factor in early word segmentation : utterance-level prosody enables word form extraction by 6-month-olds
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A multimodal corpus of speech to infant and adult listeners
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