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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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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 foster more favorable perceptions of non-native speakers.
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Keyword:
cognitive science
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URL: https://escholarship.org/uc/item/77j7c9gn
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Broken Telephone: Children's Judgments of Messages Delivered by Non-Native Speakers are Influenced by Processing Fluency
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In: Proceedings of the Annual Meeting of the Cognitive Science Society, vol 43, iss 43 (2021)
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What makes a tumour worse: Taboo context affects how emotional distractors influence picture naming ...
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What makes a tumour worse: Taboo context affects how emotional distractors influence picture naming ...
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Broken Telephone: Children's Judgments of Messages Delivered by Non-Native Speakers are Influenced by Processing Fluency ...
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Broken Telephone: Children's Judgments of Messages Delivered by Non-Native Speakers are Influenced by Processing Fluency ...
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‘Hello! *What your name?’ Children’s evaluations of ungrammatical speakers after live interaction ...
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Agreement among parent ratings of children's pragmatic language and social skills
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In: http://rave.ohiolink.edu/etdc/view?acc_num=miami1461800536 (2016)
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Adults show less sensitivity to phonetic detail in unfamiliar words, too
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Word-level information influences phonetic learning in adults and infants
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Target context specification can reduce costs in nonfocal prospective memory
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SMART-T: A system for novel fully automated anticipatory eye-tracking paradigms
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Prosody guides the rapid mapping of auditory word forms onto visual objects in 6-mo-old infants
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