title: Direct and indirect cues to knowledge states during word learning.
abstract: The present study investigated three-year-olds' sensitivity to direct and indirect cues to others' knowledge states for word learning purposes. Children were given either direct, physical cues to knowledge or indirect, verbal cues to knowledge. Preschoolers revealed a better ability to learn words from a speaker following direct, physical cues to their knowledge state. Implications for children's emerging pragmatic competence are discussed.
authors.affiliation: Vanderbilt University, Psychology and Human Development, Nashville, TN 37203, USA. m.saylor@vanderbilt.edu
authors.forename: Megan M
authors.initials: MM
authors.lastname: Saylor
authors.forename: C Brooke
authors.initials: CB
authors.lastname: Carroll
mesh_terms: D002663:Child Language; D002675:Child, Preschool; D003071:Cognition; D003463:Cues; D005260:Female; D006801:Humans; D007398:Interpersonal Relations; D007858:Learning; D008297:Male; D015999:Multivariate Analysis; D014825:Vocabulary