Metacognitive developments in word learning: Mutual exclusivity and theory of mind.
This project examined the flexibility with which children can use pragmatic information to determine word reference. Extensive previous research shows that children choose an unfamiliar object as referent of a novel name-the disambiguation effect. We added a pragmatic cue indirectly indicating a familiar object as intended referent. In three experiments, preschool children's ability to take this cue into account was specifically associated with false belief understanding and the ability to produce familiar alternative names (e.g., rabbit, animal) for a given referent. The association was predicted by the hypothesis that all three tasks require an understanding of perspective (linguistic or mental). The findings indicate that perspectival understanding is required to take into account indirect pragmatic information to suspend the disambiguation effect. Implications for lexical principles and sociopragmatic theories of word learning are discussed.
Division of Psychology, School of Natural Sciences, University of Stirling, Stirling FK9 4LA, Scotland, UK. Electronic address: c.gollek@dundee.ac.uk.
Cornelia
C
Gollek
School of Psychology, University of East Anglia, Norwich, Norfolk NR4 7TJ, UK.
Martin J
MJ
Doherty
D002648:Child; D002657:Child Development / Q000502:physiology*; D002675:Child, Preschool; D003142:Communication; D032882:Comprehension / Q000502:physiology; D005260:Female; D006801:Humans; D008037:Linguistics; D008297:Male; D000067489:Metacognition / Q000502:physiology*; D009483:Neuropsychological Tests; D056345:Theory of Mind / Q000502:physiology*; D014706:Verbal Learning / Q000502:physiology; D014825:Vocabulary
Alternative naming; Disambiguation effect; Mutual exclusivity bias; Pragmatics; Theory of mind; Word learning