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عنوان فارسی مقاله:
وضوح یک زبانه و دو زبانگی کودکان از تعارضات ارجاعی: اثر دوزبانگی و مهارت نسبی زبان
عنوان انگلیسی مقاله:
Monolingual and bilingual children’s resolution of referential conflicts: Effects of bilingualism and relative language proficiency
سال انتشار : 2017
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مقدمه انگلیسی مقاله:
1. Introduction
Young children learn new words from very early on in life. Previous research has shown that both lexical principles and socio-pragmatic principles guide word learning, but studies differ regarding the importance they attach to either of these principles. One line of research focuses on lexical principles such as mutual exclusivity (Golinkoff, Hirsh-Pasek, Bailey, & Wenger, 1992; Hansen & Markman, 2009; Markman & Wachtel, 1988; Markman, Wasow, & Hansen, 2003), showing, for example, that children tend to avoid having two labels referring to the same object. In another line of research, sociopragmatic principles such as joint attention, eye gaze and pointing are considered the key determinants of early word learning (Baldwin, 1991; Baldwin, 1993; Baldwin et al., 1996; Bannard & Tomasello, 2012). Baldwin et al. (1996) found, for example, that 18- to 20-month-old children were able to learn a novel label for a novel object when they saw a speaker attending to this object, but not when they only heard the speaker’s voice, suggesting that socio-pragmatic cues are necessary for wordlearning (cf. Bannard & Tomasello, 2012). Hirotani, Stets, and Friederici (2009) found in an ERP study that joint attention was needed to enable word learning over mere associative learning in 18- to 21-month-olds. These latter studies show that socio-pragmatic cues are important for word learning. Likewise, studies looking at children’s reference resolution have found that children rely on socio-pragmatic information when resolving a conflict between socio-pragmatic and lexical referential cues (Ates¸ , 2016; Grassmann & Tomasello, 2010). Specifically, in these studies, children’s task was to disambiguate the reference of a speaker using conflicting referential cues, namely, labeling one of two objects on the table while pointing or gazing at the other one. Children could resolve this conflict by following either the lexical (labeling) or socio-pragmatic (pointing/gazing) cue. The results of these studies indicated that children relied on both cues, with the relative strength ofthese cues being dependent, amongst others, on whether pointing occurred in an ostensive manner. In the current study, we investigate children’s resolution of conflicts between labeling and pointing to find out (i) whether bilingual children rely on pointing versus labeling to the same extent as monolingual children, and (ii) whether bilingual children’s reliance on pointing versus labeling is affected by whether the referential conflict is presented in their weaker or stronger language. Jaswal and Hansen (2006) were the first to investigate how children weigh pointing and the mutual exclusivity principle when resolving a referential conflict. These authors administered a disambiguation task in which three- and four-year-old children were shown a novel and a familiar object. The experimenter then asked for the novel object (“Can you give me the blicket?”), while she pointed or looked at the familiar object. This study showed that English monolingual three- and four-year-old children overwhelmingly followed labeling over pointing and eye gaze when these cues were in conflict. The authors concluded that children expect words to be mutually exclusive even in the presence of a conflicting socio-pragmatic cue (cf. Graham, Nilsen, Collins, & Olineck, 2010). More recently, Grassmann and Tomasello (2010) repeated Jaswal and Hansen’s study with German monolingualtwo- and four-year-olds. However, these authors used ostensive pointing, that is, pointing combined with gaze alternation between the child and the object pointed at. In Jaswal and Hansen (2006), the pointing gesture was directed unambiguously at the object, while gazing was directed toward the child. Ostensive pointing, as used by Grassmann and Tomasello, may be considered a more natural, ecologically valid way of pointing, which expresses more clearly the communicative intention thatthe object pointed (and looked) atis for you (Grassmann & Tomasello 2010, p. 253). Grassmann and Tomasello found that children followed ostensive pointing over labeling, but not non-ostensive pointing as used by Jaswal and Hansen (2006). Grassmann and Tomasello also found that children’s preference for pointing was weaker when the experimenter used a familiar label (e.g., ‘car’) than when the experimenter used a novel label (e.g., modi). Subsequent studies have replicated these findings for Turkish-learning two- and four-year-olds (Ates¸ , 2016) and German-learning four-year-olds (Grassmann, Magister, & Tomasello, 2011).
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کلمات کلیدی:
Frontiers | The effects of bilingualism on conflict resolution: Evidence ... journal.frontiersin.org/article/10.3389/conf.fnhum.2016.220.00026 by V Salvari - Related articles Jul 30, 2016 - The effects of bilingualism on conflict resolution: Evidence from an ERP ... strictly matched with Greek-speaking monolinguals on age, gender, ... an anterior position, and two as reference electrodes placed behind the ears. ... Bilingual Children: Are They Modulated by the Amount of Bilingual Experience? The Handbook of Bilingualism and Multilingualism https://books.google.com/books?isbn=1118332415 Tej K. Bhatia, William C. Ritchie - 2012 - Language Arts & Disciplines With specific reference to the developmental literature the relationship between ... Theycan switch more easily than monolingual children between reliance onone ... and Pinon 1995) that requirethe resolution of a conflict (Bialystok 1999). Frontiers | The relationship between language proficiency and ... journal.frontiersin.org/article/10.3389/fpsyg.2014.00954/full by CS Tse - 2014 - Cited by 12 - Related articles Aug 10, 2014 - Overall, the current findings suggest that bilingual children's L2 profici... ... EndNote · Reference Manager · Simple TEXT file · BibTex ... Conflict Resolution, Goal Maintenance, and Task-Set Switching .... Previous studies investigated the monolingual vs. bilingual performance differences in various cognitive ... Understanding Social Signals: How Do We Recognize the Intentions of ... https://books.google.com/books?isbn=2889198456 Sebastian Loth, Jan P. De Ruiter - 2016 Bilingual and monolingual children attend to different cues when learning new ... Overlap in bilingual play: some implications of codeswitching for overlap resolution. ... Young children follow pointing over words in interpreting acts of reference. ... Learning words: children disregard some pragmatic information that conflicts ... Limits on Monolingualism? A Comparison of Monolingual and ... https://www.ncbi.nlm.nih.gov › NCBI › Literature › PubMed Central (PMC) by L Singh - 2016 - Cited by 5 - Related articles May 10, 2016 - In a novel word learning task, bilingual children were tested on their ... to determine how bilingual infants resolve this conflict and negotiate .... (2014) involved teaching infants novel tone-marked words in a referential context. Handbook of Cross-cultural Psychology: Basic processes and human ... https://books.google.com/books?isbn=0205160751 John W. Berry, Ype H. Poortinga, Janak Pandey - 1997 - Psychology Leopold (1939-1949), in a longitudinal study of his bilingual daughter, observed ... Vihman (1985) also reported explicit metalinguistic reference to language, such ... languages and strategies for resolution of possible conflicts between them in a ... Comparing monolingual and bilingual children in their literacy development, ... Reading Development and Difficulties in Monolingual and Bilingual ... https://books.google.com/books?isbn=9400773803 Xi Chen, Qiuying Wang, Yang Cathy Luo - 2013 - Education There is no quick resolution to the conflict. Here we ... regardless of their origin from oral or print culture—constitute the cultural frame of reference for that people.
