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J Exp Child Psychol ; 193: 104790, 2020 05.
Artigo em Inglês | MEDLINE | ID: mdl-31991263


Positive associations between children's general language skills and emotion understanding are well documented. Concurrently, research from other domains highlights the importance of domain-specific language skills for conceptual development. The current study examined the relative contributions of emotion-specific and general vocabulary to individual differences in multiple early-acquired components of emotion understanding (e.g., facial emotion recognition) and later-acquired components (e.g., knowledge of emotion regulation strategies) in 4- to 9-year-old children (N = 86). Emotion-specific vocabulary was measured by size (i.e., number of emotion words children use) and depth (i.e., adult-like use of emotion words). Findings emphasize the role of children's emotion-specific vocabulary rather than general vocabulary for early-acquired and later-acquired components of emotion understanding, especially when measured by expressive tasks. At preschool age, the size of emotion-specific vocabulary explains children's knowledge of emotion regulation strategies. In primary school, however, the depth of emotion-specific vocabulary becomes relevant for individual differences in emotion understanding.

Desenvolvimento Infantil/fisiologia , Compreensão/fisiologia , Emoções/fisiologia , Vocabulário , Criança , Linguagem Infantil , Pré-Escolar , Feminino , Humanos , Desenvolvimento da Linguagem , Masculino
Dev Psychol ; 49(11): 2095-101, 2013 Nov.
Artigo em Inglês | MEDLINE | ID: mdl-23477533


Human cooperative communication involves both an informative intention that the recipient understands the content of the signal and also a (Gricean) communicative intention that the recipient recognizes that the speaker has an informative intention. The degree to which children understand this 2-layered nature of communication is the subject of some debate. One phenomenon that would seem to constitute clear evidence of such understanding is hidden authorship, in which informative acts are produced but with the communicative intent behind them intentionally hidden. In this study, 3- and 5-year-old children were told that an adult was seeking a toy but wanted to find it on her own. Children of both ages often did something to make the toy easier for the adult to see while at the same time concealing their actions in some way. This suggests that by the age of 3, children are able to separate the multiple layers of intentionality involved in human cooperative communication.

Comportamento Infantil/fisiologia , Comunicação , Intenção , Fatores Etários , Pré-Escolar , Feminino , Humanos , Masculino , Análise Multivariada , Testes Neuropsicológicos , Resolução de Problemas/fisiologia , Reprodutibilidade dos Testes
J Child Lang ; 39(1): 192-204, 2012 Jan.
Artigo em Inglês | MEDLINE | ID: mdl-21457590


Children are frequently confronted with so-called 'test questions'. While genuine questions are requests for missing information, test questions ask for information obviously already known to the questioner. In this study we explored whether two-year-old children respond differentially to one and the same question used as either a genuine question or as a test question based on the situation (playful game versus serious task) and attitude (playful ostensive cues versus not). Results indicated that children responded to questions differently on the basis of the situation but not the expressed attitude of the questioner. Two-year-old children thus understand something of the very special communicative intentions behind test questions.

Linguagem Infantil , Testes de Linguagem , Pré-Escolar , Compreensão , Feminino , Humanos , Masculino , Psicologia da Criança
Dev Psychol ; 46(6): 1710-22, 2010 Nov.
Artigo em Inglês | MEDLINE | ID: mdl-20873924


Infants intentionally communicate with others from before their 1st birthday. But there is some question about how they understand the communicative process. Do they understand that for their request to work the recipient must both understand the request and be cooperatively disposed to fulfill it? On the basis of the study by Shwe and Markman (1997), we developed a new paradigm that tested whether and how 18-, 24-, and 30-month-old children repair a failed request. Children at all ages repaired their requests in the case of a misunderstanding even if they had obtained the requested object already. They also repaired differently depending on the precise reason for the communicative failure (e.g., misunderstanding the referent versus the communicative intent) and did not repair in the case of correct understanding, even if they did not get the requested object. Thus, from very early in their communicative careers, young children operate with a basic understanding of the mental and cooperative nature of human communication.

Compreensão , Intenção , Relações Interpessoais , Desenvolvimento da Linguagem , Comunicação não Verbal , Psicologia da Criança , Fatores Etários , Pré-Escolar , Comportamento Cooperativo , Feminino , Humanos , Masculino , Motivação , Semântica , Vocabulário