I Forget What That's Called! Children's Online Processing of Disfluencies Depends on Speaker Knowledge.
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| Title: | I Forget What That's Called! Children's Online Processing of Disfluencies Depends on Speaker Knowledge. |
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| Authors: | Orena, Adriel John, White, Katherine S. |
| Source: | Child Development. Nov/Dec2015, Vol. 86 Issue 6, p1701-1709. 9p. 1 Diagram, 2 Graphs. |
| Subjects: | Discourse analysis, Intelligibility of speech, Human information processing in children, Language rhythm, Phonetics, Attention in children |
| Abstract: | Speech disfluencies can convey information to listeners: Adults and children predict that filled pauses (e.g., uhh) will be followed by referents that are difficult to describe or are new to the discourse. In adults, this is driven partly by an understanding that disfluencies reflect processing difficulties. This experiment examined whether 3½-year-olds' use of disfluencies similarly involves inferences about processing difficulty. Forty children were introduced to either a knowledgeable or a forgetful speaker, who then produced fluent and disfluent utterances. Children exposed to the knowledgeable speaker looked preferentially at novel, discourse-new objects during disfluent utterances. However, children who heard the forgetful speaker did not. These results suggest that, like adults, children modify their expectations about the informativeness of disfluencies on a speaker-specific basis. [ABSTRACT FROM AUTHOR] |
| Copyright of Child Development is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Psychology and Behavioral Sciences Collection |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: pbh DbLabel: Psychology and Behavioral Sciences Collection An: 110590635 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: I Forget What That's Called! Children's Online Processing of Disfluencies Depends on Speaker Knowledge. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Orena%2C+Adriel+John%22">Orena, Adriel John</searchLink><br /><searchLink fieldCode="AR" term="%22White%2C+Katherine+S%2E%22">White, Katherine S.</searchLink> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Child+Development%22">Child Development</searchLink>. Nov/Dec2015, Vol. 86 Issue 6, p1701-1709. 9p. 1 Diagram, 2 Graphs. – Name: Subject Label: Subjects Group: Su Data: <searchLink fieldCode="DE" term="%22Discourse+analysis%22">Discourse analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Intelligibility+of+speech%22">Intelligibility of speech</searchLink><br /><searchLink fieldCode="DE" term="%22Human+information+processing+in+children%22">Human information processing in children</searchLink><br /><searchLink fieldCode="DE" term="%22Language+rhythm%22">Language rhythm</searchLink><br /><searchLink fieldCode="DE" term="%22Phonetics%22">Phonetics</searchLink><br /><searchLink fieldCode="DE" term="%22Attention+in+children%22">Attention in children</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Speech disfluencies can convey information to listeners: Adults and children predict that filled pauses (e.g., uhh) will be followed by referents that are difficult to describe or are new to the discourse. In adults, this is driven partly by an understanding that disfluencies reflect processing difficulties. This experiment examined whether 3½-year-olds' use of disfluencies similarly involves inferences about processing difficulty. Forty children were introduced to either a knowledgeable or a forgetful speaker, who then produced fluent and disfluent utterances. Children exposed to the knowledgeable speaker looked preferentially at novel, discourse-new objects during disfluent utterances. However, children who heard the forgetful speaker did not. These results suggest that, like adults, children modify their expectations about the informativeness of disfluencies on a speaker-specific basis. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Child Development is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=pbh&AN=110590635 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1111/cdev.12421 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 9 StartPage: 1701 Subjects: – SubjectFull: Discourse analysis Type: general – SubjectFull: Intelligibility of speech Type: general – SubjectFull: Human information processing in children Type: general – SubjectFull: Language rhythm Type: general – SubjectFull: Phonetics Type: general – SubjectFull: Attention in children Type: general Titles: – TitleFull: I Forget What That's Called! Children's Online Processing of Disfluencies Depends on Speaker Knowledge. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Orena, Adriel John – PersonEntity: Name: NameFull: White, Katherine S. IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 11 Text: Nov/Dec2015 Type: published Y: 2015 Identifiers: – Type: issn-print Value: 00093920 Numbering: – Type: volume Value: 86 – Type: issue Value: 6 Titles: – TitleFull: Child Development Type: main |
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