Gollek Cornelia, Doherty Martin J
Division of Psychology, School of Natural Sciences, University of Stirling, Stirling FK9 4LA, Scotland, UK.
School of Psychology, University of East Anglia, Norwich, Norfolk NR4 7TJ, UK.
J Exp Child Psychol. 2016 Aug;148:51-69. doi: 10.1016/j.jecp.2016.03.007. Epub 2016 Apr 22.
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.
本项目研究了儿童运用语用信息来确定词语指代的灵活性。此前大量研究表明，儿童会选择一个不熟悉的物体作为新名称的指代对象——即消歧效应。我们添加了一个语用线索，间接表明一个熟悉的物体是预期的指代对象。在三个实验中，学龄前儿童考虑这一线索的能力与错误信念理解以及为给定指代对象生成熟悉的替代名称（如兔子、动物）的能力特别相关。这一关联由以下假设预测得出：所有这三项任务都需要对视角（语言或心理）有所理解。研究结果表明，需要视角理解来考虑间接语用信息以中止消歧效应。文中还讨论了对词汇原则和单词学习的社会语用理论的启示。
