Carmiol Ana M, Matthews Danielle, Rodríguez-Villagra Odir A
Universidad de Costa Rica.
University of Sheffield.
J Child Lang. 2018 May;45(3):736-752. doi: 10.1017/S0305000917000381. Epub 2017 Nov 10.
Asking children to clarify themselves promotes their ability to uniquely identify objects in referential communication tasks. However, little is known about whether parents ask preschoolers for clarification during interactions and, if so, how. Study 1 explored how mothers clarify their preschoolers' ambiguous descriptions of the characters in their narratives, and whether clarification requests affect children's repairs of their ambiguous descriptions. Mothers were found to use different strategies, including signaling misunderstanding and modeling appropriate descriptions. Presence of these different strategies predicted children's ability to provide informative repairs. Study 2 tested the effect of children's experience with signaling misunderstanding and modeling on their ability to uniquely identify the characters of a story on a second narration. Experiencing modeling, but not misunderstandings, positively affected children's provision of appropriate descriptions during second narrations. Findings are discussed in terms of the role of imitation in driving referential development.
要求儿童进行澄清有助于提升他们在指称交流任务中独特识别物体的能力。然而，对于父母在互动过程中是否会要求学龄前儿童进行澄清，以及如果这样做的话是如何进行的，我们却知之甚少。研究1探究了母亲如何澄清学龄前儿童对其叙述中角色的模糊描述，以及澄清请求是否会影响儿童对其模糊描述的修正。研究发现母亲会使用不同的策略，包括表明误解和示范恰当的描述。这些不同策略的存在预示着儿童提供信息性修正的能力。研究2测试了儿童经历表明误解和示范对其在第二次叙述中独特识别故事角色能力的影响。经历示范而非误解，对儿童在第二次叙述中提供恰当描述产生了积极影响。我们从模仿在推动指称发展中的作用方面对研究结果进行了讨论。
