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A Novel Method: Super-selective Adrenal Venous Sampling

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How do adults and children process referentially ambiguous pronouns?

Irina A Sekerina¹, Karin Stromswold, Arild Hestvik

¹Department of Psychology, College of Staten Island of the City University of New York, 10314, USA. Sekerina@postbox.csi.cuny.edu

Journal of Child Language

|April 1, 2004

Summary

This summary is machine-generated.

Adults show referential ambiguity with pronouns, while children demonstrate implicit awareness earlier than explicit knowledge. Eye-tracking reveals developmental differences in pronoun processing.

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Area of Science:

Psycholinguistics
Developmental Psychology
Cognitive Science

Background:

Referential ambiguity in language processing is a complex phenomenon.
Understanding how children acquire and process ambiguous linguistic structures is crucial for developmental psychology.

Purpose of the Study:

To investigate on-line processing of referentially ambiguous English pronouns in adults and children.
To examine the developmental trajectory of implicit and explicit knowledge of pronoun ambiguity.

Main Methods:

Two eye-tracking experiments involving adults and children (4-7 years old).
Participants listened to sentences with ambiguous (him) or unambiguous (himself) pronouns and performed picture selection tasks.
Behavioral data (responses, reaction times) and eye movements were recorded.

Main Results:

Adults exhibited referential ambiguity with pronouns, evidenced by competition in eye movements between internal and external referents.
Children preferred sentence-internal referents in off-line tasks but showed implicit awareness of ambiguity through eye movements.
A dissociation between implicit (eye-tracking) and explicit (picture selection) knowledge was observed in children.

Conclusions:

Adult pronoun processing involves competition for referents, unlike unambiguous reflexives.
Children possess implicit understanding of referential ambiguity before explicit knowledge is evident.
The findings support theories of a dissociation between implicit and explicit knowledge in cognitive development.