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Related Concept Videos

Language Development01:22

Language Development

Children master language quickly and with relative ease, supported by both biological predisposition and reinforcement. B. F. Skinner (1957) proposed that language is learned through reinforcement, while Noam Chomsky (1965) argued that language acquisition mechanisms are biologically determined.
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The development of self in children is deeply rooted in social interactions, mainly through stages of play and structured games. These stages, outlined by sociologist George Herbert Mead, illustrate how children progressively learn to understand and adopt social roles, forming a cohesive sense of self.The Play Stage: Imitation and Simple Role-TakingIn the early years of childhood, the play stage is characterized by imitative behavior, where children engage in role-playing based on familiar...
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Related Experiment Video

Updated: Jun 27, 2026

Portable Intermodal Preferential Looking (IPL): Investigating Language Comprehension in Typically Developing Toddlers and Young Children with Autism
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Portable Intermodal Preferential Looking (IPL): Investigating Language Comprehension in Typically Developing Toddlers and Young Children with Autism

Published on: December 14, 2012

Interactive contexts increase informativeness in children's referential communication.

Myrto Grigoroglou1, Anna Papafragou2

  • 1Department of Linguistics and Cognitive Science, University of Delaware.

Developmental Psychology
|February 12, 2019
PubMed
Summary
This summary is machine-generated.

Children

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Area of Science:

  • Developmental Psychology
  • Linguistic Pragmatics
  • Child Language Acquisition

Background:

  • Adults tailor their speech informativeness to listeners' needs.
  • Evidence regarding children's ability to adjust informativeness is inconsistent.
  • Understanding children's descriptive communication is crucial for developmental research.

Purpose of the Study:

  • To investigate the contextual factors influencing children's informative descriptions.
  • To compare children's and adults' ability to provide disambiguating information.
  • To examine the role of listener access and interaction in children's communication.

Main Methods:

  • Experiment 1: Adults and children (4-5 years) described events to a passive listener with varying visual access.
  • Experiment 2: A more interactive guessing game paradigm was used with a "naïve" listener.
  • Listener's visual access and interaction level were manipulated.

Main Results:

  • Children, especially younger ones, were less informative than adults in a passive condition.
  • Informativeness increased significantly for both children and adults in an interactive guessing game.
  • Listener's visual access did not affect informativeness in the passive condition.
  • Both age groups mentioned atypical event components more often than typical ones.

Conclusions:

  • Children's informativeness in event descriptions is highly context-dependent.
  • Collaborative interaction significantly enhances children's ability to provide informative descriptions.
  • Children's pragmatic skills develop and are influenced by communicative demands and social interaction.