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ERIC Number: EJ852435
Record Type: Journal
Publication Date: 2009-Sep
Pages: 8
Abstractor: As Provided
Reference Count: 0
ISSN: ISSN-0010-0277
How Children Block Learning from Ignorant Speakers
Sabbagh, Mark A.; Shafman, Dana
Cognition, v112 n3 p415-422 Sep 2009
Preschool children typically do not learn words from ignorant or unreliable speakers. Here, we examined the mechanism by which these learning failures occur by modifying the comprehension test procedure that measures word learning. Following lexical training by a knowledgeable or ignorant speaker, 48 preschool-aged children were asked either a standard comprehension test question (i.e., "Which one is the blicket") or a question about the labeling episode (i.e., "Which one "did I say" is the blicket"). Immediately after training, children chose the object labeled by an ignorant speaker when asked the episode question, but not when asked the semantic question. However, the advantage for episode questions disappeared when the same children were asked after a brief delay. These findings show that children encode their experiences with ignorant speakers, but do not form semantic representations on the basis of those experiences. (Contains 2 figures.)
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Publication Type: Journal Articles; Reports - Research
Education Level: Preschool Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A