The DOI matches its Crossref record; 41 of the 41 references it cites were found in a registry or an index.
Learning Words from Knowledgeable versus Ignorant Speakers: Links Between Preschoolers' Theory of Mind and Semantic Development
Abstract
Two studies addressed whether children consider speakers' knowledge states when establishing initial word-referent links. In Study 1, forty-eight 3- and 4-year-olds were taught two novel words by a speaker who expressed either knowledge or ignorance about the words' referents. Children showed better word learning when the speaker was knowledgeable. In Study 2, forty-eight 3- and 4-year-olds were taught two novel words by a speaker who expressed uncertainty about their referents. Whether the uncertainty truly reflected ignorance, however, differed across conditions. In one condition, the speaker said he made the object himself and thus, he was knowledgeable. In the other condition, the speaker stated that the object was made by a friend and thus, expressed ignorance about it. Four-year-olds learned better in the speaker-made than in the friend-made condition; 3-year-olds, however, showed relatively poor learning in both conditions. These findings suggest that theory-of-mind developments impact word learning.
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Cites
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Cited by
SPERBER, D., CLÉMENT, F., HEINTZ, C., MASCARO, O., MERCIER, H., ORIGGI, G., & WILSON, D. (2010) · Mind & Language · doi:10.1111/j.1468-0017.2010.01394.x · Cited by 1,795
Milligan, K., Astington, J. W., & Dack, L. A. (2007) · Child Development · doi:10.1111/j.1467-8624.2007.01018.x · Cited by 1,248
The Essential Child: Origins of Essentialism in Everyday Thought
Gelman, S. A. (2003) · doi:10.1093/acprof:oso/9780195154061.001.0001 · Cited by 1,247
Frith, C. D., & Frith, U. (2007) · Current Biology · doi:10.1016/j.cub.2007.05.068 · Cited by 759
How we know our own minds: The relationship between mindreading and metacognition
Carruthers, P. (2009) · Behavioral and Brain Sciences · doi:10.1017/s0140525x09000545 · Cited by 610
Metadata
- Authors
- Sabbagh, M. A., & Baldwin, D. A.
- Venue
- Child Development
- Publisher
- Oxford University Press (OUP)
- Published
- 2001-07-01
- Volume
- 72
- Issue
- 4
- Pages
- 1054-1070
- ISSN
- 0009-3920 (ISSN-L)
- 1467-8624
- OpenAlex
- W2121569518
- Cited by
- 499
- References
- 41
- FWCI
- 15.28
- Type
- journal article
- Language
- en
- Open access
- closed
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Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
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