The DOI matches its Crossref record; 35 of the 35 references it cites were found in a registry or an index.
Infants' Contribution to the Achievement of Joint Reference
Abstract
This research examines whether infants actively contribute to the achievement of joint reference. One possibility is that infants tend to link a label with whichever object they are focused on when they hear the label. If so, infants would make a mapping error when an adult labels a different object than the one occupying their focus. Alternatively, infants may be able to use a speaker's nonverbal cues (e.g., line of regard) to interpret the reference of novel labels. This ability would allow infants to avoid errors when adult labels conflict with infants' focus. 64 16–19-month-olds were taught new labels for novel toys in 2 situations. In follow-in labeling, the experimenter looked at and labeled a toy at which infants were already looking. In discrepant labeling, the experimenter looked at and labeled a different toy than the one occupying infants' focus. Infants' responses to subsequent comprehension questions revealed that they (a) successfully learned the labels introduced during follow-in labeling, and (b) displayed no tendency to make mapping errors after discrepant labeling. Thus infants of only 16 to 19 months understand that a speaker's nonverbal cues are relevant to the reference of object labels; they already can contribute to the social coordination involved in achieving joint reference.
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Cites
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Joint attention and early language
Tomasello, M., & Farrar, M. J. (1986) · Child Development · doi:10.2307/1130423 · Cited by 1,822
Joint Attention and Early Language
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The emergence of symbols: cognition and communication in infancy
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Cited by
Social cognition, joint attention, and communicative competence from 9 to 15 months of age.
Carpenter, M., Nagell, K., Tomasello, M., Butterworth, G., & Moore, C. (1998) · Monographs of the Society for Research in Child Development · doi:10.2307/1166214 · Cited by 2,727
Tomasello, M., Kruger, A. C., & Ratner, H. H. (1993) · Behavioral and Brain Sciences · doi:10.1017/s0140525x0003123x · Cited by 1,891
Thelen, E., & Smith, L. B. (2007) · Handbook of Child Psychology · doi:10.1002/9780470147658.chpsy0106 · Cited by 729
de Villiers, J. G., & Pyers, J. E. (2002) · Cognitive Development · doi:10.1016/s0885-2014(02)00073-4 · Cited by 661
Haidt, J., & Joseph, C. (2008) · The Innate Mind, Volume 3 · doi:10.1093/acprof:oso/9780195332834.003.0019 · Cited by 650
Metadata
- Authors
- Baldwin, D. A.
- Venue
- Child Development
- Publisher
- Oxford University Press (OUP)
- Published
- 1991-10-01
- Volume
- 62
- Issue
- 5
- Pages
- 875-890
- ISSN
- 0009-3920 (ISSN-L)
- 1467-8624
- OpenAlex
- W1978337346
- Cited by
- 963
- References
- 35
- FWCI
- 41.27
- 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).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
