TY - GEN N2 - Two studies explored young children’s understanding of the role of shared language in communication by investigating how monolingual English-speaking children interact with an English speaker, a Spanish speaker, and a bilingual experimenter who spoke both English and Spanish. When the bilingual experimenter spoke in Spanish or English to request objects, four-year-old children, but not three-year-olds, used her language choice to determine whom she addressed (e.g. requests in Spanish were directed to the Spanish speaker). Importantly, children used this cue – language choice – only in a communicative context. The findings suggest that by four years, monolingual children recognize that speaking the same language enables successful communication, even when that language is unfamiliar to them. Three-year-old children’s failure to make this distinction suggests that this capacity likely undergoes significant development in early childhood, although other capacities might also be at play. DO - 10.7936/K74B30QG DO - DOI AB - Two studies explored young children’s understanding of the role of shared language in communication by investigating how monolingual English-speaking children interact with an English speaker, a Spanish speaker, and a bilingual experimenter who spoke both English and Spanish. When the bilingual experimenter spoke in Spanish or English to request objects, four-year-old children, but not three-year-olds, used her language choice to determine whom she addressed (e.g. requests in Spanish were directed to the Spanish speaker). Importantly, children used this cue – language choice – only in a communicative context. The findings suggest that by four years, monolingual children recognize that speaking the same language enables successful communication, even when that language is unfamiliar to them. Three-year-old children’s failure to make this distinction suggests that this capacity likely undergoes significant development in early childhood, although other capacities might also be at play. AD - Harvard University AD - US Department of Health & Human Services AD - Washington University in St. Louis T1 - Children’s third-party understanding of communicative interactions in a foreign language DataSet DA - 2017-12-14 AU - Afshordi, Narges AU - Sullivan, Kathleen R. AU - Markson, Lori L1 - https://data.library.wustl.edu/record/8/files/Afshordi_Sullivan_Markson_2017_Data_ReadMe.docx L1 - https://data.library.wustl.edu/record/8/files/Afshordi__Sullivan____Markson_data.xlsx LA - eng PY - 2017-12-14 ID - 8 L4 - https://data.library.wustl.edu/record/8/files/Afshordi_Sullivan_Markson_2017_Data_ReadMe.docx L4 - https://data.library.wustl.edu/record/8/files/Afshordi__Sullivan____Markson_data.xlsx KW - Psychology KW - communication KW - conventionality KW - metalinguistic awareness TI - Children’s third-party understanding of communicative interactions in a foreign language DataSet Y1 - 2017-12-14 L2 - https://data.library.wustl.edu/record/8/files/Afshordi_Sullivan_Markson_2017_Data_ReadMe.docx L2 - https://data.library.wustl.edu/record/8/files/Afshordi__Sullivan____Markson_data.xlsx LK - https://data.library.wustl.edu/record/8/files/Afshordi_Sullivan_Markson_2017_Data_ReadMe.docx LK - https://data.library.wustl.edu/record/8/files/Afshordi__Sullivan____Markson_data.xlsx UR - https://data.library.wustl.edu/record/8/files/Afshordi_Sullivan_Markson_2017_Data_ReadMe.docx UR - https://data.library.wustl.edu/record/8/files/Afshordi__Sullivan____Markson_data.xlsx ER -