000000008 001__ 8
000000008 005__ 20230824003249.0
000000008 0247_ $$a10.7936/K74B30QG$$2DOI
000000008 037__ $$aRDM
000000008 041__ $$aeng
000000008 245__ $$aChildren’s third-party understanding of communicative interactions in a foreign language DataSet
000000008 269__ $$a2017-12-14
000000008 270__ $$mafshordi@fas.harvard.edu$$pAfshordi, Narges
000000008 300__ $$a25 KB
000000008 336__ $$aDataset
000000008 347__ $$bxlsx
000000008 520__ $$aTwo 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.
000000008 536__ $$oWashington University in St. Louis$$qhttps://ror.org/01yc7t268
000000008 536__ $$oMcDonnell Center for Systems Neuroscience$$qhttps://ror.org/01yc7t268
000000008 540__ $$aCreative Commons Attribution (CC BY) 4.0 International$$uhttps://creativecommons.org/licenses/by/4.0/
000000008 650__ $$aPsychology
000000008 6531_ $$acommunication
000000008 6531_ $$aconventionality
000000008 6531_ $$ametalinguistic awareness
000000008 655__ $$aTabular
000000008 7001_ $$aAfshordi, Narges$$1https://orcid.org/0000-0003-1398-7644$$uHarvard University$$4https://ror.org/03vek6s52$$5ROR
000000008 7001_ $$aSullivan, Kathleen R.$$uUS Department of Health & Human Services$$4https://ror.org/033jnv181$$5ROR
000000008 7001_ $$aMarkson, Lori$$uWashington University in St. Louis$$4https://ror.org/01yc7t268$$5ROR
000000008 791__ $$tAfshordi, N., Sullivan, K. R., & Markson, L. (2018). Children’s Third-Party Understanding of Communicative Interactions in a Foreign Language. Collabra: Psychology, 4(1): 2. $$aJournalArticle$$eIsSupplementTo$$whttps://doi.org/10.1525/collabra.105$$2DOI
000000008 8564_ $$9d37c88b0-4711-43f5-8145-32e74259a75d$$s107472$$uhttps://data.library.wustl.edu/record/8/files/Afshordi_Sullivan_Markson_2017_Data_ReadMe.docx$$ePublic$$2fd293b364b85c5b5faea0025552d7d2e$$01
000000008 8564_ $$9708576b0-2c89-42dc-ac76-c4c3cee5754a$$s25278$$uhttps://data.library.wustl.edu/record/8/files/Afshordi__Sullivan____Markson_data.xlsx$$ePublic$$23653c9468dd2f753481b302d18805815$$01
000000008 904__ $$acasey71480@gmail.com
000000008 904__ $$amarkson@wustl.edu
000000008 909CO $$ooai:data.library.wustl.edu:8$$pdataset
000000008 974__ $$aSt. Louis, MO
000000008 980__ $$aWashU Researcher Data