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Learning to Talk: The Development of...

Leung, Ashley Chui-Kay,

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Learning to Talk: The Development of Children's Communicative Skills /

Record Type:	Electronic resources : Monograph/item
Title/Author:	Learning to Talk: The Development of Children's Communicative Skills // Ashley Chui-Kay Leung.
Author:	Leung, Ashley Chui-Kay,
Description:	1 electronic resource (136 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 85-02, Section: B.
Contained By:	Dissertations Abstracts International85-02B.
Subject:	Psychology. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30574138
ISBN:	9798380143004

Learning to Talk: The Development of Children's Communicative Skills /
Leung, Ashley Chui-Kay,

Learning to Talk: The Development of Children's Communicative Skills /Ashley Chui-Kay Leung. - 1 electronic resource (136 pages)

Source: Dissertations Abstracts International, Volume: 85-02, Section: B.

Children learn language at incredible rates, and a plethora of research has examined the mechanisms and trajectories of young children's language development. However, human language consists of more than words and syntax-it conveys meaning for the purpose of communicating with others. This dissertation centers on the following question: How do children learn to use language to communicate? To begin tackling this question, I consider the kinds of interactions that children engage in. First, I ask how parents play a role in scaffolding children's communicative development by adapting the way they speak, both generally and specifically, to their children's developmental level and knowledge (Chapters 1 and 2). I find that parents of children (ages 2-8) adjust the vocabulary as well as communicative strategies they use during cooperative games to ensure communicative success. Then, I ask how children might learn to communicate with peers, and the development of component skills required for adapting to others in conversation (Chapter 3). I find that while children as young as 4 are sensitive to what words are learned earlier or later (even when they themselves know all the words in question), they may not spontaneously adapt their language when communicating with another child. Finally, I present a theoretical framework of conversational adaptation, specifically considering how perspective-taking occurs (or fails to occur) in both adults and children. I hypothesize that in-the-moment processing demands is the key factor driving communicative success and failure in adults and children alike (Chapter 4). This dissertation seeks to understand the development of children's communicative skill by examining the interactive contexts that children engage in, and aims to present a holistic picture of language learning-one that does not isolate the child from their environment, but one that considers the rich input that children receive through interactions that are designed for them.

English

ISBN: 9798380143004Subjects--Topical Terms:

519075
Psychology.
Subjects--Index Terms:

Human language

Learning to Talk: The Development of Children's Communicative Skills /
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100 1 $a Leung, Ashley Chui-Kay, $e author. $0 (orcid)0000-0001-8608-8733 $3 3827491
245 1 0 $a Learning to Talk: The Development of Children's Communicative Skills / $c Ashley Chui-Kay Leung.
264 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2023
300 $a 1 electronic resource (136 pages)
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500 $a Source: Dissertations Abstracts International, Volume: 85-02, Section: B.
500 $a Advisors: Yurovsky, Daniel; Goldin-Meadow, Susan Committee members: Shaw, Alex; Casillas, Marisa.
502 $b Ph.D. $c The University of Chicago $d 2023.
520 $a Children learn language at incredible rates, and a plethora of research has examined the mechanisms and trajectories of young children's language development. However, human language consists of more than words and syntax-it conveys meaning for the purpose of communicating with others. This dissertation centers on the following question: How do children learn to use language to communicate? To begin tackling this question, I consider the kinds of interactions that children engage in. First, I ask how parents play a role in scaffolding children's communicative development by adapting the way they speak, both generally and specifically, to their children's developmental level and knowledge (Chapters 1 and 2). I find that parents of children (ages 2-8) adjust the vocabulary as well as communicative strategies they use during cooperative games to ensure communicative success. Then, I ask how children might learn to communicate with peers, and the development of component skills required for adapting to others in conversation (Chapter 3). I find that while children as young as 4 are sensitive to what words are learned earlier or later (even when they themselves know all the words in question), they may not spontaneously adapt their language when communicating with another child. Finally, I present a theoretical framework of conversational adaptation, specifically considering how perspective-taking occurs (or fails to occur) in both adults and children. I hypothesize that in-the-moment processing demands is the key factor driving communicative success and failure in adults and children alike (Chapter 4). This dissertation seeks to understand the development of children's communicative skill by examining the interactive contexts that children engage in, and aims to present a holistic picture of language learning-one that does not isolate the child from their environment, but one that considers the rich input that children receive through interactions that are designed for them.
546 $a English
590 $a School code: 0330
650 4 $a Psychology. $3 519075
650 4 $a Developmental psychology. $3 516948
650 4 $a Experimental psychology. $3 2144733
653 $a Human language
653 $a Communicative skills
653 $a Children learn language
653 $a Parent-child interaction
690 $a 0621
690 $a 0620
690 $a 0623
710 2 $a The University of Chicago. $b Psychology. $e degree granting institution. $3 3827483
720 1 $a Yurovsky, Daniel $e degree supervisor.
720 1 $a Goldin-Meadow, Susan $e degree supervisor.
773 0 $t Dissertations Abstracts International $g 85-02B.
790 $a 0330
791 $a Ph.D.
792 $a 2023
856 4 0 $u https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30574138