Children's understanding of the speaker's meaning in referential communication

Article Abstract:

Experiments were conducted on children's understanding of speakers' meaning in referential communication when ambiguous referential utterances are used. Children were asked about the knowledge sufficiency of vignettes containing such utterances and requested to identify the referent. Results confirmed that memory variablesand response decision processes have an effect on the interpretation of ambiguous referential utterances and revealed that even 5-year old children arehighly capable of evaluating knowledge sufficiency.

Language acquisition, Comprehension, Ambiguity, Reference (Linguistics), Communicative competence in children

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Induction of a memory retrieval strategy by young children

Article Abstract:

Monitoring is necessary but insufficient for the induction of effective memory retrieval strategy in children. Experiments examining modification of their retrieval processes in a cued recall task by children show induction of an effective retrieval strategy when there is maximum retrieval support. Developmental differences occur when retrieval cues provide little knowledge about the acquisition encoding operation. Results show that the monitoring and modification processes of retrieval must be differentiated.

Recollection (Psychology), Recall (Memory)

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The role of setting information in children's memory retrieval

Article Abstract:

Children's abilities to acquire and retrieve information are affected by setting information present at both stages of memory processes. The ability by children to recall information is in some cases, enhanced by the presence of place context information at the two stages. This is further affected by the use of rich retrieval cues that provide access to stimulus classification. These and other findings are consistent with an Orienting Hypothesis on the facilitation of memory processes.

Children, Child psychology

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