换位思考在儿童数量暗示中的作用

IF 1.5 2区 文学 0 LANGUAGE & LINGUISTICS Language Learning and Development Pub Date : 2023-04-03 DOI:10.1080/15475441.2022.2050236
Elspeth Wilson, Rebecca Lawrence, N. Katsos
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引用次数: 6

摘要

幼儿擅长于语用推理,即所谓的特定数量暗示:例如,他们可以推断出说话者说“有苹果的卡片”意味着只有苹果的卡片。然而,目前尚不清楚儿童在进行推理时是否会考虑说话人的观点,就像成年人所做的那样,也像公认的语用学理论所声称的那样。在两个实验中,我们对儿童(5-7岁,N = 33和N = 25)和成人进行了图片匹配指导任务,在这个任务中,参与者玩了一个游戏,向说话者分发卡片,其中一些卡片是普通的,一些是特殊的。我们发现,当所有信息都在共同的基础上时,成年人都能得出含义,而当相关信息在特权基础上时,他们却不能得出含义。当相关信息是共同的时候,儿童也会得出特别的含义,但关键的是,当相关信息是特权的时候,儿童就不会得出特别的含义。儿童很难将换位思考与语用推理结合起来,这对现有的关于换位思考在语用学中必要性的理论提出了挑战。
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The Role of Perspective-Taking in Children’s Quantity Implicatures
ABSTRACT Young children excel at pragmatic inferences known as ad hoc quantity implicatures: they can infer, for example, that a speaker who said “the card with apples” meant the card with nothing but apples. However, it is not known whether children take into account the speaker’s perspective in deriving such inferences, as adults are able to do, and as the received theories of pragmatics claim. In two experiments, we tested children (5–7 years, N = 33 and N = 25) and adults using a picture-matching director task, in which participants played a game giving cards to the speaker, with some cards being in common ground and some in privileged ground. We found that adults can both derive implicatures when all information is in common ground and not derive them when relevant information is in privileged ground. Children also derive ad hoc implicatures when relevant information is in common ground but, crucially, fail to not derive them when it is in privileged ground. Children’s difficulty with integrating perspective-taking with pragmatic inferencing challenges the received theories about the necessity of perspective-taking in pragmatics.
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来源期刊
CiteScore
3.10
自引率
0.00%
发文量
26
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