상세정보
Export to Refworks부가기능
The Use of Social-Pragmatic Cues in Word-Learning by Monolingual and Bilingual Children
상세 프로파일
| 자료유형 | 학위논문 |
|---|---|
| 서명/저자사항 | The Use of Social-Pragmatic Cues in Word-Learning by Monolingual and Bilingual Children. |
| 개인저자 | Gangopadhyay, Ishanti. |
| 단체저자명 | The University of Wisconsin - Madison. Communicative Disorders. |
| 발행사항 | [S.l.]: The University of Wisconsin - Madison., 2019. |
| 발행사항 | Ann Arbor: ProQuest Dissertations & Theses, 2019. |
| 형태사항 | 143 p. |
| 기본자료 저록 | Dissertations Abstracts International 81-04A. Dissertation Abstract International |
| ISBN | 9781687920584 |
| 학위논문주기 | Thesis (Ph.D.)--The University of Wisconsin - Madison, 2019. |
| 일반주기 |
Source: Dissertations Abstracts International, Volume: 81-04, Section: A.
Advisor: Kaushanskaya, Margarita. |
| 이용제한사항 | This item must not be sold to any third party vendors. |
| 요약 | The social-pragmatic account of language learning posits that children learn meanings of word by exploiting pragmatic and social cues the speaker provides. While past research has investigated the role of social-pragmatic cues in word learning, retention of new words has rarely been tested. Furthermore, previous investigations have almost exclusively focused on English-speaking monolingual children, and the literature on bilingual children is sparse. The current dissertation examined the impact of two social-pragmatic cues-speaker reliability (Experiment 1) and eye-gaze (Experiment 2)-on novel word retention, and tested whether bilingualism shapes learning in these contexts. The dissertation also investigated the combined impact of eye-gaze and a linguistic cue, mutual exclusivity, on novel word retention in monolingual and bilingual children (Experiment 3) |
| 일반주제명 | Bilingual education. Linguistics. Educational psychology. |
| 언어 | 영어 |
| 바로가기 | 
: 이 자료의 원문은 한국교육학술정보원에서 제공합니다. |
