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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Page: 1 2 3 4 5 Hits 1 – 20 of 92 1 Children's Evaluations of Interlocutors in Foreigner Talk Contexts Labotka, Danielle. - 2020 Abstract: A growing literature suggests accent serves as an important social category for infants and young children. Children show early social preferences for native over non-native speakers; this tendency may lay the foundation for future accent prejudice observed in adulthood. However, children do not hear non-native accents in a vacuum. Children’s experiences with accent take place within a broader communicative context, including how others respond to non-native accents. One factor that may be of particular importance is the speech register typically associated with native speakers talking to non-native speakers, a register known as Foreigner Talk. By exploring how Foreigner Talk may be used as social information by children, we can better understand how children learn about non-native speakers. This dissertation examined how and when children (5-10-year-olds; N = 424) and adults (N = 514) use registers as social information regarding addressees and/or speakers in native/non-native speaker interactions. Study 1 investigated the role of registers (Foreigner Talk, Baby Talk, Teacher Talk, and Peer Talk) in providing social information about addressees. Study 2 investigated how social information about an addressee (appearance, language, origin) is integrated with Foreigner Talk to inform evaluations. These studies provide evidence that children’s evaluations of addressees are informed by Foreigner Talk by 5.5 years and by an integration of both Foreigner Talk and other social information after 7. Like older children, adults incorporated register and social group information into their ratings. In Studies 3a and 3b, I investigated whether children use register as social information about speakers. In Study 3a, I examined a maximal contrast (i.e., Baby Talk vs. Teacher Talk), and found children (by age 5) evaluated speakers based on their register use, giving lower ratings to speakers who used Baby Talk; after 6, they began to use addressee social group membership to inform evaluations (e.g., lower ratings for a speaker who used Baby Talk with a teacher). In Study 3b, I studied whether Foreigner Talk use informs evaluations of speakers and found that, after 7, children gave higher ratings to speakers when their register mapped onto their addressee’s social group (e.g., Foreigner Talk to a foreign peer). In contrast, adults provided lower ratings to speakers who used Foreigner Talk. Study 4 brought together the elements examined in the previous studies by asking participants to evaluate both native and non-native speakers in conversations in which Foreigner Talk was or was not used to repair communication. Children (ages 5-10) did not account for the need for communication repair or non-native accent in their ratings of interlocutors, instead providing lower ratings to both speakers and addressees when Foreigner Talk was used than when it was not. In contrast, adults only provided lower ratings to native speakers who used Foreigner Talk. Together, these studies provide a first investigation into how register is used by children to learn about others. In all studies presented here, children’s evaluations of interlocutors (speakers and addressees) were affected by register use. Furthermore, the presented studies speak to the potential social ramifications of Foreigner Talk, highlighting that children often have negative evaluations of those who are the recipients of Foreigner Talk and those who use it. This provides future avenues of research for understanding how the interactions children observe between native and non-native speakers may reinforce their biased attitudes against non-native speakers. ; PHD ; Psychology ; University of Michigan, Horace H. Rackham School of Graduate Studies ; https://deepblue.lib.umich.edu/bitstream/2027.42/155151/1/dlabotka_1.pdf Keyword: Foreigner Talk; intergroup communication; linguistic register; Psychology; social cognition; Social Sciences URL: https://hdl.handle.net/2027.42/155151 BASE Hide details 2 Children’s Early Awareness of Comprehension as Evident in Their Spontaneous Corrections of Speech Errors Peskin‐shepherd, Hope; Song, Ju‐hyun; Wellman, Henry M.. - : Harvard U. Press, 2019. : Wiley Periodicals, Inc., 2019 BASE Show details 3 Longitudinal Theory of Mind (ToM) Development From Preschool to Adolescence With and Without ToM Delay Peterson, Candida C.; Wellman, Henry M.. - : American Psychiatric Association, 2019. : Wiley Periodicals, Inc., 2019 BASE Show details 4 Explaining the Unpredictable: The Development of Causal Theories of Mind in Deaf and Hearing Children Peterson, Candida C.; Wellman, Henry M.. - : Author, 2019. : Wiley Periodicals, Inc., 2019 BASE Show details 5 How Can I Persuade You? The Development of Audience Awareness in Children's Oral and Written Arguments Samudra, Preeti. - 2017 BASE Show details 6 Making minds : how theory of mind develops Wellman, Henry M.. - Oxford [u.a.] : Oxford Univ. Press, 2014 BLLDB UB Frankfurt Linguistik Show details 7 Infants' goal anticipation during failed and successful reaching actions Brandone, Amanda C.; Horwitz, Suzanne R.; Aslin, Richard N.. - : Routledge & Kegan Paul, 2014. : Wiley Periodicals, Inc., 2014 BASE Show details 8 Infants’ goal anticipation during failed and successful reaching actions Brandone, Amanda C.; Horwitz, Suzanne R.; Aslin, Richard N.. - 2013 BASE Show details 9 Developing a theory of mind Wellman, Henry M. In: The Wiley-Blackwell handbook of childhood cognitive development (Malden, Mass., 2011), p. 258-284 MPI für Psycholinguistik Show details 10 Children's understanding of ordinary and extraordinary minds Lane, Jonathan D.; Wellman, Henry M.; Evans, E. Margaret In: Child development. - Malden, Ma. [u.a.] : Blackwell 81 (2010) 5, 1475-1489 BLLDB Show details 11 Inconsistency with prior knowledge triggers children's causal explanatory reasoning Legare, Cristine H.; Gelman, Susan A.; Wellman, Henry M. In: Child development. - Malden, Ma. [u.a.] : Blackwell 81 (2010) 3, 929-944 BLLDB Show details 12 What's in a Name? How Different Languages Result in Different Brains in English and Chinese Speakers. Liu, Chao. - 2010 BASE Show details 13 Children's understanding of ordinary and extraordinary minds Lane, Jonathan D.; Wellman, Henry M.; Evans, E. Margaret. - 2010 BASE Show details 14 Neural correlates of children's theory of mind development Liu, David; Sabbagh, Mark A.; Gehring, William J.... In: Child development. - Malden, Ma. [u.a.] : Blackwell 80 (2009) 2, 318-326 BLLDB Show details 15 Preschoolers' search for explanatory information within adult-child conversation Frazier, Brandy N.; Gelman, Susan A.; Wellman, Henry M. In: Child development. - Malden, Ma. [u.a.] : Blackwell 80 (2009) 6, 1592-1611 BLLDB Show details 16 Neural correlates of belief- and desire-reasoning Liu, David; Meltzoff, Andrew; Wellman, Henry M. In: Child development. - Malden, Ma. [u.a.] : Blackwell 80 (2009) 4, 1163-1171 BLLDB Show details 17 The role of preschoolers' social understanding in evaluating the informativeness of causal interventions Kushnir, Tamar; Wellman, Henry M.; Gelman, Susan A. In: Cognition. - Amsterdam [u.a] : Elsevier 107 (2008) 3, 1084-1092 BLLDB OLC Linguistik Show details 18 Psycho-physical dualism today : an interdisciplinary approach Lowe, Ernest J. (Hrsg.); Corradini, Antonella (Hrsg.); Meixner, Uwe. - Lanham, MD : Lexington Books, 2008 BLLDB UB Frankfurt Linguistik Show details 19 Theory of mind development in Chinese children: a meta-analysis of false-belief understanding across cultures and languages Liu, David; Wellman, Henry M.; Tardif, Twila... In: Developmental psychology. - Richmond, Va. [u.a.] : American Psychological Association 44 (2008) 2, 523-531 BLLDB Show details 20 Word Learning in Children with Autism Spectrum Disorder. Luyster, Rhiannon J.. - 2007 BASE Show details Page: 1 2 3 4 5

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