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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...10 Hits 1 – 20 of 184 1 How Spanish speakers express norms using generic person markers Salvador, Cristina E.; Orvell, Ariana; Kross, Ethan... In: Psychology Faculty Research and Scholarship (2022) BASE Show details 2 How Spanish speakers express norms using generic person markers Salvador, Cristina E.; Orvell, Ariana; Kross, Ethan... In: Sci Rep (2022) BASE Show details 3 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 4 Children, Object Value, and Persuasion Gelman, Susan A.; Echelbarger, Margaret E.. - : Wiley Periodicals, Inc., 2019. : Norton, 2019 BASE Show details 5 Linguistic Shifts: Examining the Effects of `Distanced Self-Talk' and `Generic-You' on the Construction of Meaning Orvell, Ariana. - 2019 BASE Show details 6 Language and conceptual development Gelman, Susan A.; Roberts, Steven O. In: The Oxford handbook of psycholinguistics (Oxford, 2018), p. 736-754 MPI für Psycholinguistik Show details 7 Speaking Places: Language, Mind, and Environment in the Ancash Highlands (Peru) Shapero, Joshua. - 2017 BASE Show details 8 My Heart Made Me Do It: Children’s Essentialist Beliefs About Heart Transplants Meyer, Meredith; Gelman, Susan A.; Roberts, Steven O.. - : Oxford University Press, 2017. : Wiley Periodicals, Inc., 2017 BASE Show details 9 So It Is, So It Shall Be: Group Regularities License Children’s Prescriptive Judgments Roberts, Steven O.; Gelman, Susan A.; Ho, Arnold K.. - : SAGE Publications, 2017. : Wiley Periodicals, Inc., 2017 BASE Show details 10 A Bilingual Advantage? The Functional Organization of Linguistic Competition and Attentional Networks in the Bilingual Developing Brain Arredondo, Maria. - 2017 BASE Show details 11 That’s how “you” do it: Generic you expresses norms in early childhood Orvell, Ariana; Kross, Ethan; Gelman, Susan A.. - 2017 BASE Show details 12 Generics license 30-month-olds’ inferences about the atypical properties of novel kinds Graham, Susan A.; Gelman, Susan A.; Clarke, Jessica. - 2016 BASE Show details 13 Reasoning about knowledge: Children’s evaluations of generality and verifiability Koenig, Melissa A.; Cole, Caitlin A.; Meyer, Meredith. - 2015 BASE Show details 14 Children's Developing Intuitions About the Truth Conditions and Implications of Novel Generics Versus Quantified Statements Brandone, Amanda C.; Gelman, Susan A.; Hedglen, Jenna. - : Wiley Periodicals, Inc., 2015. : Academic Press, 2015 BASE Show details 15 The Importance of Clarifying Evolutionary Terminology Across Disciplines and in the Classroom: A Reply to Kampourakis Ware, Elizabeth A.; Gelman, Susan A.. - : The John Hopkins University Press, 2015. : Wiley Periodicals, Inc., 2015 BASE Show details 16 Memory Errors Reveal a Bias to Spontaneously Generalize to Categories Sutherland, Shelbie L.; Cimpian, Andrei; Leslie, Sarah‐jane. - : Wiley Periodicals, Inc., 2015. : Academic Press, 2015 BASE Show details 17 Children’s Recall of Generic and Specific Labels Regarding Animals and People Gülgöz, Selin; Gelman, Susan A.. - 2015 BASE Show details 18 " We call it as puppy" : pragmatic factors in bilingual language choice Tare, Medha; Gelman, Susan A. In: Language in interaction (Amsterdam, 2014), p. 191-206 MPI für Psycholinguistik Show details 19 Tracking the actions and possessions of agents Gelman, Susan A.; Noles, Nicholaus S.; Stilwell, Sarah. - 2014 BASE Show details 20 Children’s developing intuitions about the truth conditions and implications of novel generics vs. quantified statements Brandone, Amanda C.; Gelman, Susan A; Hedglen, Jenna. - 2014 BASE Show details Page: 1 2 3 4 5...10

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