Preschoolers modulate contrastive inferences during online language comprehension |
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| Authors: | Narae Ju Natalie Williams Julie Sedivy Craig G Chambers Susan A Graham |
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| Institution: | 1. Department of Psychology, University of Calgary, Calgary, Alberta, Canada;2. School of Communication Sciences and Disorders, McGill University, Montreal, Quebec, Canada;3. School of Languages, Linguistics, Literatures, and Cultures, University of Calgary, Calgary, Alberta, Canada;4. Department of Psychology, University of Toronto Mississauga, Mississauga, Ontario, Canada |
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| Abstract: | This study examined 4- and 5-year-olds' incremental interpretation of size adjectives, focusing on whether contrastive inferences are modulated by speaker behavior. Children (N = 120, 59 females, mostly White, tested between July, 2018 and August, 2019) encountered either a conventional or unconventional speaker who labeled objects in a correspondingly typical or atypical way. Critical utterances contained size adjectives (e.g., “Look at the big duck”). With conventional speakers, gaze measures indicated that children rapidly used the adjective to differentiate members of a contrasting pair, indicating that even 4-year-olds derive contrastive inferences. With unconventional speakers, contrastive inferences were delayed in processing. The findings demonstrate that preschoolers adjust their use of pragmatic cues when presented with evidence disconfirming their default assumptions about a speaker. |
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