Children's Use of Social Cues When Learning Conventions

Wagner, Laura; Dunfield, Kristen A.; Rohrbeck, Kristin L.

doi:10.1080/15248372.2013.782459

Cited by 13 publications

(12 citation statements)

References 34 publications

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“…Consistent with previous research on accent as a salient social marker for guiding children"s preferences Kinzler & Dejesus, 2013;Souza et al, 2013;Wagner et al, 2014), the findings of this study revealed accent is a highly salient marker for guiding children"s resource distribution decisions. Findings also revealed the effect of accent differed as a function of children"s age.…”

Section: Discussionsupporting

confidence: 79%

“…However, there still remains a lack of investigation regarding salient unfamiliar in-group/out-group recipients based upon social category differences. Despite literature demonstrating that accent is a highly salient social marker for children in guiding their preferences and inferences (Kinzler, Corriveau, & Harris, 2011;Kinzler & Dejesus, 2013;Souza et al, 2013;Wagner, Dunfield, & Rohrbeck, 2014), as well as a stronger guiding factor when pitted against race (Kinzler et al, 2009), accent has never been investigated in the context of children"s resource giving behaviour nor has the relative saliency of social categories by directly pitting them against one another.…”

Section: Introductionmentioning

confidence: 99%

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Age-Related Changes in Children's Resource Giving: How Social Categories and Fairness Considerations Influence Distribution Decisions

Spence¹,

Imuta²

2018

Proceedings of the Universitas Indonesia International Psychology Symposium for Undergraduate Research (UIPSUR 2017)

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This study investigated children"s resource distribution decisions based upon photographs of unfamiliar children that differed in race and accent. Photographs were presented to children with accompanying audio. Seventy-six White 5-to 12-year-old children were given three coins to distribute to pairs of recipients, with an option to be fair by discarding a resource. However, results revealed fairness was not a prominent strategy for children. Children below 7-years-old gave selectively more coins to their race and accent in-group whilst children aged 7-to 8-yearsold gave selectively more coins to their accent in-group only when it was paired with the outgroup race. Children over the age of 9 consistently gave more coins to their accent in-group despite the racial category. It was concluded that for children 9 years of age and older, accent is a stronger social marker than race in guiding their resource distribution decisions.

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Section: Discussionsupporting

confidence: 79%

Section: Introductionmentioning

confidence: 99%

Age-Related Changes in Children's Resource Giving: How Social Categories and Fairness Considerations Influence Distribution Decisions

Spence¹,

Imuta²

2018

Proceedings of the Universitas Indonesia International Psychology Symposium for Undergraduate Research (UIPSUR 2017)

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“…For example, preschoolaged children choose to be friends with speakers of their own language rather than speakers of a different language and with native rather than nonnative speakers of their own language (Creel, 2017;Kinzler, Dupoux, & Spelke, 2007;Kinzler, Shutts, DeJesus, & Spelke, 2009;Souza, Byers-Heinlein, & Poulin-Dubois, 2013). They also preferentially trust information from native rather than non-native speakers (Kinzler, Corriveau, & Harris, 2011;Wagner, Dunfield, & Rohrbeck, 2014). Thus, the idea that language should be the basis for social judgments appears to be in place from an early age.…”

Section: Children's Language Attitudes and Perception Of Talkers' Regmentioning

confidence: 99%

The Development of Regional Dialect Locality Judgments and Language Attitudes Across the Life Span

2017

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The development of language attitudes and perception of talker regional background was investigated across the life span (N = 240, age range = 4-75 years). Participants rated 12 talkers on dimensions of geographic locality, status, and solidarity. Children could classify some dialects by locality by age 6-7 years and showed adult-like patterns by age 8 years. Children showed adult-like status ratings for some dialects by age 4-5 years but were not fully adult-like until age 12 years. Solidarity ratings were more variable and did not exhibit a clear developmental trajectory, although some adult-like patterns were in place by age 6-7 years. Locality ratings were a significant but modest predictor of attitude ratings, suggesting that geographic knowledge is one contributor to language attitudes throughout development.

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“…Likewise, young children are more likely to imitate an actor who speaks their language than a foreign speaker ( Buttelmann et al, 2013 ; Howard et al, 2015 ). Preschool aged children are also sensitive to more subtle distinctions, preferring speakers with their native accent to those with an unfamiliar accent even within their native language ( Kinzler et al, 2007 , 2011 ; Wagner et al, 2014b ).…”

Section: Introductionmentioning

confidence: 99%

“…However, the factors influencing children’s language discrimination are not yet well understood, and it is not known if brief experience with a language is enough to change children’s perception of unfamiliar languages. Previous research has found that preschool-aged children do use language and accent information to make inferences about a speaker but has also suggested that they may have difficulty recognizing unfamiliar languages (e.g., Stockmal et al, 1994 ; Kinzler et al, 2007 , 2011 ; Floccia et al, 2009 ; Wagner et al, 2014a , b ). Therefore, given that adults’ ability to identify unknown languages can be improved by even short amounts of experience with that language, does brief exposure to a new language also change children’s perception of that language?…”

Section: Introductionmentioning

confidence: 99%

The role of experience in children’s discrimination of unfamiliar languages

Potter

Saffran

2015

Front. Psychol.

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Five- and six-year-old children (n = 160) participated in three studies designed to explore language discrimination. After an initial exposure period (during which children heard either an unfamiliar language, a familiar language, or music), children performed an ABX discrimination task involving two unfamiliar languages that were either similar (Spanish vs. Italian) or different (Spanish vs. Mandarin). On each trial, participants heard two sentences spoken by two individuals, each spoken in an unfamiliar language. The pair was followed by a third sentence spoken in one of the two languages. Participants were asked to judge whether the third sentence was spoken by the first speaker or the second speaker. Across studies, both the difficulty of the discrimination contrast and the relation between exposure and test materials affected children’s performance. In particular, language discrimination performance was facilitated by an initial exposure to a different unfamiliar language, suggesting that experience can help tune children’s attention to the relevant features of novel languages.

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Children's Use of Social Cues When Learning Conventions

Cited by 13 publications

References 34 publications

Age-Related Changes in Children's Resource Giving: How Social Categories and Fairness Considerations Influence Distribution Decisions

Age-Related Changes in Children's Resource Giving: How Social Categories and Fairness Considerations Influence Distribution Decisions

The Development of Regional Dialect Locality Judgments and Language Attitudes Across the Life Span

The role of experience in children’s discrimination of unfamiliar languages

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