Individual differences in speakers’ perspective taking: The roles of executive control and working memory

Wardlow, Liane

doi:10.3758/s13423-013-0396-1

Cited by 107 publications

(136 citation statements)

References 31 publications

Supporting

Mentioning

123

Contrasting

Unclassified

Order By: Relevance

“…shown that children learn to avoid ambiguity from precise (caregiver) feedback (Abbot-Smith et al, 2016;Bacso & Nilsen, 2017;Matthews et al, 2007;Wardlow & Heyman, 2016), so even within the course of a single experiment that includes feedback and/or modeling, increased rates of informativeness can emerge, mediated by executive function skills. Such a paradigm could produce a rather different picture with regard to the link between contrast fixations and informativeness.…”

Section: Discussionmentioning

confidence: 99%

Look before you speak: children's integration of visual information into informative referring expressions

Davies

Kreysa

2018

J. Child Lang.

View full text Add to dashboard Cite

Children's ability to refer is underpinned by their developing cognitive skills. Using a production task (n=57), we examined pre-articulatory visual fixations to contrast objects (e.g. to a large apple when the target was a small one) to investigate how visual scanning drives informativeness across development. Eye movements reveal that although four-year-olds fixate contrast objects to a similar extent as seven-year-olds and adults, this does not result in explicit referential informativeness. Instead, four-year-olds frequently omit distinguishing information from their referring expressions regardless of the comprehensiveness of their visual scan. In contrast, older children make greater use of information gleaned from their visual inspections, like adults. Thus, we find a barrier not to the INCIDENCE of contrast fixations by younger children, but to their USE of them in referential informativeness. We recommend that follow-up work investigates whether younger children's immature executive skills prevent them from describing referents in relation to contrast objects.

show abstract

Section: Discussionmentioning

confidence: 99%

Look before you speak: children's integration of visual information into informative referring expressions

Davies

Kreysa

2018

J. Child Lang.

View full text Add to dashboard Cite

show abstract

“…In children, Nilsen and Graham (2009) found that during comprehension, 4-5-year-olds' tendency to grab or look at the referential competitor that was hidden from the speaker and hence could not be the speaker's intended referent was related to lower inhibition (see also Brown-Schmidt, 2009, who also showed that the lower inhibitory control, the higher likelihood of egocentric eye-gaze in adults), though they showed no evidence that inhibition affects the production of size adjectives. Wardlow (2013) found that young adults with higher executive functions and working memory were less likely to use perspectiveinappropriate adjectives in the privileged context.…”

Section: Audience Design In Children 28mentioning

confidence: 96%

Development of audience design in children with and without ASD.

Fukumura¹

2016

Developmental Psychology

View full text Add to dashboard Cite

We examined two hypotheses concerning the development of audience design by contrasting children with and without Autistic Spectrum Disorder (ASD) in referential communication. The twostage hypothesis predicts that the ability to use contrastive size adjectives for ambiguity avoidance develops separately from and faster than the ability to avoid perspective-inappropriate descriptions for their addressee. The single-stage hypothesis assumes that both abilities reflect speakers' perspective-taking, and they should develop in tandem with each other. Experiment 1 found that 6-to-10 year olds with and without ASD produced disambiguating size adjectives (" small door") equally often when the size-contrasting competitor (large door) was in the visual context shared with their addressee. When the competitor was hidden from their addressee, that is, it was part of children's privileged context, children with ASD produced more perspective-inappropriate size adjectives than those without ASD, providing support for the two-stage model. Experiment 2 showed a similar pattern of results with 11-to-16-year-old adolescents. Compared to adults, 6-10-year-olds without ASD produced more perspective-inappropriate size adjectives in the privileged context, while producing fewer disambiguating size adjectives in the shared context, demonstrating more "egocentric" behaviours than adults. Importantly, whereas 11-16-year-olds without ASD produced disambiguating adjectives nearly as often as adults in the shared context, they produced perspectiveinappropriate adjectives more than adults in the privileged context. This indicated that even in non-ASD, the ability to avoid perspective-inappropriate descriptions develops more slowly than the ability to avoid ambiguous descriptions, delaying the onset of adult-like audience design, consistent with the two-stage hypothesis.

show abstract

“…In a study with college students, Wardlow (2013) reported that higher working memory scores meant that indvidiuals had more cognitive resources to allocate towards infering perspective differences in their conversational partner and intergrating that information with their behavior to guide their language use. Working memory is especially critical when the information is considered as privledged ground (knowledge known by one conversational partner) rather than common ground (shared knolwedge), as the listener has to recruit these cognitive resources in order to consider what to divulge and what to keep hidden (see also Lin, Keysar, & Epley, 2010; for additional support for the role of working memory in perspective taking).…”

Section: Discussionmentioning

confidence: 99%

Liar, liar, working memory on fire: Investigating the role of working memory in childhood verbal deception

Alloway

McCallum

Alloway

et al. 2015

Journal of Experimental Child Psychology

View full text Add to dashboard Cite

Individual differences in speakers’ perspective taking: The roles of executive control and working memory

Cited by 107 publications

References 31 publications

Look before you speak: children's integration of visual information into informative referring expressions

Look before you speak: children's integration of visual information into informative referring expressions

Development of audience design in children with and without ASD.

Liar, liar, working memory on fire: Investigating the role of working memory in childhood verbal deception

Contact Info

Product

Resources

About