New paper out on line at Journal of Child Language “Learning speech-internal cues to pronoun interpretation from co-speech gesture: a training study”

We’ve got a new paper that just came out on line in JCL. Here’s the abstract, and a link to a read-only version of the full paper.

“This study explores whether children can learn a structural processing bias relevant to pronoun interpretation from brief training. Over 3 days, 42 5-year olds were exposed to narratives exhibiting a first-mentioned tendency. Two characters were introduced, and the first-mentioned was later described engaging in a solo activity. In our primary condition of interest, the Gesture Training condition, the solo-activity sentence contained an ambiguous pronoun, but co-speech gesture clarified the referent. There were two comparison conditions. In the Gender Training condition the characters were different genders, thereby avoiding ambiguity. In the Name Training condition, the first-mentioned name was simply repeated. Ambiguous pronoun interpretation was tested pre- and post-training. Children in the Gesture condition were significantly more likely to interpret ambiguous pronouns as the first-mentioned character after training. Results from the comparison conditions were ambiguous: there was a small but non-significant effect of training, but also no significant differences between conditions.”


“Children’s Use of Gesture in Ambiguous Pronoun Interpretation” – New (OA) paper out in Journal of Child Language

I’m happy to announce a new paper “Children’s Use of Gesture in Ambiguous Pronoun Interpretation” just out in the Journal of Child Language by Whitney Goodrich Smith and Carla Hudson Kam. FYI: It’s published as an open access paper.

Here’s the abstract:

“This study explores whether children can use gesture to inform their interpretation of ambiguous pronouns. Specifically, we ask whether four- to eight-year-old English-speaking children are sensitive to information contained in co-referential localizing gestures in video narrations. The data show that the older (7–8 years of age) but not younger (4–5 years) children integrate co-referential gestures into their interpretation of pronouns. This is the same age at which they show sensitivity to order-of-mention, the only other cue available in the stimuli. Interestingly, when children show sensitivity to the gestures, they are quite similar to adults, in that gestures consistent with order-of-mention increase first-mentioned responses as compared to stimuli with no gestures, but only slightly, while gestures inconsistent with order-of-mention have a larger effect on interpretation, decreasing first-mentioned responses and increasing second-mentioned responses.”