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Academic Paper


Title: Direct and indirect cues to knowledge states during word learning
Author: Megan M. Saylor
Institution: Vanderbilt University
Author: C. Brooke Carroll
Institution: Vanderbilt University
Linguistic Field: Pragmatics
Abstract: The present study investigated three-year-olds' sensitivity to direct and indirect cues to others' knowledge states for word learning purposes. Children were given either direct, physical cues to knowledge or indirect, verbal cues to knowledge. Preschoolers revealed a better ability to learn words from a speaker following direct, physical cues to their knowledge state. Implications for children's emerging pragmatic competence are discussed.

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This article appears IN Journal of Child Language Vol. 36, Issue 3, which you can READ on Cambridge's site or on LINGUIST .



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