Publication type: | Article in scientific journal |
Type of review: | Peer review (publication) |
Title: | Interactional training interventions boost children’s expressive pragmatic abilities : evidence from a novel multidimensional testing approach |
Authors: | Pronina, Mariia Hübscher, Iris Holler, Judith Prieto, Pilar |
et. al: | No |
DOI: | 10.1016/j.cogdev.2020.101003 |
Published in: | Cognitive Development |
Volume(Issue): | 57 |
Issue: | 101003 |
Issue Date: | 2021 |
Publisher / Ed. Institution: | Elsevier |
ISSN: | 0885-2014 1879-226X |
Language: | English |
Subjects: | Pragmatics; Theory of Mind (ToM); Mental state; Conversational intervention; Embodiment; Multimodal language |
Subject (DDC): | 401.4: Terminology, discourse analysis, pragmatics |
Abstract: | This study investigates the effectiveness of training preschoolers in order to enhance their social cognition and pragmatic skills. Eighty-three 3–4-year-olds were divided into three groups and listened to stories enriched with mental state terms. Then, whereas the control group engaged in non-reflective activities, the two experimental groups were guided by a trainer to reflect on mental states depicted in the stories. In one of these groups, the children were prompted to not only talk about these states but also “embody” them through prosodic and gestural cues. Results showed that while there were no significant effects on Theory of Mind, emotion understanding, and mental state verb comprehension, the experimental groups significantly improved their pragmatic skill scores pretest-to-posttest. These results suggest that interactional interventions can contribute to preschoolers’ pragmatic development, demonstrate the value of the new embodied training, and highlight the importance of multidimensional testing for the evaluation of intervention effects. |
URI: | https://digitalcollection.zhaw.ch/handle/11475/24259 |
Fulltext version: | Published version |
License (according to publishing contract): | Licence according to publishing contract |
Departement: | Applied Linguistics |
Organisational Unit: | Institute of Language Competence (ILC) |
Appears in collections: | Publikationen Angewandte Linguistik |
Files in This Item:
There are no files associated with this item.
Show full item record
Pronina, M., Hübscher, I., Holler, J., & Prieto, P. (2021). Interactional training interventions boost children’s expressive pragmatic abilities : evidence from a novel multidimensional testing approach. Cognitive Development, 57(101003). https://doi.org/10.1016/j.cogdev.2020.101003
Pronina, M. et al. (2021) ‘Interactional training interventions boost children’s expressive pragmatic abilities : evidence from a novel multidimensional testing approach’, Cognitive Development, 57(101003). Available at: https://doi.org/10.1016/j.cogdev.2020.101003.
M. Pronina, I. Hübscher, J. Holler, and P. Prieto, “Interactional training interventions boost children’s expressive pragmatic abilities : evidence from a novel multidimensional testing approach,” Cognitive Development, vol. 57, no. 101003, 2021, doi: 10.1016/j.cogdev.2020.101003.
PRONINA, Mariia, Iris HÜBSCHER, Judith HOLLER und Pilar PRIETO, 2021. Interactional training interventions boost children’s expressive pragmatic abilities : evidence from a novel multidimensional testing approach. Cognitive Development. 2021. Bd. 57, Nr. 101003. DOI 10.1016/j.cogdev.2020.101003
Pronina, Mariia, Iris Hübscher, Judith Holler, and Pilar Prieto. 2021. “Interactional Training Interventions Boost Children’s Expressive Pragmatic Abilities : Evidence from a Novel Multidimensional Testing Approach.” Cognitive Development 57 (101003). https://doi.org/10.1016/j.cogdev.2020.101003.
Pronina, Mariia, et al. “Interactional Training Interventions Boost Children’s Expressive Pragmatic Abilities : Evidence from a Novel Multidimensional Testing Approach.” Cognitive Development, vol. 57, no. 101003, 2021, https://doi.org/10.1016/j.cogdev.2020.101003.
Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.