Interactional training interventions boost children’s expressive pragmatic abilities : evidence from a novel multidimensional testing approach

Pronina, Mariia; Hübscher, Iris; Holler, Judith; Prieto, Pilar

doi:10.1016/j.cogdev.2020.101003

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

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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.