Children's epistemic inferences through modal verbs and prosody

2020 ◽  
Vol 47 (6) ◽  
pp. 1132-1169
Author(s):  
Meghan ARMSTRONG
Keyword(s):  
Young Children ◽  
Qualitative Analysis ◽  
Choice Task ◽  
Epistemic Modality ◽  
Metalinguistic Awareness ◽  
Modal Verbs ◽  
Epistemic Modal ◽  
Negative Valence ◽  
Forced Choice Task ◽  
Positive And Negative Valence

AbstractThis study explores how young children infer nuances in epistemic modality through prosody. A forced-choice task was used, testing children's (ages three to seven) comprehension of the might/will distinction (modal condition) as well their ability to modulate the strength of might through two prosodic tunes (prosody condition). Positive and negative valence conditions were included. Younger children were shown to start off performing above chance for the modal condition, and at around chance for the prosody condition, but after age four performance on the prosody condition quickly improved. For both modal verbs and prosody, children performed significantly better when valence was positive. By age seven, children performed at ceiling for all conditions. Qualitative analysis of children's justifications for prosody responses showed metalinguistic awareness of prosodic meaning as early as age four, with the ability to relate prosody to epistemic modal meaning becoming quite common by age seven.

scholarly journals Does “Yummy” Food Help You Grow and Avoid Illness? Children's and Adults' Understanding of the Effect of Psychobiological Labels on Growth and Illness

2011 ◽  
Vol 2011 ◽  
pp. 1-10 ◽  
Author(s):  
Lakshmi Raman
Keyword(s):  
Young Children ◽  
Biological Processes ◽  
Negative Valence ◽  
Positive And Negative Valence

Three studies examined children's understanding of the role of psychobiological labels such as tasty (“yummy”) and not tasty (“yucky”) foods on growth and illness. Studies 1 and 3 examined the role of tasty and not tasty foods on height, weight, and illness, respectively. Study 2 controlled for the possibility that participants were responding to the positive and negative valence of the terms “yummy” and “yucky” in Study 1. Results revealed that young children entertain psychobiological causes for growth but not for illness. These results suggest that young children selectively apply psychobiological causes to explain different biological processes.

“I want it now!” Intertemporal Choice Through the Lens of Valence Weighting Bias

2021 ◽  
Vol 39 (2) ◽  
pp. 243-258
Author(s):  
Javier A. Granados Samayoa ◽  
Russell H. Fazio
Keyword(s):  
Individual Differences ◽  
Intertemporal Choice ◽  
Choice Task ◽  
Self Control ◽  
Self Report ◽  
Negative Valence ◽  
Two Factors ◽  
Positive And Negative Valence ◽  
Characteristic Manner ◽  
Report Measure

The current research presents a novel perspective regarding individual differences in intertemporal choice preferences. We postulate that such differences are partly rooted in individuals’ valence weighting proclivities—their characteristic manner of weighting positive and negative valence when constructing an initial evaluation. Importantly, valence weighting bias should predict intertemporal choice most strongly (a) for those who are relatively low in trait self-control and (b) when the magnitude of the available rewards is relatively small, because these two factors are associated with lesser motivation/resources to deliberate extensively about one's decision. More specifically, we propose that those with a more positive weighting bias give greater weight to the clearly positive immediate reward that is under consideration, and under these conditions, the resulting appraisal shapes choice more strongly. Using a performance-based measure of valence weighting tendencies, a hypothetical intertemporal choice task, and a self-report measure of trait self-control, we provide evidence for our hypothesis.

Is One Ear Good Enough? Unilateral Hearing Loss and Preschoolers' Comprehension of the English Plural

2020 ◽  
pp. 1-7
Author(s):  
Benjamin Davies ◽  
Nan Xu Rattanasone ◽  
Aleisha Davis ◽  
Katherine Demuth
Keyword(s):  
Hearing Loss ◽  
Young Children ◽  
Normal Hearing ◽  
Forced Choice ◽  
Choice Task ◽  
Unilateral Hearing Loss ◽  
Grammatical Morphemes ◽  
English Speaking ◽  
Forced Choice Task ◽  
Grammatical Number

Purpose The plural is one of the first grammatical morphemes acquired by English-speaking children with normal hearing (NH). Yet, those with hearing loss show delays in both plural comprehension and production. However, little is known about the effects of unilateral hearing loss (UHL) on children's acquisition of the plural, where children's ability to perceive fricatives (e.g., the /s/ in cat s ) can be compromised. This study therefore tested whether children with UHL were able to identify the grammatical number of newly heard words, both singular and plural. Method Eleven 3- to 5-year-olds with UHL participated in a novel word two-alternative forced choice task presented on an iPad. Their results were compared to those of 129 NH 3- to 5-year-olds. During the task, children had to choose whether an auditorily presented novel word was singular (e.g., tep, koss ) or plural (e.g., teps, kosses ) by touching the appropriate novel picture. Results Like their NH peers, children with UHL demonstrated comprehension of novel singulars. However, they were significantly less accurate at identifying novel plurals, with performance at chance. However, there were signs that their ability to identify novel plurals may improve with age. Conclusion While comparable to their NH peers at identifying novel singulars, these results suggest that young children with UHL do not yet have a robust representation of plural morphology, particularly on words they have not encountered before.

On modal grounding, reference points, and subjectification

2005 ◽  
Vol 3 ◽  
pp. 56-77 ◽  
Author(s):  
Bert Cornillie
Keyword(s):  
Reference Point ◽  
Epistemic Modals ◽  
Reference Points ◽  
Epistemic Modality ◽  
Point Function ◽  
Theoretical Underpinning ◽  
Modal Verbs ◽  
Epistemic Modal ◽  
Modal Auxiliaries ◽  
Definition Of

In this paper it is argued that Langacker’s definition of grounding predications is problematic for languages other than English. The idea that in English tense and modal auxiliaries are mutually exclusive grounding elements leads Langacker (1990, 2003) to consider both deontic and epistemic modal auxiliaries as grounding predications, whereas he excludes German modals from being so on the basis of their tense inflection. In this paper I contend that, unlike the deontic modal verbs, and despite their tense marking, Spanish epistemic modals deber ‘must’, poder ‘may’ and tener que ‘have to’ are certainly appropriate for modal grounding due to their reference point function and to the subjectification they undergo. I show that deontic modality is more affected by temporal grounding than epistemic modality. Moreover, the impossibility of inserting an inchoative verb such as ir a ‘to be going to’ corroborates the theoretical underpinning that Spanish epistemic modals effect an epistemic grounding similar to that of the grounding predications in English.

Italian children's understanding of the epistemic and deontic modal verbs dovere (must) and potere (may)

2002 ◽  
Vol 29 (1) ◽  
pp. 87-107 ◽  
Author(s):  
ELISABETTA BASCELLI ◽  
MARIA SILVIA BARBIERI
Keyword(s):  
Epistemic Modality ◽  
The Other ◽  
Dual Function ◽  
Full Understanding ◽  
Modal Verbs ◽  
Epistemic Modal ◽  
Single Sentence ◽  
Modal Verb ◽  
Deontic Modality

This study assesses children's understanding of the Italian modal verbs dovere (must) and potere (may) in their dual function of qualification of the speaker's beliefs (epistemic modality) and behaviour regulation (deontic modality). 192 children and 60 adults participated in the experiment. Children aged 3;0 to 9;2 were presented with two tasks: one assessed their understanding of modal expressions in the epistemic domain – looking for an object by following the information contained in a sentence; the other assessed their understanding of modal expressions in the deontic domain – acting according to obligations, permissions and prohibitions in the context of a game. Half of the subjects carried out the tasks in a single-sentence format and half carried out the tasks in a double-sentence format. In the single-sentence format the subjects had to follow the directions supplied by a modalized sentence; in the double-sentence format they had to follow the directions supplied by the sentence containing the stronger modal verb. Our results show that the understanding of deontic modal forms precedes the understanding of epistemic modal forms and that a full understanding of the strength of different modal forms is achieved only at eight years.

Comprehension of the copula: preschoolers (and sometimes adults) ignore subject–verb agreement during sentence processing

2019 ◽  
Vol 47 (3) ◽  
pp. 695-708
Author(s):  
Benjamin DAVIES ◽  
Nan XU RATTANASONE ◽  
Katherine DEMUTH
Keyword(s):  
Young Children ◽  
Sentence Processing ◽  
Sentence Comprehension ◽  
Choice Task ◽  
The Novel ◽  
Verb Agreement ◽  
The Status ◽  
Forced Choice Task ◽  
Australian English

AbstractSubject–verb (SV) agreement helps listeners interpret the number condition of ambiguous nouns (The sheep is/are fat), yet it remains unclear whether young children use agreement to comprehend newly encountered nouns. Preschoolers and adults completed a forced choice task where sentences contained singular vs. plural copulas (Where is/are the [novel noun(s)]?). Novel nouns were either morphologically unambiguous (tup/tups) or ambiguous (/geks/ = singular: gex / plural: gecks). Preschoolers (and some adults) ignored the singular copula, interpreting /ks/-final words as plural, raising questions about the role of SV agreement in learners’ sentence comprehension and the status of is in Australian English.

Postverbal subjects in child Italian: Argument structure, discourse and the definiteness effect

2021 ◽  
pp. 014272372110542
Author(s):  
Alex Cairncross ◽  
Lena Dal Pozzo
Keyword(s):  
Young Children ◽  
Argument Structure ◽  
Choice Task ◽  
New Information ◽  
Developmental Issue ◽  
Forced Choice Task ◽  
Per Se ◽  
Italian Children ◽  
Information Focus ◽  
Definiteness Effect

While previous work on postverbal subjects in Italian has shown that young children are sensitive to the effects of argument structure and definiteness, little is known about the acquisition of postverbal subjects at the VP-periphery. In response, the present study investigated such subjects under new-information focus by monolingual Italian children (6;1 – 7;4). For this, we employed an elicitation task and a forced-choice task. The results indicated that the children use postverbal subjects at the VP-periphery felicitously, although they do not perform at ceiling. Unexpectedly, the results also suggested possible remnant difficulty with the definiteness effect. However, after comparison with adult data we argue that this is not a developmental issue and instead may suggest that our children were aware that the definiteness effect is not about definiteness per se.

Assessing the Link Between Perception and Production in Cantonese Tone Acquisition

2019 ◽  
Vol 62 (5) ◽  
pp. 1243-1257 ◽  
Author(s):  
Peggy Pik Ki Mok ◽  
Holly Sze Ho Fung ◽  
Vivian Guo Li
Keyword(s):  
Language Acquisition ◽  
General Principle ◽  
Choice Task ◽  
Factors Affecting ◽  
Tone Pair ◽  
Tone Production ◽  
Monosyllabic Words ◽  
Early Production ◽  
Forced Choice Task ◽  
Production Accuracy

Purpose Previous studies showed early production precedes late perception in Cantonese tone acquisition, contrary to the general principle that perception precedes production in child language. How tone production and perception are linked in 1st language acquisition remains largely unknown. Our study revisited the acquisition of tone in Cantonese-speaking children, exploring the possible link between production and perception in 1st language acquisition. Method One hundred eleven Cantonese-speaking children aged between 2;0 and 6;0 (years;months) and 10 adolescent reference speakers participated in tone production and perception experiments. Production materials with 30 monosyllabic words were transcribed in filtered and unfiltered conditions by 2 native judges. Perception accuracy was based on a 2-alternative forced-choice task with pictures covering all possible tone pair contrasts. Results Children's accuracy of production and perception of all the 6 Cantonese tones was still not adultlike by age 6;0. Both production and perception accuracies matured with age. A weak positive link was found between the 2 accuracies. Mother's native language contributed to children's production accuracy. Conclusions Our findings show that production and perception abilities are associated in tone acquisition. Further study is needed to explore factors affecting production accuracy in children. Supplemental Material https://doi.org/10.23641/asha.7960826

Habit learning in a forced-choice task

2001 ◽  
Author(s):  
Markus Dressel ◽  
Teena D. Moody ◽  
Barbara J. Knowlton
Keyword(s):  
Forced Choice ◽  
Choice Task ◽  
Habit Learning ◽  
Forced Choice Task

scholarly journals EXPRESS: When Symmetric and Curved Visual Contour Meet Intentional Instructions: Hedonic Value and Preference

2021 ◽  
pp. 174702182110215
Author(s):  
Erick G. Chuquichambi Apaza ◽  
Guido B. Corradi ◽  
Enric Munar ◽  
Jaume Rosselló-Mir
Keyword(s):  
Cognitive Processing ◽  
Experimental Session ◽  
Hedonic Tone ◽  
Stimulus Response ◽  
Negative Valence ◽  
Visual Contour ◽  
Positive Valence ◽  
Positive And Negative Valence ◽  
Implicit And Explicit ◽  
Explicit Measures

Symmetry and contour take part in shaping visual preference. However, less is known about their combined contribution to preference. We examined the hedonic tone and preference triggered by the interaction of symmetry and contour. Symmetric/curved, symmetric/sharp-angled, asymmetric/curved, and asymmetric/sharp-angled stimuli were presented in an implicit and explicit task. The implicit task consisted of an affective stimulus-response compatibility task where participants matched the stimuli with positive and negative valence response cues. The explicit task recorded liking ratings from the same stimuli. We used instructed mindset to induce participants to focus on symmetry or contour in different parts of the experimental session. We found an implicit compatibility of symmetry and curvature with positive hedonic tone. Explicit results showed preference for symmetry and curvature. In both tasks, symmetry and curvature showed a cumulative interaction, with a larger contribution of symmetry to the overall effect. While symmetric and asymmetric stimuli contributed to the implicit positive valence of symmetry, the effect of curvature was mainly caused by inclination toward curved contours rather than rejection of sharp-angled contours. We did not find any correlation between implicit and explicit measures, suggesting that they may involve different cognitive processing.

Sign in / Sign up

Export Citation Format

Share Document