Children understand communication intuitively but indirect communication makes them think twice – Evidence from pupillometry and looking patterns
Interpreting a speaker’s communicative acts is a challenge children are facing permanently in everyday live. In doing so, they seem to understand direct communicative acts more easily than indirect communicative acts. The present study investigated which step in the processing of communicative acts might cause difficulties in understanding indirect communication. To assess the developmental trajectory of this phenomenon, we tested 3- and 5-year-old children (N=105) using eyetracking and an object-choice task. The children watched videos that showed puppets during their every-day activities (e.g., pet care). For every activity, the puppets were asked which of two objects (e.g., rabbit or dog) they would rather have. The puppets responded either directly (“I want the rabbit”) or indirectly (“I have a carrot”). Results showed that children chose the object intended by the puppets more often in the direct- than in the indirect-communication condition, and 5-year-olds chose correctly more than 3-year-olds. However, even though we found that children’s pupil size increased while hearing the utterances, we found no effect for communication type before children had already decided on the correct object during object selection by looking at it. Only after this point, that is, only in children’s further fixation patterns and reaction times did differences for communication type occur. Thus, although children’s object-choice performance suggests that indirect communication is harder to understand than direct communication, the cognitive demands during processing both communication types seem similar. We discuss theoretical implications of these findings for developmental pragmatics in terms of a dual-process account of communication comprehension.