How to turn that frown upside down: Children make use of a listener’s facial cues to detect and (attempt to) repair miscommunication

Bacso, Sarah A.; Nilsen, Elizabeth S.; Silva, Janel

doi:10.1016/j.jecp.2021.105097

Cited by 5 publications

(4 citation statements)

References 49 publications

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“…Or it might be that only children with more advanced cognitive functioning can attend to both similarities and differences between objects (Basco & Nilsen, 2017). There is also the chance that without the support and confirmation of another person's facial cues, children ignore similarities between referents (Basco et al, 2021). Further research may be needed to clarify why preference for seeking similarities is not always found.…”

Section: Discussionmentioning

confidence: 99%

“…When we ask young children questions, we have expectations about what constitutes an appropriate response. This is particularly so when the question requires children to identify something: for example, when we ask them about their favorite toy, or what color pencil they want, or even "which" object they are referring to (Basco et al, 2021). For children to be able to respond successfully to such requests they must employ referential communication skills: comparing all the valid referents and replying appropriately with information that identifies the target (e.g., Asher & Wigfield, 1981).…”

Section: Introductionmentioning

confidence: 99%

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Do Young Children Consider Similarities or Differences When Responding to Referential Questions?

Waters

Dunning

Kapsokavadi

et al. 2021

IJEC

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Young children often struggle with referential communications because they fail to compare all valid referents. In two studies, we investigated this comparison process. In Study 1, 4–7 year-olds (N = 114) were asked to categorize pairs of objects according to their similarities or differences, and then identified a unique quality of one of the objects by responding to a referential question. Children found it easier to judge the differences between objects than similarities. Correct judgments of differences predicted accurate identifications. In Study 2, 4–5 year-olds (N = 36) again categorized according to similarities or differences, but this time were asked for verbal explanations of their decisions. Recognition of differences was easier than recognition of similarities. Explanations of errors were either: (a) ambiguous; (b) color error: (c) thematic (creative imaginative explanations). Children offered thematic explanations when they failed to recognize similarities between objects, but not for errors of difference.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Do Young Children Consider Similarities or Differences When Responding to Referential Questions?

Waters

Dunning

Kapsokavadi

et al. 2021

IJEC

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“…Indeed, by the time they are 2 years old, children produce repaired reference following feedback (Grosse et al, 2010). Moreover, young children repair their reference on the basis of rather uninformative feedback, such as facial expressions of sadness (Bacso et al, 2021). What about more explicit cues, such as listener feedback questions?…”

Section: Linguistic Cues To Common Ground and Young Children’s Refere...mentioning

confidence: 99%

A New Look at Young Children’s Referential Informativeness

Vasil

2022

Perspect Psychol Sci

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In this article, I review experimental evidence for the dependence of 2- to 5-year-olds’ linguistic referential informativeness on cues to common ground (CG) and propose a process model. Cues to CG provide evidence for CG, that is, for the shared knowledge, beliefs, and attitudes of interlocutors. The presence of cues to CG (e.g., unimpeded listener line of regard or prior mention) is shown to be associated with less informative reference (e.g., pronouns). In contrast, the absence of cues to CG (e.g., impeded listener line of regard or new mention) is shown to be associated with more informative reference (e.g., nouns). Informativeness is sensitive to linguistic before nonlinguistic cues to CG (i.e., 2.0 vs. 2.5 years old, respectively). Reference is cast as a process of active inference, a formulation of Bayesian belief-guided control in biological systems. Child speakers are hierarchical generative models that, characteristically, expect sensory evidence for the evolved, prior Bayesian belief that interlocutor mental states are aligned (i.e., that CG exists). Referential control emerges as an embodied tool to gather evidence for this prior belief. Bottom-up cues to CG elicited by action drive updates to beliefs about CG. In turn, beliefs about CG guide efficient referential control.

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“…Many problems that occur in society experienced by someone, namely children who commit many crimes, violations of social norms, lack of politeness towards others due to the deterioration of the morals of the Indonesian nation's children, therefore it is necessary to have Tahfidz and TPQ places to learn and educate someone. (Bacso et al, 2021). The problem formulations are: 1.)…”

Section: Introductionmentioning

confidence: 99%

Fostering Islamic Morality through Tahfidz Learning: Islamic Law

Saputra,

Dylan,

Carmelo

2023

IJEN

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Background. Tahfidz learning is a learning that can change the behavior of santriwan and santriwati and develop a potential that they have such as improving the reading of the Qur'an, increasing the memorization of the Qur'an. The tahfidz house is a place where students learn, foster and develop and apply the values contained in the Qur'an in everyday life such as at home, in the community and at school. Purpose. This tahfidz activity begins with prayer, then murojaah, memorizing the recitation of the Qur'an. Method. Data was obtained by giving teacher performance scales, teacher digital literacy, and online learning implementation scales. Results. The results of this tahfidz activity research begin with prayer, then murojaah, memorizing the recitation of the Qur'an. After memorizing the Qur'an, each student deposits his memorization one by one to the ustadz or ustadzah. After that the students and ustadz or ustadzah continue by playing the verse connection game in order to increase the enthusiasm of the students in memorizing so that they are not easily bored and bored, because in learning there are a lot of complaints and laziness when learning, let alone learning to memorize the Qur'an there are a lot of outside distractions. Conclusion. After the students take part in tahfiz learning, there are Islamic morals that can be applied, namely keistiqomahan, patience which is contrary to the previous morals of the students.

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How to turn that frown upside down: Children make use of a listener’s facial cues to detect and (attempt to) repair miscommunication

Cited by 5 publications

References 49 publications

Do Young Children Consider Similarities or Differences When Responding to Referential Questions?

Do Young Children Consider Similarities or Differences When Responding to Referential Questions?

A New Look at Young Children’s Referential Informativeness

Fostering Islamic Morality through Tahfidz Learning: Islamic Law

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