The relations between children's communicative perspective-taking and executive functioning

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dc.contributor.authorNilsen, Elizabeth S.
dc.contributor.authorGraham, Susan
dc.date.accessioned2020-05-19T13:58:56Z
dc.date.available2020-05-19T13:58:56Z
dc.date.issued2009-03
dc.description.abstractTwo experiments investigated children's communicative perspective-taking ability. In Experiment 1, 4- to 5-year-old children were tested on two referential communication tasks, as well as on measures of inhibitory control, working memory, and cognitive flexibility. Results document children's emergent use of the perspective of their speaking partner to guide their communicative behaviors in both a production and comprehension task. In Experiment 2, 3- to 4-year-old children used a speaker's perspective to guide their interpretation of instructions. In both experiments, egocentric interpretations of speaker requests were negatively correlated with children's inhibitory control skills. Results of these studies demonstrate that young children can differentiate between information that is accessible to the speaker versus privileged knowledge, and use this information to guide their communicative behaviors. Furthermore, the results suggest that children's inhibitory control skills allow them to inhibit their own perspective, enabling them to make use of their communicative partner's perspective.en_US
dc.identifier.citationNilsen, E. S., & Graham, S. A. (2009). The relations between children's communicative perspective-taking and executive functioning. "Cognitive Psychology". 2009: 58. pp. 220-249. http://dx.doi.org/10.1016/j.cogpsych.2008.07.002en_US
dc.identifier.doihttp://dx.doi.org/10.1016/j.cogpsych.2008.07.002en_US
dc.identifier.issn0010-0285
dc.identifier.urihttp://hdl.handle.net/1880/112072
dc.identifier.urihttps://doi.org/10.11575/PRISM/43618
dc.language.isoengen_US
dc.publisherElsevieren_US
dc.publisher.departmentPsychologyen_US
dc.publisher.facultyArtsen_US
dc.publisher.hasversionpublishedVersionen_US
dc.publisher.institutionUniversity of Calgaryen_US
dc.publisher.institutionUniversity of Waterlooen_US
dc.rightsUnless otherwise indicated, this material is protected by copyright and has been made available with authorization from the copyright owner. You may use this material in any way that is permitted by the Copyright Act or through licensing that has been assigned to the document. For uses that are not allowable under copyright legislation or licensing, you are required to seek permission.en_US
dc.rights.urihttps://creativecommons.org/licenses/by/4.0en_US
dc.titleThe relations between children's communicative perspective-taking and executive functioningen_US
dc.typejournal articleen_US
ucalgary.item.requestcopytrueen_US
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