Khu, MelanieChambers, Craig G.Graham, Susan2020-05-072020-05-072019-06-20Khu, M., Chambers, C. G., & Graham, S. A. (2019). Preschoolers Flexibly Shift Between Speakers' Perspectives During Real-Time Language Comprehension. "Child Development". 2019. pp. 1-16. http://dx.doi.org/10.1111/cdev.132700009-3920http://hdl.handle.net/1880/111995https://doi.org/10.11575/PRISM/43627In communicative situations, preschoolers use shared knowledge, or "common ground," to guide their interpretation of a speaker's referential intent. Using eye-tracking measures, this study investigated the time course of 4-year-olds' (n = 95) use of two different speakers' perspectives and assessed how individual differences in this ability related to individual differences in executive function and representational skills. Gaze measures indicated partner-specific common ground guided children's interpretation from the earliest moments of language processing. Non-egocentric online processing was positively correlated with performance on a Level 2 visual perspective-taking task. These results demonstrate that preschoolers readily use the perspectives of multiple partners to guide language comprehension and that more advanced representational skills are associated with the rapid integration of common ground information.engUnless 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.journal articlehttp://dx.doi.org/10.1111/cdev.13270