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An individual differences perspective on pragmatic abilities in the preschool years

MPG-Autoren
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Bohn,  Manuel       
Department of Developmental and Comparative Psychology, Max Planck Institute for Evolutionary Anthropology, Max Planck Society;

Externe Ressourcen

https://github.com/manuelbohn/pragBat
(Ergänzendes Material)

https://psyarxiv.com/s2e3p/
(Preprint)

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Volltexte (frei zugänglich)

Bohn_An-individual_DevSci_2023.pdf
(Verlagsversion), 961KB

Ergänzendes Material (frei zugänglich)
Es sind keine frei zugänglichen Ergänzenden Materialien verfügbar
Zitation

Bohn, M., Tessler, M. H., Kordt, C., Hausmann, T., & Frank, M. C. (2023). An individual differences perspective on pragmatic abilities in the preschool years. Developmental Science, 26(6): e13401. doi:10.1111/desc.13401.


Zitierlink: https://hdl.handle.net/21.11116/0000-000C-A1F1-D
Zusammenfassung
Pragmatic abilities are fundamental to successful language use and learning. Individual differences studies contribute to understanding the psychological processes involved in pragmatic reasoning. Small sample sizes, insufficient measurement tools, and a lack of theoretical precision have hindered progress, however. Three studies addressed these challenges in three- to 5-year-old German-speaking children (N = 228, 121 female). Studies 1 and 2 assessed the psychometric properties of six pragmatics tasks. Study 3 investigated relations among pragmatics tasks and between pragmatics and other cognitive abilities. The tasks were found to measure stable variation between individuals. Via a computational cognitive model, individual differences were traced back to a latent pragmatics construct. This presents the basis for understanding the relations between pragmatics and other cognitive abilities.