Leinonen, E.

Ryder, N.

Journal of Psycholinguistic Research

English

University of Hertfordshire Research Archive

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Use of context in question answering by 3,4 and 5 year old children

This study investigates, within the theory of relevance of Sperber & Wilson (1995), how 3-, 4-, and 5-year-old children (n = 45) use context when answering questions. The children were required to answer questions that placed differing contextual and processing demands on them, as predicted by the theory. The results indicate that an increasing ability to use complex contextual information was related to age and was reflected in the children's ability to answer questions appropriately. A developmental pattern became evident in terms of how the children assigned referents, enriched semantic underdetermination, and recovered implicatures. It also became evident that even at the age of 5 years 6 months the children were in the process of becoming more skilled at integrating contextually complex inferences. It was further shown how children's selection of the appropriate context, given the focus of the question, depended on how relevance was achieved in that context

Research Repository

Use of context in question answering by 3-, 4- and 5-Year-old children

This study investigates, within the theory of relevance of Sperber & Wilson (1995), how3-, 4-, and 5-year-old children (n = 45) use context when answering questions. The children were required to answer questions that placed differing contextual and processing demands on them, as predicted by the theory. The results indicate that an increasing ability to use complex contextual information was related to age and was reflected in the children\u27s ability to answer questions appropriately. A developmental pattern became evident in terms of how the children assigned referents, enriched semantic underdetermination, and recovered implicatures. It also became evident that even at the age of 5 years 6 months the children were in the process of becoming more skilled at integrating contextually complex inferences. It was further shown how children\u27s selection of the appropriate context, given the focus of the question, depended on how relevance was achieved in that context

Ryder, Nuala

Leinonen, Eeva K

Research Online

Use of context in question answering by 3-, 4- and 5-year-old children

Use of context in question answering by 3,4 and 5 year old children

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