Hostname: page-component-848d4c4894-hfldf Total loading time: 0 Render date: 2024-05-01T06:39:44.663Z Has data issue: false hasContentIssue false
  • English
  • Français

The use of ‘left’ and ‘right’ in speech: the development of listener-specific skills*

Published online by Cambridge University Press:  26 September 2008

Glenn Waller
Glenn Waller
Affiliation:
University of Oxford
Get access Rights & Permissions [Opens in a new window]

Abstract

Two experiments are reported, where the development of pragmatic communication skills was assessed in a simple but realistic setting, so that even the youngest speakers could construct consistently accurate messages. It was shown that children of up to six years are specifically hampered by the speaker's use of left and right, but not by the use of named landmarks. Children were also allowed to create their own messages. The ability of the speaker to use language which would be valuable to a particular listener could then be measured. The results show a development between six and seven years in speakers' ability to select and use linguistic forms which are appropriate to listeners' receptive skills, though speakers could use objectively accurate information at an earlier age.

Type
Articles
Information
Journal of Child Language , Volume 13 , Issue 3 , October 1986 , pp. 573 - 582
Copyright
Copyright © Cambridge University Press 1986

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

REFERENCES

Boone, D. R. & Prescott, T. E (1968). Development of left–right discrimination in normal children. Perceptual and Motor Skills 26. 267–74.CrossRefGoogle ScholarPubMed
Bryant, P. E. (1969). Perception and memory of the orientation of visually presented lines by children. Nature 224. 1331–2.Google Scholar
Bryant, P. E. (1973). Discrimination of mirror images by children. JCompPhysPsych 82. 415–25.Google ScholarPubMed
Corballis, M. C. & Beale, I. L. (1976). The psychology of left and right. Hillsdale, NJ: Eribaum.Google Scholar
Fisher, C. B. (1979). Children's memory for orientation in the absence of external cues. ChDev 50. 1088–92.Google ScholarPubMed
Greenberg, J., Kuczaj, S. A. & Suppiger, A. E. (1983). An examination of adapted communication in young children. FirstLang 4. 31–40.Google Scholar
Guralnick, M. J. & Paul–Brown, D. (1977). The nature of verbal interactions among handicapped and non-handicapped preschool children. ChDev 48. 254–60.Google Scholar
Higgins, E. T., Fondacaro, R. & McCann, C. D. (1981). Rules and roles: the communication game and speaker-listener processes. In Dickson, W. P. (ed.), Children's oral communication skills. New York: Academic Press.Google Scholar
Maratsos, M. P. (1973). Non-egocentric communication abilities in preschool children. ChDev 44. 697–700.Google Scholar
Sachs, J. & Devin, J. (1976). Young children's use of age-appropriate speech styles in social interaction and role-playing. JChLang 3. 81–98.Google Scholar
Shatz, M. & Gelman, R. (1973). The development of communication skills: modifications in the speech of young children as a function of listener. MonoSocResChDev 38. 5.Google ScholarPubMed