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  1.  9
    Using Shared Knowledge to Determine Ironic Intent; a Conversational Response Paradigm.Maria Katarzyna Zajaczkowska, Kirsten Abbot-Smith & Christina S. Kim - forthcoming - Journal of Child Language.
    Mentalising has long been suggested to play an important role in irony interpretation. We hypothesised that another important cognitive underpinning of irony interpretation is likely to be childen’s capacity for mental set switching – the ability to switch flexibly between different approaches to the same task. We experimentally manipulated mentalising and set switching to investigate their effects on the ability of 7-year-olds to determine if an utterance is intended ironically or literally. The component of mentalising examined was whether the speaker (...)
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  2.  16
    How Known Constructions Influence the Acquisition of Other Constructions: The German Passive and Future Constructions.Kirsten Abbot-Smith & Heike Behrens - 2006 - Cognitive Science 30 (6):995-1026.
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  3.  82
    A Tale of Two Theories: Response to Fisher.Michael Tomasello & Kirsten Abbot-Smith - 2002 - Cognition 83 (2):207-214.
  4. Familiar Verbs Are Not Always Easier Than Novel Verbs: How German Pre‐School Children Comprehend Active and Passive Sentences.Miriam Dittmar, Kirsten Abbot-Smith, Elena Lieven & Michael Tomasello - 2014 - Cognitive Science 38 (1):128-151.
    Many studies show a developmental advantage for transitive sentences with familiar verbs over those with novel verbs. It might be that once familiar verbs become entrenched in particular constructions, they would be more difficult to understand (than would novel verbs) in non-prototypical constructions. We provide support for this hypothesis investigating German children using a forced-choice pointing paradigm with reversed agent-patient roles. We tested active transitive verbs in study 1. The 2-year olds were better with familiar than novel verbs, while the (...)
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  5.  33
    Lexically Restricted Utterances in Russian, German, and English Child‐Directed Speech.Sabine Stoll, Kirsten Abbot-Smith & Elena Lieven - 2009 - Cognitive Science 33 (1):75-103.
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  6.  9
    How Social Vs. Visual Perspective-Taking Determine the Interpretation of Linguistic Reference by 8-11-Year-Olds with ASD and Age-Matched Peers. [REVIEW]Kirsten Abbot-Smith, David M. Williams, Danielle Matthews, Lucy Pettifor & Nicola Vince - unknown
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  7.  11
    What's New for You?: Interlocutor-Specific Perspective-Taking and Language Interpretation in Autistic and Neuro-Typical Children.Kirsten Abbot-Smith, David M. Williams & Danielle Matthews - forthcoming - Research in Autism Spectrum Disorders.
    Background: Studies have found that children with Autism Spectrum Disorder are more likely to make errors in appropriately producing referring expressions than are controls but comprehend them with equal facility. We tested whether this anomaly arises because comprehension studies have focused on manipulating perspective-taking at a ‘generic speaker’ level. Method: We compared 24 autistic eight- to eleven-year-olds with 24 well-matched neuro-typical controls. Children interpreted requests in contexts which would be ambiguous if perspective-taking were not utilized. In the interlocutor-specific perspective-taking condition, (...)
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  8.  49
    'It's a Big World': Understanding the Factors Guiding Early Vocabulary Development in Bilinguals.C. Delle Luche, R. Kwok, S. Durrant, J. Chow, K. Horvath, Allegra Cattani, Kirsten Abbot-Smith, Andrea Krott, D. Mills, K. Plunkett, C. Rowland & Caroline Floccia - unknown
    How many words is a bilingual 2-year-old supposed to know or say in each of her languages? Speech and language therapists or researchers lack the tools to answer this question, because several factors have an impact on bilingual language skills: gender, amount of exposure, mode of acquisition, socio-economic status and the distance between L1 and L2. Unfortunately, these factors are usually studied separately, making it difficult to evaluate their weight on a unique measure of vocabulary. The present study measures the (...)
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  9.  17
    Vocabulary of 2-Year-Olds Learning English and an Additional Language: Norms and Effects of Linguistic Distance. II: METHODS.Caroline Floccia, Thomas Sambrook, Claire Delle Luche, Rosa Kwok, Jeremy Goslin, Laurence White, Allegra Cattani, Emily Sullivan, Kirsten Abbot-Smith, Andrea Krott, Debbie Mills, Caroline Rowland, Judit Gervain & Kim Plunkett - unknown
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  10.  14
    Cognitive Underpinnings of Irony Understanding in Children.Maria Katarzyna Zajączkowska, Kirsten Abbot-Smith & David M. Williams - unknown
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