Department of Linguistics and Cognitive Science
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Browsing Department of Linguistics and Cognitive Science by Author "Golinkoff, Roberta Michnick"
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Item The Role Classifiers Play in Selecting the Referent of a Word(Languages, 2023-03-14) Ma, Weiyi; Zhou, Peng; Golinkoff, Roberta MichnickAn important cue to the meaning of a new noun is its accompanying classifier. For example, in English, X in “a sheet of X” should refer to a broad, flat object. A classifier is required in Chinese to quantify nouns. Using children’s overt responses in an object/picture selection task, past research found reliable semantic knowledge of classifiers in Mandarin-reared children at around age three. However, it is unclear how children’s semantic knowledge differs across different types of classifiers and how this difference develops with age. Here we use an arguably more sensitive measure of children’s language knowledge (the intermodal preferential-looking paradigm) to examine Mandarin-reared three-, four-, and five-year-olds’ semantic knowledge of four types of classifiers indicating animacy (human vs. animal distinction), configuration (how objects are arrayed), object shape, and vehicle function. Multiple factors were matched across classifier types: the number of classifiers, perceived familiarity and perceived typicality of the target, and the visual similarity of the two images paired together. Children’s performances differed across classifier types, as they were better with animacy classifiers than with configuration and vehicle function classifiers. Their comprehension was reliable for animacy, object shape, and vehicle function classifiers but not for configuration classifiers. Furthermore, we did not find conclusive evidence for an age-dependent improvement in the child’s performance. The analysis, including the oldest (five-year-olds) and youngest (three-year-olds) children, revealed a marginally significant age effect.Item U.S. parents' attitudes toward playful learning(Frontiers in Developmental Psychology, 2023-12-15) Wright, Charlotte Anne; Pasek, Josh; Lee, Ji Young; Masters, Ally S.; Golinkoff, Roberta Michnick; Thomsen, Bo Stjerne; Hirsh-Pasek, KathyIntroduction: There has been a surge of research on the power of play to facilitate learning in recent years. Guided play, specifically, has emerged as an optimal learning approach over free play and direct instruction. However, whether parents' attitudes toward play align with the emerging research remains largely unexplored. Addressing this gap, the present study is the first to operationalize play by using the playful learning spectrum (i.e., free play, guided play, games, and direct instruction) to investigate parents' attitudes toward play. Methods: The study surveyed a broad, national sample of parents with at least one child aged 2 to 12 years living in the United States (N = 1,172). To understand preferences for each approach and the factors related to those preferences, we examined how individuals regarded each of the four learning approaches and ran a series of regressions predicting perceptions of learning from the approaches as a function of demographic and attitudinal factors. These regressions were estimated in two different ways, allowing us to identify which predictors were related to each outcome as well as which explained these perceptions uniquely, over and above other predictors. Results: The findings revealed a preference for play over direct instruction, with parents likely to perceive free play as most conducive to learning. Regression analyses uncovered significant variations in perceptions based on demographic and attitudinal factors, with highly educated respondents most likely to endorse free play, more knowledgeable respondents most likely to endorse guided play and the least educated respondents most likely to favor direct instruction. Discussion: While the study reveals parents' evolving, positive attitudes toward play, it also underscores a gap between academic research, which highlights the advantages of guided play, and parents' perceptions. Implications for parent support initiatives are discussed.