Three contextual cues and their influence on naming in children.

ABSTRACT: Children often learn the names of objects incidentally-that is without direct instruction or programmed reinforcement-simply by observing others label novel objects. A number of contextual cues have been deemed important in the development of naming such as orientation toward stimuli, pointing, linguistic prompts (e.g., "This is…"), and contiguous presentations of stimuli and sounds. Despite their significance, there has been almost no systematic investigation of these cues in behavior analysis. The current study preliminarily examines how contextual cues-such as an experimenter's eye gaze, pointing, and use of paralinguistic cues-affect naming responses. In Experiment 1, three typically developing children were administered naming tests with and without these cues using a reversal design.

SUBMITTER: Hempkin N 

PROVIDER: S-EPMC12513545 | biostudies-literature | 2025 Nov

REPOSITORIES: biostudies-literature