Most language use is displaced, referring to past, future, or hypothetical events, posing the challenge of how children learn what words refer to when the referent is not physically available. One possibility is that iconic cues that imagistically evoke properties of absent referents support learning when referents are displaced. In an audio‐visual corpus of caregiver–child dyads, English‐speaking caregivers interacted with their children (N = 71, 24–58 months) in contexts in which the objects talked about were either familiar or unfamiliar to the child, and either physically present or displaced. The analysis of the range of vocal, manual, and looking behaviors caregivers produced suggests that caregivers used iconic cues especially in displaced contexts and for unfamiliar objects, using other cues when objects were present.

中文翻译：

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超越此时此地的语言发展：儿童主导交流中的象征性和位移

大多数语言的使用都是流离失所的，指的是过去、未来或假设的事件，这给孩子们在所指对象不存在时如何学习单词所指的问题带来了挑战。一种可能性是，当所指对象移位时，形象地唤起缺席所指对象属性的标志性线索支持学习。在照顾者-儿童二人组的视听语料库中，讲英语的照顾者与他们的孩子互动（氮= 71, 24-58 个月），讨论的对象对于孩子来说要么熟悉，要么不熟悉，要么实际存在，要么移位。对护理人员发出的声音、手动和观看行为范围的分析表明，护理人员使用标志性线索，尤其是在移位的环境中和对于不熟悉的物体，当物体存在时使用其他线索。