When taught a label for an object, and later asked whether that object or a novel object is the referent of a novel label, preschoolers favor the novel object. This article examines whether this so-called disambiguation effect may be undermined by an expectation to communicate about a discovery. This expectation may explain why 4-year-olds do not show the disambiguation effect if a sense modality shift occurs between training and test. In Study 1, 3- and 4-year-olds learned a label for a visible object, then examined two hidden objects manually and predicted which one they would be asked about. Only the older group predicted that they would be asked about the object that matched the visible object. Study 1 also included a test of the standard disambiguation effect, where both the training and test objects were visible. Both 3- and 4-year-olds showed a weaker disambiguation effect in this test when the matching object was unexpected rather than expected. In Study 2, both age groups predicted they would be asked about this object when it was unexpected. In Study 3, both age groups showed a stronger disambiguation effect when allowed to communicate about this object before deciding which object was the referent of a novel label. Metacognitive ability predicted the strength of this disambiguation effect even after controlling for age and inhibitory control. The article discusses various explanations for why only 4-year-olds abided by the pragmatics of discovery in the test of the cross-modal disambiguation effect, but both 3- and 4-year-olds abided by it in the test of the standard disambiguation effect.

中文翻译：

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发现的语用限制了儿童将小说标签映射到小说对象上的倾向

当教给对象一个标签时，后来又问该对象或小说对象是否是小说标签的指涉对象，学龄前儿童偏爱该小说对象。本文研究了是否可以通过就发现进行交流的期望来削弱这种所谓的歧义消除效果。这种期望可以解释为什么如果在训练和测试之间发生意识形态转变，那么4岁的孩子为什么没有表现出消歧作用。在研究1中，三岁和四岁的孩子学会了一个可见物体的标签，然后手动检查了两个隐藏的物体并预测了将要问的那个物体。只有年龄较大的小组预测会询问他们与可见对象匹配的对象。研究1还包括对标准消歧效果的测试，其中训练对象和测试对象均可见。当匹配对象出乎意料而不是预期时，3岁和4岁的孩子在此测试中的消歧效果较弱。在研究2中，两个年龄组都预测他们会在意外情况下被询问有关该物品的信息。在研究3中，当允许在确定哪个对象是新颖标签的参考对象之前就此对象进行交流时，两个年龄组均显示出较强的消歧效果。即使在控制年龄和抑制性控制之后，元认知能力仍能预测这种消歧作用的强度。这篇文章讨论了各种解释，说明了为什么在跨模态歧义消除测试中只有4岁的孩子遵循发现的语用学，而在标准歧义消除测试中为什么只有3岁和4岁的孩子遵循发现的语用。影响。