This study investigates how Japanese-speaking children learn interactional dependencies in conversations that determine the use of un, a token typically used as a positive response for yes-no questions, backchannel, and acknowledgement. We hypothesise that children learn to produce un appropriately by recognising different types of cues occurring in the immediately preceding turns. We built a set of generalised linear models on the longitudinal conversation data from seven children aged 1 to 5 years and their caregivers. Our models revealed that children not only increased their un production, but also learned to attend relevant cues in the preceding turns to understand when to respond by producing un. Children increasingly produced un when their interlocutors asked a yes-no question or signalled the continuation of their own speech. These results illustrate how children learn the probabilistic dependency between adjacent turns, and become able to participate in conversational interactions.

这项研究调查了说日语的孩子如何在对话中学习交互依赖关系，这些依赖关系决定了un的使用，un 是一个通常用作是非问题、秘密渠道和确认的积极回应的标记。我们假设，孩子们通过识别前一回合中出现的不同类型的线索来学习不适当的生产。我们根据 7 名 1 至 5 岁儿童及其照顾者的纵向对话数据建立了一组广义线性模型。我们的模型显示，孩子们不仅增加了他们的联合国生产，而且还学会了注意前面轮次中的相关线索，以了解何时通过生产联合国来做出反应。当对话者提出​​是非问题或表示继续自己的演讲时，孩子们越来越多地发出“un”的声音。这些结果说明了孩子们如何学习相邻回合之间的概率依赖性，并能够参与对话互动。