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Ontogenetic Emergence of Cognitive Reference Comprehension

机译：认知参考理解的植入出现

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Prelinguistic cognitive reference comprehension is foundational to language acquisition and higher cognitive functions. However, its ontogenetic origins in the first year of life are currently not well understood. The current study pitted cognitivist against social interactionist views. We worked with infants monthly from 10 to 13 months of age and observed their behavioral search during a reference comprehension task. Our goal was to first establish the age at which infants begin to cognitively expect an occluded object in one of two locations following a communicative pointing cue. We then tested whether infants' cognitive referential expectations would prospectively predict social interaction skills and experiences (as assessed by spontaneous infant and parent pointing) or, conversely, be predicted by social interaction skills and experiences. Results revealed a linear increase in cognitive reference comprehension, with clear above chance performance, individual stability in month-to-month correlations, and a synchronous correlation to referential pointing all emerging at 12 months but not earlier. Regarding developmental predictions, infants' cognitive referential expectations were not predictive of social interaction skills and experiences; on the contrary, they were predicted by social interaction skills and experiences. Findings suggest that a nonverbal cognitive understanding of reference to occluded entities is neither early emerging, hard wired, nor causal to infants' or caregivers' referential pointing. Instead, this foundational skill is predicted by earlier social interaction. Findings are consistent with the view that cognitive reference comprehension develops via a social construction process in the first year of life.
机译：预言认知参考理解是语言习得和更高认知功能的基础。然而，它在生命的第一年的植入原来目前并不能理解。目前的研究涉及社会互动主义观点的认知主义者。我们每月10至13个月的婴儿合作，并在参考理解任务期间观察其行为搜索。我们的目标是首先建立婴幼儿在交际指向暗示之后的两个地区之一中开始认知的年龄。然后，我们测试了婴儿的认知参照预期是否会预测社会互动技能和经验（如自发婴儿和父母指向的评估），或者相反地，通过社会互动技巧和经验预测。结果表明，认知参考理解的线性增加，明确率高于机会性能，在月份相关的个体稳定性，以及与12个月内所有出现的参照指向的同步相关性。关于发展预测，婴儿的认知参考预期并未预测社会互动技能和经验;相反，他们是通过社会互动技能和经验预测的。调查结果表明，对闭塞实体的参考的非语言认知理解既不是早期出现的，硬线，也不是对婴儿或护理人员的指示的因果。相反，该基础技能是通过早期的社交互动预测的。调查结果符合认知参考理解在生命的第一年通过社会建设过程发展。

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