송현주 교수

Prior research suggests that children younger than age 3 or 4 do not understand that an agent may be deceived by an object's misleading appearance. The authors asked whether 14.5-month-olds would give evidence in a violation-of-expectation task that they understand that agents may form false perceptions. Infants first watched events in which an agent faced a stuffed skunk and a doll with blue pigtails; the agent consistently reached for the doll, suggesting that she preferred it over the skunk.

This study investigated 6- and 10-month-old infants' abilities to infer others' preferences based on social interactions using looking time and choice measures. Infants were randomly assigned to either a helping/neutral or hindering/neutral condition. Those in the helping/neutral condition were first familiarized with a helping event, in which an agent helped a circle climb a hill, and a neutral event, in which another agent followed the same path as the helping agent but had no interaction with

How sophisticated are infants at using novel verbal information when reasoning about which of two objects an agent is likely to select? The present research examined the development of infants' ability to interpret a change from one novel word to another as signaling a possible change in which object the agent would choose next. In three experiments, 7- and 12-month-olds were familiarized to an event in which they heard a novel word ("A dax!") and then saw an agent reach for one of two distinct

This study examined whether infants assume that people will help others to achieve specific goals. Seventeen-month-old infants watched familiarization events in which a competent agent succeeded in climbing hills while an incompetent agent failed to do so. In subsequent test events, the competent agent either helped the incompetent agent reach the top of the hill (helping event) or simply passed the incompetent agent and reached the top of the hill alone (ignoring event). The infants looked reli

본 연구는 한국어를 모국어로 습득하는 학령 전 아동이 담화 정보를 이용하여 모호한 문장을 이해할 수 있는 지 여부를 검증하였다. 실험 참가 아동들은 세 문장으로 된 짧은 이야기들을 스피커를 통해 들으면서 이야기의 각 문장에 대한 그림들을 컴퓨터 모니터 상에서 관찰하였다. 각 이야기에서 마지막 문장인 검사 문장은 주어가 생략된 문장이었는데, 그 생략된 주어의 지시체(referent)는 바로 이전 문장의 주어 또는 비주어(관형어, 목적어 또는 부사어)였다. 검사 문장이 제시될 때 컴퓨터 모니터에는 이야기의 각 등장인물이 각기 다른 물체를 가지고 있는 그림이 나타났다. 검사 문장이 끝난 후 실험자는 아동에게 검사 문장의 답이 무엇일 것이라고 생각하는지를 물었고, 아동은 질문에 대해 말로 대답하거나 손가락으로 가리킴으로써 대답할 수 있었다. 실험 1에는 만 5세 아동이, 실험 2에는 만 4세 아동이 참여하였다. 실험 결과, 만 4, 5세 한국 아동들이 생략된 주어가 이전 문장의 주어를 지시

The current research examined whether children's expectations about labeling conventions can be influenced by limited exposure to a foreign language. Three- to four-year-old Korean children were presented with two speakers who each assigned a novel label either in Korean or Spanish to a novel object. Children were asked whether both labels were acceptable for the object. Children who had more exposure to a foreign language through live social interaction, but not through media, were more likely