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Anak-anak yang terpapar dengan  beberapa bahasa dapat menjadi komunikator yang lebih natural

Date:

May 11, 2015

Source:

University of Chicago

Summary:

Anak-anak yang mendengar lebih dari satu bahasa yang digunakan di rumah menjadi komunikator yang lebih baik , sebuah studi baru menemukan .

.............. " Anak-anak di lingkungan multibahasa memiliki praktek sosial yang luas dalam pemantauan yang berbicara apa dan  kepada siapa , dan mengamati pola sosial dan kesetiaan yang dibentuk berdasarkan penggunaan bahasa , " jelas Katherine Kinzler , profesor psikologi dan ahli bahasa dan pembangunan sosial . "Ini awal pengalaman sosial - linguistik bisa mengasah kemampuan anak-anak dalam  mengambil perspektif orang lain dan memberi mereka alat untuk komunikasi yang efektif . "....more

Children exposed
to multiple languages may be better natural communicators

Date:

May 11, 2015

Source:

University of Chicago

Summary:

Young children who hear more than one language spoken at home become better
communicators, a new study finds.

..................

Young children who hear more than one language spoken at home become better
communicators, a new study from University of Chicago psychologists finds.
Effective communication requires the ability to take others' perspectives.
Researchers discovered that children from multilingual environments are better
at interpreting a speaker's meaning than children who are exposed only to their
native tongue. The most novel finding is that the children do not even have to
be bilingual themselves; it is the exposure to more than one language that is
the key for building effective social communication skills.

Previous studies have examined the effects of being bilingual on cognitive
development. This study, published online May 8 by the journal Psychological
Science, is the first to demonstrate the social benefits of just being
exposed to multiple languages.

"Children in multilingual environments have extensive social practice
in monitoring who speaks what to whom, and observing the social patterns and allegiances
that are formed based on language usage," explained Katherine Kinzler,
associate professor of psychology and an expert on language and social
development. "These early socio-linguistic experiences could hone
children's skills at taking other people's perspectives and provide them tools
for effective communication."

Study co-author Boaz Keysar, professor of psychology and an internationally
known expert on communication and cognition, said this study is part of a
bigger research program that attempts to explain how humans learn to
communicate. "Children are really good at acquiring language. They master
the vocabulary and the syntax of the language, but they need more tools to be
effective communicators," said Keysar. "A lot of communication is
about perspective taking, which is what our study measures."

Keysar, Kinzler and their co-authors, doctoral students in psychology
Samantha Fan and Zoe Liberman, had 72 4- to 6- year- old children participate
in a social communication task. The children were from one of three language
backgrounds: monolinguals (children who heard and spoke only English and had
little experience with other languages); exposures (children who primarily
heard and spoke English, but they had some regular exposure to speakers of another
language); and bilinguals (children who were exposed to two languages on a
regular basis and were able to speak and understand both languages). There were
24 children in each group.

Each child who participated sat on one side of a table across from an adult
and played a communication game that required moving objects in a grid. The
child was able to see all of the objects, but the adult on the other side of
the grid had some squares blocked and could not see all the objects. To make
sure that children understood that the adult could not see everything, the
child first played the game from the adult's side.

For the critical test, the adult would ask the child to move an object in
the grid. For example, she would say, "I see a small car, could you move
the small car?" The child could see three cars: small, medium and large.
The adult, however, could only see two cars: the medium and the large ones. To
correctly interpret the adult's intended meaning, the child would have to take
into account that the adult could not see the smallest car, and move the one
that the adult actually intended -- the medium car.

The monolingual children were not as good at understanding the adult's
intended meaning in this game, as they moved the correct object only about 50
percent of the time. But mere exposure to another language improved children's
ability to understand the adult's perspective and select the correct objects.
The children in the exposure group selected correctly 76 percent of the time,
and the bilingual group took the adult's perspective in the game correctly 77
percent of the time.

"Language is social," noted Fan. "Being exposed to multiple
languages gives you a very different social experience, which could help
children develop more effective communication skills."

Liberman added, "Our discovery has important policy implications, for
instance it suggests previously unrealized advantages for bilingual
education."

Some parents seem wary of second-language exposure for their young
children, Kinzler commented. Yet, in addition to learning another language,
their children might unintentionally be getting intensive training in
perspective taking, which could make them better communicators in any language.







Story Source:

The above post is reprinted from materials provided byUniversity
of Chicago. The original item was written by Jann Ingmire. Note: Materials
may be edited for content and length.







Journal Reference:

1.   
S. P. Fan, Z. Liberman, B. Keysar, K. D. Kinzler. The Exposure
Advantage: Early Exposure to a Multilingual Environment Promotes Effective
Communication.Psychological Science, 2015; DOI:10.1177/0956797615574699

http://www.sciencedaily.com/releases/2015/05/150511211745.htm

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