Development Of Perspective-taking: (Mis)communication And Disagreement About Generic Meanings (B1) - Info and Reading Options

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This study examines developmental changes in perspective-taking and intuitions about generic generalizations, by assessing children and adult perceptions of disagreements among speakers who use generics to describe contextually-restricted or unrestricted regularities. To illustrate, consider the following scenarios: first, in a conversation among American tourists in Saudi Arabia in 2017 speakers share facts about the country; one says “women don’t drive cars” (a claim restricted to that spatiotemporal context). Second, in a conversation taking place in the US about women in general, a speaker says “women drive cars” (a claim unrestricted to a specific context). On the surface, the two speakers made contradictory claims about women, but both can be right since the claims had a different scope. This results in so-called “faultless disagreement” (Barker, 2013). Since people likely use generics in both restricted and unrestricted senses (as our unpublished data suggest), successful learners should be able to appreciate cases of faultless disagreement. The ability to reconcile different perspectives is an important facet of social functioning, involved in managing disagreements effectively (Amemiya et al., 2021). Grasping differences between genuine disagreements and differentially restricted generic claims is also important in science learning. For example, in a science class, a student might hear that water freezes at 32 F (an unrestricted claim), and that it freezes at -6 F and at -40 F (claims restricted to salt water and pure supercooled water, respectively). To understand these inputs without discrediting the teacher, the student must keep track of contextual restrictions across these claims. The ubiquity of situations where this skill is deployed raises the question of when and how this important capacity develops. Prior developmental work indicates that it may take a surprisingly long time for children to appreciate that different unqualified claims about tastes and relative attributes can be true: they do not start responding in an adult-like way on some of these tasks until 8-9 years of age (Foushee & Srinivasan, 2017; Holubar, 2015; Repacholi & Gopnik, 1997; Wellman & Liu, 2004). Consistently acknowledging faultless disagreement about contextually (un)restricted generics may be even more challenging, because it can occur even for non-subjective attributes, like “spotted” or “wear black hats.” For generics, the apparent disagreement stems not from divergent experiences, but from distinct clusters of regularities in the world, with some regularities holding broadly, and others only in restricted bubbles. This study will examine two research questions: Q1. Can adults track speaker (dis)agreement across a variety of matching and mismatching contextual restrictions? and Q2. How does this capacity develop? At what age do children respond in an adult-like way, and are some combinations of contextual restrictions more challenging than others across development?

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