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Learning conventions and conventionality through conversation

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Despite assumptions that children learn linguistic and behavioral conventions through socialization, a systematic account of this developmental process is lacking. We ask how well existing evidence supports a sociocultural account explaining how children learn what is conventional, and that meanings are conventional. Specifically, we consider empirical support for two hypotheses: that parents provide systematic cues regarding conventions and conventionality to children, and that children learn from these cues. Considering research involving conventional word meanings, object uses, and social behaviors, we find impressive support for both hypotheses. Parent-child conversations may support children’s expectation that people within a community tend to know and use the same words, and have similar knowledge and expectations. Finally we discuss ongoing controversies and future research ideas.

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References

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     [Google Scholar]
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    (2010) Integrating different perspectives on socialization theory and research: A domain-specific approach. Child Development , 81, 687–709. doi: 10.1111/j.1467‑8624.2010.01426.x
     https://doi.org/10.1111/j.1467-8624.2010.01426.x [Google Scholar]
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    (2006) Trust in testimony: How children learn about science and religion. Child Development , 77, 505–524. doi: 10.1111/j.1467‑8624.2006.00886.x
     https://doi.org/10.1111/j.1467-8624.2006.00886.x [Google Scholar]
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    (1995)  Meaningful Differences in the Everyday Experience of Young American Children . Baltimore, MD: Brookes.
     [Google Scholar]
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    (2005) Two-year-olds’ appreciation of the shared nature of novel object labels. Journal of Cognition and Development , 6, 381–402. doi: 10.1207/s15327647jcd0603_4
     https://doi.org/10.1207/s15327647jcd0603_4 [Google Scholar]
  28. Henderson, A. , & Sabbagh, M
    (2010) Parents’ use of conventional and unconventional labels in conversations with their preschoolers. Journal of Child Language , 37, 793–816. doi: 10.1017/S0305000909990122
     https://doi.org/10.1017/S0305000909990122 [Google Scholar]
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