{"pk":21381,"title":"Brown Bear, Brown Bear, what do you see? Speaker use more redundant color adjectives when speaking to children than adults","subtitle":null,"abstract":"Speakers are often over-informative, referring to the color and shape of a referent even when all objects in a scene are unique. Interestingly, this helps listeners locate the target. If speakers are indeed sensitive to listeners' online processing demands, they should be more over-informative when addressing someone whose processing is especially slow. Here we show that English-speaking adults produce more redundant color adjectives when speaking to children than adults (Exp 1); that although Spanish-speakers produce fewer redundant color adjectives than English-speakers overall, they too do so more often for children (Exp 2); that these results are independent of experience with young children (Exp 3), and that children themselves (ages 4-10) are more over-informative when speaking to younger children than adults (Exps 4 and 5). Collectively, these results suggest that sensitivity to listeners' online processing demands is robust, emerges early in development, and may be especially tailored to young learners.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Psychology; Development; Language Production; Pragmatics; Cross-linguistic analysis"}],"section":"Papers with Oral Presentation","is_remote":true,"remote_url":"https://escholarship.org/uc/item/8x06j9f6","frozenauthors":[{"first_name":"Maya","middle_name":"","last_name":"Taliaferro","name_suffix":"","institution":"New York University","department":""},{"first_name":"Laura","middle_name":"","last_name":"Schulz","name_suffix":"","institution":"Massachusetts Institute of Technology","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2024-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/21381/galley/10980/download/"},{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/21381/galley/21826/download/"}]}