Adults are more efficient in creating and transmitting novel signalling systems than children. Issue 1 (15th February 2019)

• Record Type: Journal Article
• Authors: Kempe, Vera; Gauvrit, Nicolas; Gibson, Alison; Jamieson, Margaret
• Is Part Of: Journal of language evolution. Volume 4:Issue 1(2019)
• Page Start: 44
• Page End: 70
• Publication Date: 2019-02-15
• Subjects: language transmission -- iterated learning -- referential communication -- iconicity -- children; Linguistic change -- Periodicals; Historical linguistics -- Periodicals; Linguistics -- Periodicals; 417.705
• DOI: 10.1093/jole/lzy012
• Languages: English
• ISSNs: 2058-4571

Abstract

Abstract: Iterated language learning experiments have shown that meaningful and structured signalling systems emerge when there is pressure for signals to be both learnable and expressive. Yet, such experiments have mainly been conducted with adults using language-like signals. Here we explore whether structured signalling systems can also emerge when signalling domains are unfamiliar and when the learners are children with their well-attested cognitive and pragmatic limitations. In Experiment 1, we compared iterated learning of binary auditory sequences denoting small sets of meanings in chains of adults and 5- to 7-year-old children. Signalling systems became more learnable even though iconicity and structure did not emerge despite applying a homonymy filter designed to keep the systems expressive. When the same types of signals were used in referential communication by adult and child dyads in Experiment 2, only the adults, but not the children, were able to negotiate shared iconic and structured signals. Referential communication using their native language by 4- to 5-year-old children in Experiment 3 showed that only interaction with adults, but not with peers resulted in informative expressions. These findings suggest that emergence and transmission of communication systems are unlikely to be driven by children, and point to the importance of cognitive maturity and pragmatic expertise of learners as well as feedback-based scaffolding of communicative effectiveness by experts during language evolution.