Most language use is displaced, referring to past, future, or hypothetical events, posing the challenge of how children learn what words refer to when the referent is not physically available. One possibility is that iconic cues that imagistically evoke properties of absent referents support learning when referents are displaced. In an audio-visual corpus of caregiver–child dyads, English-speaking caregivers interacted with their children (N = 71, 24–58 months) in contexts in which the objects talked about were either familiar or unfamiliar to the child, and either physically present or displaced. The analysis of the range of vocal, manual, and looking behaviors caregivers produced suggests that caregivers used iconic cues especially in displaced contexts and for unfamiliar objects, using other cues when objects were present.

中文翻译：

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超越此时此地的语言发展：儿童导向交流中的标志性和流离失所


大多数语言使用被取代，指的是过去、未来或假设的事件，这构成了一个挑战，即当所指对象不在时，儿童如何学习单词所指的内容。一种可能性是，当所指被取代时，想象中唤起缺失指涉属性的标志性线索支持学习。在照顾者-儿童二组的视听语料库中，说英语的照顾者与他们的孩子（N = 71,24-58 个月）互动，其中所谈论的物体对孩子来说是熟悉的或不熟悉的，并且要么是实际存在的，要么是流离失所的。对照顾者产生的声音、手动和观看行为范围的分析表明，照顾者使用标志性线索，尤其是在移位的环境中和不熟悉的物体上，当物体存在时，他们会使用其他线索。