Do children exploit the maxim of antecedent in order to interpret ambiguos descriptions?

Twenty Italian six-year-olds and 20 eight-year-olds were asked to interpret eight ambiguous and eight clear definite descriptions. All ambiguous descriptions could refer to three drawings, one of which had been described by the subjects immediately before the comprehension task. In half of the trials with ambiguous messages the children’s interlocutor was present while the children were describing the drawings; in the other half he was absent. In both conditions subjects showed a preference for the referents they had already described, indicating that they applied egocentrically a comprehension strategy based on the Maxim of Antecedent (Jackson & Jacobs, 1982). Children’s failures to differentiate their responses in the two conditions are considered to be due to difficulties in taking account of the given-new distinction for relevant information. © 1991, Cambridge University Press. All rights reserved.