Randall Gillis
Biographic Data
| ID | 5804301 |
|---|---|
| NAME | Randall Gillis |
| GIVEN NAMES | Randall |
| FAMILY NAME | Gillis |
| SIGNATURE | GILLIS R |
| AFFILIATIONS | University of Waterloo |
| VERIFIED | No |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 1 |
| AUTHOR COUNT | 3 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2011 |
| LATEST PUBLICATION YEAR | 2014 |
| H-INDEX | 1 |
Cognitive flexibility supports preschoolers’ detection of communicative ambiguity
To become successful communicators, children must be sensitive to the clarity/ambiguity of language. Significant gains in children’s ability to detect communicative ambiguity occur during the early school-age years. However, little is known about the cognitive abilities that support this development. Relations between cognitive flexibility and ambiguity detection were assessed in preschool- (4- to 5-years-old, n = 40) and school-age (6- to 7-year…
Children's use of information quality to establish speaker preferences
Knowledge transfer is most effective when speakers provide good quality (in addition to accurate) information. Two studies investigated whether preschool- (4-5 years old) and school-age (6-7 years old) children prefer speakers who provide sufficient information over those who provide insufficient (yet accurate) information. Children were provided clues to the location of hidden dots by speakers who varied in quality and accuracy. Subsequently, ch…
Do We Know When Our Impressions of Others Are Valid? Evidence for Realistic Accuracy Awareness in First Impressions of Personality
Do people have insight into the validity of their first impressions or accuracy awareness? Across two large interactive round-robins, those who reported having formed a more accurate impression of a specific target had (a) a more distinctive realistically accurate impression, accurately perceiving the target’s unique personality characteristics as described by the target’s self-, parent-, and peer-reports, and (b) a more normatively accurate impr…
Children's use of information quality to establish speaker preferences
Knowledge transfer is most effective when speakers provide good quality (in addition to accurate) information. Two studies investigated whether preschool- (4-5 years old) and school-age (6-7 years old) children prefer speakers who provide sufficient information over those who provide insufficient (yet accurate) information. Children were provided clues to the location of hidden dots by speakers who varied in quality and accuracy. Subsequently, ch…
Do We Know When Our Impressions of Others Are Valid? Evidence for Realistic Accuracy Awareness in First Impressions of Personality
Do people have insight into the validity of their first impressions or accuracy awareness? Across two large interactive round-robins, those who reported having formed a more accurate impression of a specific target had (a) a more distinctive realistically accurate impression, accurately perceiving the target’s unique personality characteristics as described by the target’s self-, parent-, and peer-reports, and (b) a more normatively accurate impr…
Children's use of information quality to establish speaker preferences
Knowledge transfer is most effective when speakers provide good quality (in addition to accurate) information. Two studies investigated whether preschool- (4-5 years old) and school-age (6-7 years old) children prefer speakers who provide sufficient information over those who provide insufficient (yet accurate) information. Children were provided clues to the location of hidden dots by speakers who varied in quality and accuracy. Subsequently, ch…
Cognitive flexibility supports preschoolers’ detection of communicative ambiguity
To become successful communicators, children must be sensitive to the clarity/ambiguity of language. Significant gains in children’s ability to detect communicative ambiguity occur during the early school-age years. However, little is known about the cognitive abilities that support this development. Relations between cognitive flexibility and ambiguity detection were assessed in preschool- (4- to 5-years-old, n = 40) and school-age (6- to 7-year…
Psychology (3 works) · Child and Animal Learning Development (2 works) · Cognitive psychology (2 works) · Developmental psychology (2 works) · Language Development and Disorders (2 works) · Ambiguity (1 works) · Artificial Intelligence (1 works) · Big Five personality traits (1 works) · CLARITY (1 works) · Cognition (1 works)