The development of turn-taking: Pre-schoolers may predict what you will say, but they don't use those predictions to plan a reply.

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Adult conversations involve a timely exchange of turns, which is possible because listeners both predict when the current turn will end, and prepare their response early. But how do these skills develop? Corpus studies show that turn-taking skills develop slowly despite children's remarkable prediction skills. This suggests that children may have difficulty concurrently generating predictions and planning a response. In the first study using an interactive turn-taking task with pre-schoolers (implemented as an i-Pad based maze game), we show that children have the cognitive architecture necessary to use predictions about a the content of a sentence to guide response planning processes. The University of Edinburgh is a charitable body, registered in Scotland, with registration number SC005336.

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