Development of Pragmatics in Indian Children: A Novel Hindi Video Based Task

Language for communicating in a particular context is denoted as Pragmatics, in typical population pragmatics improve with age. A variety of measures have been developed in order to assess these skills however there is a need for a Hindi task to evaluate the progressing comprehension of pragmatics in north Indian children. This study is an attempt to construct a Hindi pragmatics video-based task (HPVT). An experimental design was utilized in which impact of change in age is studied on pragmatics. The study encompasses creation of novel videos, standardization, administration of task and formulation of a comprehensive checklist for systematic evaluation. The study also explores the relationship between pragmatics and the theory of mind (ToM). Method: In order to construct the task scripts were shortlisted based on prior research and children were selected to act in videos. Each video was followed by two memory questions and one target question to map pragmatics development of 5- to 10-year-old children. The performance was scored using a checklist, ToM was assessed using first order false belief story narration with pictures. Parents rated these children on Pragmatic Abilities Questionnaire by Jafari et al. (2019) for establishing concurrent validity and content validity of HPVT. Face validity and inter-rater reliability was stablished using subject matter experts. Result: The performance of children in HPVT demonstrated an upward trajectory with age using linear regression b=.80, t (50) =11.11, p <.001. A significant equation was found F(1, 49) = 123.468, p< .000, with an R square of .636. Impactful result demonstrates positive relationship in measured Pragmatics and ToM. The standardization of the task was stablished.  Conclusions: The HPVT task has some great properties and is unique however it took lengthy amount of time to administer and the questions need to be edited for accurately measuring pragmatics. The task can be used in the educational practices and interventions aimed at enhancing pragmatic language skills in those with Social Pragmatic Disorder (SPD).