References (42)
References
Attardo, S. 1994. Linguistic Theories of Humor. Berlin: Mouton de Gruyter.Google Scholar
2001. Humorous Texts: a Semantic and Pragmatic Analysis. Berlin: Mouton de Gruyter. DOI logoGoogle Scholar
(ed). 2014. Encyclopedia of Humor Studies. London, New York: SAGE Publications. DOI logoGoogle Scholar
Bannard, C. and E. Lieven. 2012. “Formulaic Language in L1 Acquisition.” Annual Review of Applied Linguistics 32: 3–16. DOI logo.Google Scholar
Bates, E. 1976. Language and Context. The acquisition of Pragmatics. New York: Academic Press.Google Scholar
Becker, J. A. 1988. “‘I can’t talk. I’m dead’”: Preschoolers’ spontaneous metapragmatic comments.” Discourse Processes 11: 457–467. DOI logoGoogle Scholar
Bergen, D. 2003. “Humor, play and child development.” In Humor in children’s lives, ed. by Klein, A., 17–32. Westport, CT: Praeger.Google Scholar
Citron, F., Cacciari, C., Kucharski, M., Beck, L., Conrad, M. and Jacobs, A. M. 2015. “When emotions are expressed figuratively: Psycholinguistic and Affective Norms of 619 Idioms for German (PANIG).” Behavior Research Methods. DOI logo.Google Scholar
Collins, A., Lockton, E. and Adams, C. 2014. “Metapragmatic explicitation ability in children with typical language development: Development and validation of a novel clinical assessment.” Journal of Communication Disorders 52: 31–43. DOI logoGoogle Scholar
Conca, M. and J. Guia. 2014. La fraseologia. Principis, mètode i aplicacions. Alzira: Bromera, IIFV.Google Scholar
Crespo, N. 2009. “La medición de la conciencia metapragmática de los niños: resolviendo la ambigüedad en la comprensión oral”. RLA 47:2: 69–88. DOI logoGoogle Scholar
Crespo, N. and P. Alfaro. 2009. “La conciencia metapragmática en la edad escolar”. Boletin de lingüística 21:32: 7–24.Google Scholar
Crespo, N. and C. Alvarado. 2010. “Conciencia metapragmática y memoria operativa en niños escolares”. Literatura y Lingüística 21: 93–108.Google Scholar
Crespo, N., Benítez, R. and P. Cáceres. 2007. “La comprensión oral del lenguaje no literal y su relación con la producción escrita en escolares”. RevistaSignos 40:63: 31–50. DOI logoGoogle Scholar
Crespo, N., Benítez, R. and L. Pérez. 2010. “Conciencia metapragmática y la habilidad para producir narraciones escritas”. Revista Signos 43:73: 185–187. DOI logoGoogle Scholar
Doherty, M. and J. Perner. 1998. “Metalinguistic Awareness and Theory of Mind: just Two Words for the Same Thing?Cognitive Development 13: 279–305. DOI logoGoogle Scholar
Cunningham, J. 2005. “Children’s humor.” In Children’s Play, ed. by Scarlett, W.G., Naudeau, S., Salonius-Pasternak, D. and I. Ponte, 93–108. Thousand Oaks, CA: Sage Publications.Google Scholar
Gombert, J. 1992. Metalinguistic Development. New York: Wheatsheaf.Google Scholar
1997. “Metalinguistic Development in First Language Acquisition.” In Encyclopedia of Language and Education, ed. by L. Van Lier and D. Corson, 43–51. Dordrecht, Boston: Kluwer Academic Publishers. DOI logoGoogle Scholar
Hoicka, E. and M. Gattis. 2008. “Do the Wrong Thing: How Toddlers Tell a Joke from a Mistake.” Cognitive Development 23: 180–190. DOI logoGoogle Scholar
Kuo, L.-J. and R. C. Anderson. 2008. “Conceptual and Methodological Issues in Comparing Metalinguistic Awareness across Languages.” In Learning to read across languages, ed. by K. Koda and A. Zehler, 39–67. New York: Routledge.Google Scholar
Kurvers, J., van Hout, R. and T. Vallen. 2007. “Literacy and Word Boundaries.” Low-educated second language and literacy acquisition: Research, policy and practice: Proceedings of the 2nd annual forum: 45–64.Google Scholar
Laval, V. 2003. “Idiom Comprehension and Metapragmatic Knowledge in French Children.” Journal of Pragmatics 35: 723–739. DOI logoGoogle Scholar
Levorato, M. C. and C. Cacciari. 1995. “The Effects of Different Tasks on the Comprehension and Production of Idioms in Children.” Journal of Experimental Child Psychology 60: 261–283. DOI logoGoogle Scholar
. 2002. “The Creation of New Figurative Expressions: Psycholinguistic Evidence in Italian Children, Adolescents and Adults”. Journal of Child Language 29:1: 127–150. DOI logo.Google Scholar
Lyon, C. 2006. “Humour and the Young Child. A Review of the Research Literature”. TelevIZIon 19: 4–9. Available at: [URL]. Accessed 20 December 2014.
Martin, R. A. 2007. The Psychology of Humor: An Integrative Approach. Burlington: Elsevier Academic Press.Google Scholar
Myhill, D. 2012. “The Ordeal of Deliberate Choice: Metalinguistic Development in Secondary Writers.” In Past, Present, and Future Contributions of Cognitive Writing Research to Cognitive Psychology, ed. by V. Wise Berninger, 247–274. New York: Taylor & Francis.Google Scholar
McGhee, P. E. 1979. Humor: Its Origin and Development. San Francisco: W. H. Freeman.Google Scholar
2002. Understanding and Promoting the Development of Children’s Humor. Dubuque: Kendall Hunt Publishing.Google Scholar
Piaget, J. 1972. The Psychology of the Child. New York: Basic Books.Google Scholar
Portolés, J. 2004. Pragmática para hispanistas. Madrid: Síntesis.Google Scholar
Ruiz Gurillo, L. 2012. La lingüística del humor en español. Madrid: Arco Libros.Google Scholar
2015. “¡Marte es divertido! Sobre humor, apreciación y emociones en niños”. Pragmalingüística 23. 8–28.Google Scholar
Stude, J. 2007. “The Acquisition of Metapragmatic Abilities in Preschool Children.” In Metapragmatics in use, ed. by Bublitz, W. and Hübler, A., 199–220. Amsterdam: John Benjamins. DOI logoGoogle Scholar
Suls, J. M. 1972. “A Two-Stage Model for the Appreciation of Jokes and Cartoons”. In The psychology of humor, ed. by J. H. Goldstein and P. E. McGhee, 81–100. New York: Academic Press. DOI logoGoogle Scholar
Timofeeva, L. 2009. “La desautomatización fraseológica: un recurso para crear y divertir”. In Estudios de Lingüística: Investigaciones lingüísticas del siglo XXI, ed. by Jiménez Ruiz, J. L. and L. Timofeeva, 249–271. Alicante: Universidad de Alicante.Google Scholar
2012. El significado fraseológico. En torno a un modelo explicativo y aplicado. Madrid: Ediciones Liceus.Google Scholar
2014. “El humor verbal en niños de educación primaria: presentación de un estudio”. Femenismo/s 24: 195–219. DOI logo.Google Scholar
Timofeeva-Timofeev, L. and C. Vargas-Sierra. (2015). “On Terminological Figurativeness: From Theory to Practice.” Terminology 21:1: 102–125. DOI logo.Google Scholar
Verschueren, J. 2000. “Notes on the Role of Metapragmatic Awareness in Language Use.” Pragmatics 10:4: 439–456. DOI logoGoogle Scholar
Vulchanova, M., Vulchanov, V. and Stankova, M. 2011. “Idiom Comprehension in the First Language: a Developmental Study.” VIAL 8: 207–234.Google Scholar
Cited by (6)

Cited by six other publications

Ortega-Gilabert, Jose Antonio & Larissa Timofeeva Timofeev
2023. Claves del etiquetaje pragmático en el corpus CHILDHUM. Círculo de Lingüística Aplicada a la Comunicación 96  pp. 59 ff. DOI logo
Pastor Cesteros, Susana
2021. Multicompetencia lingüística y cambio de código en el humor infantil. Spanish in Context 18:1  pp. 56 ff. DOI logo
Timofeeva-Timofeev, Larissa
2021. El humor en contexto español. Spanish in Context 18:1  pp. 1 ff. DOI logo
Timofeeva-Timofeev, Larissa
2021. Phraseological manipulation as a humour tool in 8–12-year-olds’ written narratives in Spanish (La desautomatización fraseológica como recurso humorístico en narraciones escritas por niños y niñas de 8 a 12 años en español). Studies in Psychology 42:2  pp. 462 ff. DOI logo
Timofeeva-Timofeev, Larissa & Leonor Ruiz-Gurillo

This list is based on CrossRef data as of 25 july 2024. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.