For a number of reasons Paul Grice’s account of the nature of intentional communication has often been supposed to be cognitively too complex to work as an account of the communicative interactions of pre-verbal children. Here I review a number of different formulations of this problem, and responses to this problem that others have developed. These include Relevance Theory (by Sperber and Wilson, Section 4.1.1), Pedagogy Theory (by Gergely and Csibra, Section 4.1.2), and recent work on Expressive Communication (by Green and Bar-On). I also discuss my own response to the challenge of Gricean communication (Section 4.2).
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(2013) Evidence and interpretation in great ape gestural communication. In M. Cappuccio (Ed.), Pointing: Where Embodied Cognition Meets the Symbolic Mind. Special issue of Humana.Mente
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submitted). Enacting and understanding communicative intent.
(2005) Subjectivity and Self: Investigating the First Person Perspective. Cambridge, MA: The MIT Press.
Cited by 4 other publications
Fridland, Ellen & Richard Moore
2015. Imitation reconsidered. Philosophical Psychology 28:6 ► pp. 856 ff.
Moore, Richard, Bettina Mueller, Juliane Kaminski & Michael Tomasello
2015. Two-year-old children but not domestic dogs understand communicative intentions without language, gestures, or gaze. Developmental Science 18:2 ► pp. 232 ff.
Planer, Ronald J. & Peter Godfrey‐Smith
2021. Communication and representation understood as sender–receiver coordination. Mind & Language 36:5 ► pp. 750 ff.
Schulze, Cornelia, Gerlind Grosse & Markus Spreer
2018. Erwerb pragmatischer Fähigkeiten und mögliche Störungen (im Kindesalter). In Handbuch Pragmatik, ► pp. 177 ff.
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