219-7677
10
7500817
John Benjamins Publishing Company
Marketing Department / Karin Plijnaar, Pieter Lamers
onix@benjamins.nl
201608250352
ONIX title feed
eng
01
EUR
137010399
03
01
01
JB
John Benjamins Publishing Company
01
JB code
TiLAR 10 Eb
15
9789027270443
06
10.1075/tilar.10
13
2014001872
DG
002
02
01
TiLAR
02
1569-0644
Trends in Language Acquisition Research
10
01
Pragmatic Development in First Language Acquisition
01
tilar.10
01
https://benjamins.com
02
https://benjamins.com/catalog/tilar.10
1
B01
Danielle Matthews
Matthews, Danielle
Danielle
Matthews
University of Sheffield
01
eng
400
vi
394
LAN009000
v.2006
CFDC
2
24
JB Subject Scheme
LIN.LA
Language acquisition
24
JB Subject Scheme
LIN.PRAG
Pragmatics
24
JB Subject Scheme
LIN.THEOR
Theoretical linguistics
06
01
Pragmatic development is increasingly seen as the foundation stone of language acquisition more generally. From very early on, children demonstrate a strong desire to understand and be understood that motivates the acquisition of lexicon and grammar and enables ever more effective communication. In the 35 years since the first edited volume on the topic, a flourishing literature has reported on the broad set of skills that can be called pragmatic. This volume aims to bring that literature together in a digestible format. It provides a series of succinct review chapters on 19 key topics ranging from preverbal skills right up to irony and argumentative discourse. Each chapter equips the reader with an overview of current theories, key empirical findings and questions for new research. This valuable resource will be of interest to scholars of psychology, linguistics, speech therapy, and cognitive science.
05
An excellent collection of up-to-date papers on pragmatic competence as the root of language acquisition – and as its fullest flowering as well.
Michael Tomasello, Max Planck Institute for Evolutionary Anthropology
04
09
01
https://benjamins.com/covers/475/tilar.10.png
04
03
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https://benjamins.com/covers/475_jpg/9789027234803.jpg
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10
01
JB code
tilar.10.01mat
1
12
12
Article
1
01
Introduction
An overview of research on pragmatic development
1
A01
Danielle Matthews
Matthews, Danielle
Danielle
Matthews
10
01
JB code
tilar.10.02ste
13
36
24
Article
2
01
The communicative infant from 0-18 months
The
communicative infant from 0-18 months
The social-cognitive foundations of pragmatic development
1
A01
Gemma Stephens
Stephens, Gemma
Gemma
Stephens
University of Sheffield
2
A01
Danielle Matthews
Matthews, Danielle
Danielle
Matthews
University of Sheffield
01
This chapter reviews pragmatic development in the first two years of life. We first concentrate on the period from birth to nine months, during which time communication is essentially dyadic in nature: it is not ‘about’ some third entity but rather involves the infant and caregiver responding to each other (including turn taking, emotional attunement, imitation, and responsiveness to eye contact, speech and temporal contingency). We next examine the period after nine months of age when infants begin to enter into triadic communication. During this period, the infant and caregiver communicate about or jointly attend to things that are external to the dyad, and infant abilities extend to reading intentions, initiating and responding to joint attention, and appealing to common ground. We argue that a better understanding of this period is essential to providing a full picture of the nature of human communication.
10
01
JB code
tilar.10.03cam
37
52
16
Article
3
01
The development of speech acts
The
development of speech acts
1
A01
Thea Cameron-Faulkner
Cameron-Faulkner, Thea
Thea
Cameron-Faulkner
01
Children, like adults, use language to get things done. However, gaining an accurate picture of children’s development of communicative intent is challenging. While the behaviours used by children to express intent are external and thus to some degree measurable, the underlying psychological characterisation of intent is much more elusive. Speech act analysis involves identifying the goal behind a speaker’s utterance, gesture or sign, and provides a useful starting point for the analysis of communicative intent during both the pre-linguistic and linguistic stage. In the current chapter we begin by discussing the origins of Speech Act Theory and its relevance to child language development. We then discuss the emergence of speech acts in the language of young children, and also the relationship between form and function from a Speech Act perspective.
10
01
JB code
tilar.10.04cas
53
70
18
Article
4
01
Turn-taking
1
A01
Marisa Casillas
Casillas, Marisa
Marisa
Casillas
01
Conversation is a structured, joint action for which children need to learn a specialized set skills and conventions. Because conversation is a primary source of linguistic input, we can better grasp how children become active agents in their own linguistic development by studying their acquisition of conversational skills. In this chapter I review research on children’s turn-taking. This fundamental skill of human interaction allows children to gain feedback, make clarifications, and test hypotheses at every stage of development. I broadly review children’s conversational experiences, the types of turn-based contingency they must acquire, how they ask and answer questions, and when they manage to make timely responses.
10
01
JB code
tilar.10.05fil
71
86
16
Article
5
01
Conversation Analysis and pragmatic development
1
A01
Anna Filipi
Filipi, Anna
Anna
Filipi
01
In this study the methods and findings of Conversation Analysis are applied to the examination of three interactions between young children aged 12 to 14 months in the context of a parent working to establish joint attention, working to get beyond joint attention and affirming a child action. The close attention to the micro details of the talk and what a child does in the next turn allow for a rich analysis and understanding about the pragmatic skills needed to initiate, respond and keep a conversation going. The study argues that such close attention to the minutiae of talk is necessary if we are to understand how the child works to engage successfully in co-creating and managing interaction, and in the process, what she learns about both language and interaction as she accumulates experience.
10
01
JB code
tilar.10.06moo
87
104
18
Article
6
01
Ontogenetic Constraints on Grice’s Theory of Communication
1
A01
Richard Moore
Moore, Richard
Richard
Moore
01
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).
10
01
JB code
tilar.10.07cla
105
120
16
Article
7
01
Two Pragmatic Principles in Language Use and Acquisition
1
A01
Eve V. Clark
Clark, Eve V.
Eve V.
Clark
01
Speakers, adults and children, rely on two pragmatic principles in language use: conventionality in the meanings of the words chosen to convey their intentions, and contrast among these meanings. Early recognition of these two principles allows children to add readily to their lexical repertoire on the assumption from contrast that any difference in form marks some difference in meaning. Evidence for the role of these principles in acquisition comes from early word uses, adherence to the word(s) learnt for a category, repairs to lexical choices, the construction of lexical domains, and patterns of acquisition in the uptake of unfamiliar words.
10
01
JB code
tilar.10.08cal
121
138
18
Article
8
01
Learning conventions and conventionality through conversation
1
A01
Maureen A. Callanan
Callanan, Maureen A.
Maureen A.
Callanan
2
A01
Deborah R. Siegel
Siegel, Deborah R.
Deborah R.
Siegel
01
Despite assumptions that children learn linguistic and behavioral conventions through socialization, a systematic account of this developmental process is lacking. We ask how well existing evidence supports a sociocultural account explaining how children learn what is conventional, and that meanings are conventional. Specifically, we consider empirical support for two hypotheses: that parents provide systematic cues regarding conventions and conventionality to children, and that children learn from these cues. Considering research involving conventional word meanings, object uses, and social behaviors, we find impressive support for both hypotheses. Parent-child conversations may support children’s expectation that people within a community tend to know and use the same words, and have similar knowledge and expectations. Finally we discuss ongoing controversies and future research ideas.
10
01
JB code
tilar.10.09gra
139
160
22
Article
9
01
The pragmatics of word learning
The
pragmatics of word learning
1
A01
Susanne Grassmann
Grassmann, Susanne
Susanne
Grassmann
01
Children use and integrate a variety of information when learning novel words. Most strikingly, children are skillful in drawing inferences about speakers’ intentions. This chapter reviews the current state of affairs regarding the wide variety of pragmatic information that children employ in word learning. Current debates on whether seemingly pragmatic phenomena in word learning should be explained by simpler processes are addressed throughout the chapter. Suggestions for future research directions are made. Finally, I suggest that in order to acknowledge the role that pragmatic information plays in word learning, the field needs to come to an agreement on what it is that children acquire in word learning: word-object/concept-associations or means to communicate and direct other’s attention to certain objects?
10
01
JB code
tilar.10.10gra
161
182
22
Article
10
01
The production and comprehension of referring expressions
The
production and comprehension of referring expressions
1
A01
Eileen Graf
Graf, Eileen
Eileen
Graf
Department of Psychology, Northwestern University, USA
2
A01
Catherine Davies
Davies, Catherine
Catherine
Davies
Linguistics and Phonetics, University of Leeds, UK
01
In this chapter, we provide a developmental outline of the emergence of referential skills during early childhood. We first briefly outline the major theoretical frameworks of reference as based on the adult literature and also introduce the growing body of developmental work. In two subsequent sections, we focus on typically developing children’s comprehension and production skills, respectively. Next, we look to clinical populations, summarising research on referential skills in children with autism spectrum disorders. We conclude by outlining a developmental sketch of children’s referential skills, considering some of the current debates within the development of reference.
10
01
JB code
tilar.10.11kat
183
198
16
Article
11
01
Scalar Implicature
1
A01
Napoleon Katsos
Katsos, Napoleon
Napoleon
Katsos
01
Children younger than 5½ years of age do not draw inferences based on the quantity of information expressed (e.g. the inference that ‘some of the animals are sleeping’ implies ‘not all the animals are sleeping’) at the rates that adults do. Explanations of this difficulty include limited processing resources, shallow lexical entries and lack of adult-like expectations of informativeness. I review experimental evidence and theoretical accounts of the development of the ability to draw these inferences with the aim (a) to highlight links between potentially related phenomena (such as these inferences and word learning), and (b) to outline a novel account which makes predictions about the underlying mechanisms and age of acquisition of these inferences.
10
01
JB code
tilar.10.12ito
199
218
20
Article
12
01
Children’s pragmatic use of prosodic prominence
1
A01
Kiwako Ito
Ito, Kiwako
Kiwako
Ito
01
Prosodic cues are known to support the development of early speech perception and basic communication skills such as turn-taking and comprehension of speaker’s intent in infants. Research on the effect of prosody on language development in older children is relatively sparse. This chapter discusses the production and comprehension of prosodic prominence for referential expressions in toddlers and older children. Reviews of past and recent studies with various experimental techniques suggest that both an inventory of intonation contours and online responses to prosodic prominence improve rather gradually throughout childhood. More systematic cross-linguistic studies are needed to reveal how language-specific prosodic structure and individual’s general cognitive ability affect the development of pragmatically relevant use of pitch prominence.
10
01
JB code
tilar.10.13hoi
219
238
20
Article
13
01
The Pragmatic Development of Humor
The
Pragmatic Development of Humor
1
A01
Elena Hoicka
Hoicka, Elena
Elena
Hoicka
01
Humor development is underpinned by children’s pragmatic abilities. This chapter will highlight the link between humor and pragmatics, demonstrating that understanding contexts and intentions is often key to interpreting humor. It will also discuss different theories of humor processing, including incongruity theories, behavioral theories, and pragmatic theories based on Grice’s maxims and Relevance Theory. This chapter will detail research about the development of humor appreciation and production from infancy through adolescence, including children’s understanding of the pragmatics involved in joking. Finally, research on the development of humor in children with autism and Asperger syndrome will be examined, highlighting that humor is more difficult for children with pragmatic difficulties.
10
01
JB code
tilar.10.14pou
239
260
22
Article
14
01
“The elevator’s buttocks”
Metaphorical abilities in children
1
A01
Nausicaa Pouscoulous
Pouscoulous, Nausicaa
Nausicaa
Pouscoulous
01
Classic studies suggest that metaphor production and comprehension are relatively late developing pragmatic skills, although it is not quite clear why this should be so. This chapter will first provide a sketch of the theoretical and adult processing accounts of metaphor before presenting an overview of the established findings on children’s metaphorical abilities that indicate that these are slow to emerge. The third section examines impeding factors to be taken into account when considering these data, while in the fourth it is argued, based on recent empirical evidence, that when these factors are eliminated, children display both early comprehension and production of metaphors. In the conclusion, I will point to some future directions of research emerging from this outline of the metaphor development landscape.
10
01
JB code
tilar.10.15fil
261
278
18
Article
15
01
Irony production and comprehension
1
A01
Eva Filippova
Filippova, Eva
Eva
Filippova
01
This review sketches some recent approaches and research findings on children’s production and comprehension of discourse irony and situational irony. The separate treatment of production and comprehension in the overview of each of the two kinds of irony helps in highlighting children’s reliance on different competencies for their generating and interpreting irony, respectively. The definition-challenge section highlights the form and content of irony across different domains of research inquiry, and is followed by a discussion of methodological challenges leading to seeming inconsistencies across the reported findings. The final section offers suggestions for more ecologically valid research methods and calls for combining quantitative and qualitative methods in future studies of irony in both children and adults.
10
01
JB code
tilar.10.16car
279
294
16
Article
16
01
Narrative Development across Cultural Contexts
Finding the Pragmatic in Parent-Child Reminiscing
1
A01
Ana M. Carmiol
Carmiol, Ana M.
Ana M.
Carmiol
Universidad de Costa Rica
2
A01
Alison Sparks
Sparks, Alison
Alison
Sparks
Amherst College
01
Children learn the pragmatic conventions of storytelling during family reminiscing. This chapter discusses differences in narrative development and narrative practices observed during reminiscing in two different cultural groups: children from mainstream, white, Anglo, middle-class families and Latino children and their families. Our review indicates both groups differ with respect to the way they structure, contextualize and evaluate their narratives. Different from European communities, Latinos deemphasize the chronological structuring of their stories. Children in both cultures learn to contextualize information within a narrative, but Latinos emphasize the contextualization of characters, usually their relatives. Both groups introduce evaluation while storytelling, through the use of different strategies. Implications of these differences for the educational context are pointed out.
10
01
JB code
tilar.10.17mat
295
316
22
Article
17
01
Children’s understanding of linguistic expressions of certainty and evidentiality
1
A01
Tomoko Matsui
Matsui, Tomoko
Tomoko
Matsui
01
Informants are not always trustworthy or knowledgeable. Therefore, it is no surprise that every language has means to indicate how the speaker acquired a piece of information, as well as means to indicate how certain the speaker is about the information he is describing. The former are often called expressions of evidentiality and the latter are called expressions of certainty. Currently, however, little is known about how and when children acquire those expressions, and how acquisition of those expressions interacts with conceptual understanding of information source and trustworthiness of informants. The aim of this chapter is to shed some light on the issues by looking into cross-linguistic differences and similarities in acquisition of grammaticalized expressions of certainty and evidentiality.
10
01
JB code
tilar.10.18kun
317
342
26
Article
18
01
Crosslinguistic and crosscultural approaches to pragmatic development
1
A01
Aylin C. Küntay
Küntay, Aylin C.
Aylin C.
Küntay
Koç University
2
A01
Keiko Nakamura
Nakamura, Keiko
Keiko
Nakamura
Koç University
3
A01
A. Beyza Ateş-Şen
Ateş-Şen, A. Beyza
A. Beyza
Ateş-Şen
Koç University
01
Pragmatic development involves learning to use linguistic code and non-linguistic action in a well-integrated way in relation to an ongoing interaction. Given how different languages encode meaning distinctions differently and how different cultures might organize social interactions differently, comparative studies are crucially relevant for understanding pragmatic development. This chapter focuses on currently available crosslinguistic and crosscultural research about (1) nonverbal interaction, (2) referential communication, (3) speech acts and politeness, and (4) extended discourse such as conflicts. We also including a section on how children learning different languages are socialized to use language in varied ways by families, peers and schools. Future directions are suggested on the basis of this current research.
10
01
JB code
tilar.10.19nor
343
362
20
Article
19
01
Atypical pragmatic development
1
A01
Courtenay Frazier Norbury
Norbury, Courtenay Frazier
Courtenay Frazier
Norbury
01
There has been recognition in clinical and research contexts for many years that some children have pronounced difficulties using language in context or using language to communicate in socially purposeful ways. The diagnostic status of such children has been a matter of great debate, but recently, the most well-known diagnostic framework, the DSM-V, introduced Social (Pragmatic) Communication Disorder (SCD), a disorder characterised by persistent difficulties using verbal and non-verbal communication for social purposes, in the absence of restricted and repetitive interests and behaviours. There is currently much confusion about the precise diagnostic criteria for SCD and how this disorder relates to autism spectrum disorders (ASD), previous descriptions of pragmatic language impairment (PLI) and more specific language disorders (LD). In this chapter I will offer an overview of SCD and how pragmatic and social communication skills might be assessed. I argue that implementing the new diagnosis is currently challenged by a lack of well-validated and reliable assessment measures, and that SCD is probably best conceptualised a dimensional symptom profile that may be present across a range of neurodevelopmental disorders. In addition, social communication and aspects of pragmatic language may be dissociated, with the latter heavily influenced by structural language attainments.
10
01
JB code
tilar.10.20nei
363
386
24
Article
20
01
Assessing pragmatic language functioning in young children
Its importance and challenges
1
A01
Daniela K. O’Neill
O’Neill, Daniela K.
Daniela K.
O’Neill
01
This chapter highlights the growing need and importance of assessing young children’s pragmatic language abilities given such factors as the increasing recognition of disproportionate difficulties in pragmatics among different clinical groups, the rise of more usage-based and functional approaches to language acquisition and competence, and evidence of significant, negative long-term outcomes relating to early pragmatic language impairment. Yet, at the same time, the development of pragmatic measures, and the assessment of pragmatics, is fraught with some quite unique challenges. Some of these challenges will be illustrated with respect to my own experience of developing the Language Use Inventory (LUI), a standardized parent-report measure designed to assess early language use and pragmatics in 18- to 47-month–old children.
10
01
JB code
tilar.10.21bud
387
392
6
Article
21
01
Developmental pragmatics
Interdisciplinary perspectives on complex learning in everyday practice
1
A01
Nancy Budwig
Budwig, Nancy
Nancy
Budwig
10
01
JB code
tilar.10.22ind
393
394
2
Miscellaneous
22
01
Index
02
JBENJAMINS
John Benjamins Publishing Company
01
John Benjamins Publishing Company
Amsterdam/Philadelphia
NL
04
20140626
2014
John Benjamins
02
WORLD
13
15
9789027234803
01
JB
3
John Benjamins e-Platform
03
jbe-platform.com
09
WORLD
21
01
06
Institutional price
00
105.00
EUR
R
01
05
Consumer price
00
36.00
EUR
R
01
06
Institutional price
00
88.00
GBP
Z
01
05
Consumer price
00
30.00
GBP
Z
01
06
Institutional price
inst
00
158.00
USD
S
01
05
Consumer price
cons
00
54.00
USD
S
625010398
03
01
01
JB
John Benjamins Publishing Company
01
JB code
TiLAR 10 Hb
15
9789027234803
13
2014001872
BB
01
TiLAR
02
1569-0644
Trends in Language Acquisition Research
10
01
Pragmatic Development in First Language Acquisition
01
tilar.10
01
https://benjamins.com
02
https://benjamins.com/catalog/tilar.10
1
B01
Danielle Matthews
Matthews, Danielle
Danielle
Matthews
University of Sheffield
01
eng
400
vi
394
LAN009000
v.2006
CFDC
2
24
JB Subject Scheme
LIN.LA
Language acquisition
24
JB Subject Scheme
LIN.PRAG
Pragmatics
24
JB Subject Scheme
LIN.THEOR
Theoretical linguistics
06
01
Pragmatic development is increasingly seen as the foundation stone of language acquisition more generally. From very early on, children demonstrate a strong desire to understand and be understood that motivates the acquisition of lexicon and grammar and enables ever more effective communication. In the 35 years since the first edited volume on the topic, a flourishing literature has reported on the broad set of skills that can be called pragmatic. This volume aims to bring that literature together in a digestible format. It provides a series of succinct review chapters on 19 key topics ranging from preverbal skills right up to irony and argumentative discourse. Each chapter equips the reader with an overview of current theories, key empirical findings and questions for new research. This valuable resource will be of interest to scholars of psychology, linguistics, speech therapy, and cognitive science.
05
An excellent collection of up-to-date papers on pragmatic competence as the root of language acquisition – and as its fullest flowering as well.
Michael Tomasello, Max Planck Institute for Evolutionary Anthropology
04
09
01
https://benjamins.com/covers/475/tilar.10.png
04
03
01
https://benjamins.com/covers/475_jpg/9789027234803.jpg
04
03
01
https://benjamins.com/covers/475_tif/9789027234803.tif
06
09
01
https://benjamins.com/covers/1200_front/tilar.10.hb.png
07
09
01
https://benjamins.com/covers/125/tilar.10.png
25
09
01
https://benjamins.com/covers/1200_back/tilar.10.hb.png
27
09
01
https://benjamins.com/covers/3d_web/tilar.10.hb.png
10
01
JB code
tilar.10.01mat
1
12
12
Article
1
01
Introduction
An overview of research on pragmatic development
1
A01
Danielle Matthews
Matthews, Danielle
Danielle
Matthews
10
01
JB code
tilar.10.02ste
13
36
24
Article
2
01
The communicative infant from 0-18 months
The
communicative infant from 0-18 months
The social-cognitive foundations of pragmatic development
1
A01
Gemma Stephens
Stephens, Gemma
Gemma
Stephens
University of Sheffield
2
A01
Danielle Matthews
Matthews, Danielle
Danielle
Matthews
University of Sheffield
01
This chapter reviews pragmatic development in the first two years of life. We first concentrate on the period from birth to nine months, during which time communication is essentially dyadic in nature: it is not ‘about’ some third entity but rather involves the infant and caregiver responding to each other (including turn taking, emotional attunement, imitation, and responsiveness to eye contact, speech and temporal contingency). We next examine the period after nine months of age when infants begin to enter into triadic communication. During this period, the infant and caregiver communicate about or jointly attend to things that are external to the dyad, and infant abilities extend to reading intentions, initiating and responding to joint attention, and appealing to common ground. We argue that a better understanding of this period is essential to providing a full picture of the nature of human communication.
10
01
JB code
tilar.10.03cam
37
52
16
Article
3
01
The development of speech acts
The
development of speech acts
1
A01
Thea Cameron-Faulkner
Cameron-Faulkner, Thea
Thea
Cameron-Faulkner
01
Children, like adults, use language to get things done. However, gaining an accurate picture of children’s development of communicative intent is challenging. While the behaviours used by children to express intent are external and thus to some degree measurable, the underlying psychological characterisation of intent is much more elusive. Speech act analysis involves identifying the goal behind a speaker’s utterance, gesture or sign, and provides a useful starting point for the analysis of communicative intent during both the pre-linguistic and linguistic stage. In the current chapter we begin by discussing the origins of Speech Act Theory and its relevance to child language development. We then discuss the emergence of speech acts in the language of young children, and also the relationship between form and function from a Speech Act perspective.
10
01
JB code
tilar.10.04cas
53
70
18
Article
4
01
Turn-taking
1
A01
Marisa Casillas
Casillas, Marisa
Marisa
Casillas
01
Conversation is a structured, joint action for which children need to learn a specialized set skills and conventions. Because conversation is a primary source of linguistic input, we can better grasp how children become active agents in their own linguistic development by studying their acquisition of conversational skills. In this chapter I review research on children’s turn-taking. This fundamental skill of human interaction allows children to gain feedback, make clarifications, and test hypotheses at every stage of development. I broadly review children’s conversational experiences, the types of turn-based contingency they must acquire, how they ask and answer questions, and when they manage to make timely responses.
10
01
JB code
tilar.10.05fil
71
86
16
Article
5
01
Conversation Analysis and pragmatic development
1
A01
Anna Filipi
Filipi, Anna
Anna
Filipi
01
In this study the methods and findings of Conversation Analysis are applied to the examination of three interactions between young children aged 12 to 14 months in the context of a parent working to establish joint attention, working to get beyond joint attention and affirming a child action. The close attention to the micro details of the talk and what a child does in the next turn allow for a rich analysis and understanding about the pragmatic skills needed to initiate, respond and keep a conversation going. The study argues that such close attention to the minutiae of talk is necessary if we are to understand how the child works to engage successfully in co-creating and managing interaction, and in the process, what she learns about both language and interaction as she accumulates experience.
10
01
JB code
tilar.10.06moo
87
104
18
Article
6
01
Ontogenetic Constraints on Grice’s Theory of Communication
1
A01
Richard Moore
Moore, Richard
Richard
Moore
01
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).
10
01
JB code
tilar.10.07cla
105
120
16
Article
7
01
Two Pragmatic Principles in Language Use and Acquisition
1
A01
Eve V. Clark
Clark, Eve V.
Eve V.
Clark
01
Speakers, adults and children, rely on two pragmatic principles in language use: conventionality in the meanings of the words chosen to convey their intentions, and contrast among these meanings. Early recognition of these two principles allows children to add readily to their lexical repertoire on the assumption from contrast that any difference in form marks some difference in meaning. Evidence for the role of these principles in acquisition comes from early word uses, adherence to the word(s) learnt for a category, repairs to lexical choices, the construction of lexical domains, and patterns of acquisition in the uptake of unfamiliar words.
10
01
JB code
tilar.10.08cal
121
138
18
Article
8
01
Learning conventions and conventionality through conversation
1
A01
Maureen A. Callanan
Callanan, Maureen A.
Maureen A.
Callanan
2
A01
Deborah R. Siegel
Siegel, Deborah R.
Deborah R.
Siegel
01
Despite assumptions that children learn linguistic and behavioral conventions through socialization, a systematic account of this developmental process is lacking. We ask how well existing evidence supports a sociocultural account explaining how children learn what is conventional, and that meanings are conventional. Specifically, we consider empirical support for two hypotheses: that parents provide systematic cues regarding conventions and conventionality to children, and that children learn from these cues. Considering research involving conventional word meanings, object uses, and social behaviors, we find impressive support for both hypotheses. Parent-child conversations may support children’s expectation that people within a community tend to know and use the same words, and have similar knowledge and expectations. Finally we discuss ongoing controversies and future research ideas.
10
01
JB code
tilar.10.09gra
139
160
22
Article
9
01
The pragmatics of word learning
The
pragmatics of word learning
1
A01
Susanne Grassmann
Grassmann, Susanne
Susanne
Grassmann
01
Children use and integrate a variety of information when learning novel words. Most strikingly, children are skillful in drawing inferences about speakers’ intentions. This chapter reviews the current state of affairs regarding the wide variety of pragmatic information that children employ in word learning. Current debates on whether seemingly pragmatic phenomena in word learning should be explained by simpler processes are addressed throughout the chapter. Suggestions for future research directions are made. Finally, I suggest that in order to acknowledge the role that pragmatic information plays in word learning, the field needs to come to an agreement on what it is that children acquire in word learning: word-object/concept-associations or means to communicate and direct other’s attention to certain objects?
10
01
JB code
tilar.10.10gra
161
182
22
Article
10
01
The production and comprehension of referring expressions
The
production and comprehension of referring expressions
1
A01
Eileen Graf
Graf, Eileen
Eileen
Graf
Department of Psychology, Northwestern University, USA
2
A01
Catherine Davies
Davies, Catherine
Catherine
Davies
Linguistics and Phonetics, University of Leeds, UK
01
In this chapter, we provide a developmental outline of the emergence of referential skills during early childhood. We first briefly outline the major theoretical frameworks of reference as based on the adult literature and also introduce the growing body of developmental work. In two subsequent sections, we focus on typically developing children’s comprehension and production skills, respectively. Next, we look to clinical populations, summarising research on referential skills in children with autism spectrum disorders. We conclude by outlining a developmental sketch of children’s referential skills, considering some of the current debates within the development of reference.
10
01
JB code
tilar.10.11kat
183
198
16
Article
11
01
Scalar Implicature
1
A01
Napoleon Katsos
Katsos, Napoleon
Napoleon
Katsos
01
Children younger than 5½ years of age do not draw inferences based on the quantity of information expressed (e.g. the inference that ‘some of the animals are sleeping’ implies ‘not all the animals are sleeping’) at the rates that adults do. Explanations of this difficulty include limited processing resources, shallow lexical entries and lack of adult-like expectations of informativeness. I review experimental evidence and theoretical accounts of the development of the ability to draw these inferences with the aim (a) to highlight links between potentially related phenomena (such as these inferences and word learning), and (b) to outline a novel account which makes predictions about the underlying mechanisms and age of acquisition of these inferences.
10
01
JB code
tilar.10.12ito
199
218
20
Article
12
01
Children’s pragmatic use of prosodic prominence
1
A01
Kiwako Ito
Ito, Kiwako
Kiwako
Ito
01
Prosodic cues are known to support the development of early speech perception and basic communication skills such as turn-taking and comprehension of speaker’s intent in infants. Research on the effect of prosody on language development in older children is relatively sparse. This chapter discusses the production and comprehension of prosodic prominence for referential expressions in toddlers and older children. Reviews of past and recent studies with various experimental techniques suggest that both an inventory of intonation contours and online responses to prosodic prominence improve rather gradually throughout childhood. More systematic cross-linguistic studies are needed to reveal how language-specific prosodic structure and individual’s general cognitive ability affect the development of pragmatically relevant use of pitch prominence.
10
01
JB code
tilar.10.13hoi
219
238
20
Article
13
01
The Pragmatic Development of Humor
The
Pragmatic Development of Humor
1
A01
Elena Hoicka
Hoicka, Elena
Elena
Hoicka
01
Humor development is underpinned by children’s pragmatic abilities. This chapter will highlight the link between humor and pragmatics, demonstrating that understanding contexts and intentions is often key to interpreting humor. It will also discuss different theories of humor processing, including incongruity theories, behavioral theories, and pragmatic theories based on Grice’s maxims and Relevance Theory. This chapter will detail research about the development of humor appreciation and production from infancy through adolescence, including children’s understanding of the pragmatics involved in joking. Finally, research on the development of humor in children with autism and Asperger syndrome will be examined, highlighting that humor is more difficult for children with pragmatic difficulties.
10
01
JB code
tilar.10.14pou
239
260
22
Article
14
01
“The elevator’s buttocks”
Metaphorical abilities in children
1
A01
Nausicaa Pouscoulous
Pouscoulous, Nausicaa
Nausicaa
Pouscoulous
01
Classic studies suggest that metaphor production and comprehension are relatively late developing pragmatic skills, although it is not quite clear why this should be so. This chapter will first provide a sketch of the theoretical and adult processing accounts of metaphor before presenting an overview of the established findings on children’s metaphorical abilities that indicate that these are slow to emerge. The third section examines impeding factors to be taken into account when considering these data, while in the fourth it is argued, based on recent empirical evidence, that when these factors are eliminated, children display both early comprehension and production of metaphors. In the conclusion, I will point to some future directions of research emerging from this outline of the metaphor development landscape.
10
01
JB code
tilar.10.15fil
261
278
18
Article
15
01
Irony production and comprehension
1
A01
Eva Filippova
Filippova, Eva
Eva
Filippova
01
This review sketches some recent approaches and research findings on children’s production and comprehension of discourse irony and situational irony. The separate treatment of production and comprehension in the overview of each of the two kinds of irony helps in highlighting children’s reliance on different competencies for their generating and interpreting irony, respectively. The definition-challenge section highlights the form and content of irony across different domains of research inquiry, and is followed by a discussion of methodological challenges leading to seeming inconsistencies across the reported findings. The final section offers suggestions for more ecologically valid research methods and calls for combining quantitative and qualitative methods in future studies of irony in both children and adults.
10
01
JB code
tilar.10.16car
279
294
16
Article
16
01
Narrative Development across Cultural Contexts
Finding the Pragmatic in Parent-Child Reminiscing
1
A01
Ana M. Carmiol
Carmiol, Ana M.
Ana M.
Carmiol
Universidad de Costa Rica
2
A01
Alison Sparks
Sparks, Alison
Alison
Sparks
Amherst College
01
Children learn the pragmatic conventions of storytelling during family reminiscing. This chapter discusses differences in narrative development and narrative practices observed during reminiscing in two different cultural groups: children from mainstream, white, Anglo, middle-class families and Latino children and their families. Our review indicates both groups differ with respect to the way they structure, contextualize and evaluate their narratives. Different from European communities, Latinos deemphasize the chronological structuring of their stories. Children in both cultures learn to contextualize information within a narrative, but Latinos emphasize the contextualization of characters, usually their relatives. Both groups introduce evaluation while storytelling, through the use of different strategies. Implications of these differences for the educational context are pointed out.
10
01
JB code
tilar.10.17mat
295
316
22
Article
17
01
Children’s understanding of linguistic expressions of certainty and evidentiality
1
A01
Tomoko Matsui
Matsui, Tomoko
Tomoko
Matsui
01
Informants are not always trustworthy or knowledgeable. Therefore, it is no surprise that every language has means to indicate how the speaker acquired a piece of information, as well as means to indicate how certain the speaker is about the information he is describing. The former are often called expressions of evidentiality and the latter are called expressions of certainty. Currently, however, little is known about how and when children acquire those expressions, and how acquisition of those expressions interacts with conceptual understanding of information source and trustworthiness of informants. The aim of this chapter is to shed some light on the issues by looking into cross-linguistic differences and similarities in acquisition of grammaticalized expressions of certainty and evidentiality.
10
01
JB code
tilar.10.18kun
317
342
26
Article
18
01
Crosslinguistic and crosscultural approaches to pragmatic development
1
A01
Aylin C. Küntay
Küntay, Aylin C.
Aylin C.
Küntay
Koç University
2
A01
Keiko Nakamura
Nakamura, Keiko
Keiko
Nakamura
Koç University
3
A01
A. Beyza Ateş-Şen
Ateş-Şen, A. Beyza
A. Beyza
Ateş-Şen
Koç University
01
Pragmatic development involves learning to use linguistic code and non-linguistic action in a well-integrated way in relation to an ongoing interaction. Given how different languages encode meaning distinctions differently and how different cultures might organize social interactions differently, comparative studies are crucially relevant for understanding pragmatic development. This chapter focuses on currently available crosslinguistic and crosscultural research about (1) nonverbal interaction, (2) referential communication, (3) speech acts and politeness, and (4) extended discourse such as conflicts. We also including a section on how children learning different languages are socialized to use language in varied ways by families, peers and schools. Future directions are suggested on the basis of this current research.
10
01
JB code
tilar.10.19nor
343
362
20
Article
19
01
Atypical pragmatic development
1
A01
Courtenay Frazier Norbury
Norbury, Courtenay Frazier
Courtenay Frazier
Norbury
01
There has been recognition in clinical and research contexts for many years that some children have pronounced difficulties using language in context or using language to communicate in socially purposeful ways. The diagnostic status of such children has been a matter of great debate, but recently, the most well-known diagnostic framework, the DSM-V, introduced Social (Pragmatic) Communication Disorder (SCD), a disorder characterised by persistent difficulties using verbal and non-verbal communication for social purposes, in the absence of restricted and repetitive interests and behaviours. There is currently much confusion about the precise diagnostic criteria for SCD and how this disorder relates to autism spectrum disorders (ASD), previous descriptions of pragmatic language impairment (PLI) and more specific language disorders (LD). In this chapter I will offer an overview of SCD and how pragmatic and social communication skills might be assessed. I argue that implementing the new diagnosis is currently challenged by a lack of well-validated and reliable assessment measures, and that SCD is probably best conceptualised a dimensional symptom profile that may be present across a range of neurodevelopmental disorders. In addition, social communication and aspects of pragmatic language may be dissociated, with the latter heavily influenced by structural language attainments.
10
01
JB code
tilar.10.20nei
363
386
24
Article
20
01
Assessing pragmatic language functioning in young children
Its importance and challenges
1
A01
Daniela K. O’Neill
O’Neill, Daniela K.
Daniela K.
O’Neill
01
This chapter highlights the growing need and importance of assessing young children’s pragmatic language abilities given such factors as the increasing recognition of disproportionate difficulties in pragmatics among different clinical groups, the rise of more usage-based and functional approaches to language acquisition and competence, and evidence of significant, negative long-term outcomes relating to early pragmatic language impairment. Yet, at the same time, the development of pragmatic measures, and the assessment of pragmatics, is fraught with some quite unique challenges. Some of these challenges will be illustrated with respect to my own experience of developing the Language Use Inventory (LUI), a standardized parent-report measure designed to assess early language use and pragmatics in 18- to 47-month–old children.
10
01
JB code
tilar.10.21bud
387
392
6
Article
21
01
Developmental pragmatics
Interdisciplinary perspectives on complex learning in everyday practice
1
A01
Nancy Budwig
Budwig, Nancy
Nancy
Budwig
10
01
JB code
tilar.10.22ind
393
394
2
Miscellaneous
22
01
Index
02
JBENJAMINS
John Benjamins Publishing Company
01
John Benjamins Publishing Company
Amsterdam/Philadelphia
NL
04
20140626
2014
John Benjamins
02
WORLD
01
245
mm
02
164
mm
08
865
gr
01
JB
1
John Benjamins Publishing Company
+31 20 6304747
+31 20 6739773
bookorder@benjamins.nl
01
https://benjamins.com
01
WORLD
US CA MX
21
9
12
01
02
JB
1
00
105.00
EUR
R
02
02
JB
1
00
111.30
EUR
R
01
JB
10
bebc
+44 1202 712 934
+44 1202 712 913
sales@bebc.co.uk
03
GB
21
12
02
02
JB
1
00
88.00
GBP
Z
01
JB
2
John Benjamins North America
+1 800 562-5666
+1 703 661-1501
benjamins@presswarehouse.com
01
https://benjamins.com
01
US CA MX
21
1
12
01
gen
02
JB
1
00
158.00
USD
218010400
03
01
01
JB
John Benjamins Publishing Company
01
JB code
TiLAR 10 Pb
15
9789027234704
13
2014001872
BC
01
TiLAR
02
1569-0644
Trends in Language Acquisition Research
10
01
Pragmatic Development in First Language Acquisition
01
tilar.10
01
https://benjamins.com
02
https://benjamins.com/catalog/tilar.10
1
B01
Danielle Matthews
Matthews, Danielle
Danielle
Matthews
University of Sheffield
01
eng
400
vi
394
LAN009000
v.2006
CFDC
2
24
JB Subject Scheme
LIN.LA
Language acquisition
24
JB Subject Scheme
LIN.PRAG
Pragmatics
24
JB Subject Scheme
LIN.THEOR
Theoretical linguistics
06
01
Pragmatic development is increasingly seen as the foundation stone of language acquisition more generally. From very early on, children demonstrate a strong desire to understand and be understood that motivates the acquisition of lexicon and grammar and enables ever more effective communication. In the 35 years since the first edited volume on the topic, a flourishing literature has reported on the broad set of skills that can be called pragmatic. This volume aims to bring that literature together in a digestible format. It provides a series of succinct review chapters on 19 key topics ranging from preverbal skills right up to irony and argumentative discourse. Each chapter equips the reader with an overview of current theories, key empirical findings and questions for new research. This valuable resource will be of interest to scholars of psychology, linguistics, speech therapy, and cognitive science.
05
An excellent collection of up-to-date papers on pragmatic competence as the root of language acquisition – and as its fullest flowering as well.
Michael Tomasello, Max Planck Institute for Evolutionary Anthropology
04
09
01
https://benjamins.com/covers/475/tilar.10.png
04
03
01
https://benjamins.com/covers/475_jpg/9789027234803.jpg
04
03
01
https://benjamins.com/covers/475_tif/9789027234803.tif
06
09
01
https://benjamins.com/covers/1200_front/tilar.10.pb.png
07
09
01
https://benjamins.com/covers/125/tilar.10.png
25
09
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https://benjamins.com/covers/1200_back/tilar.10.pb.png
27
09
01
https://benjamins.com/covers/3d_web/tilar.10.pb.png
10
01
JB code
tilar.10.01mat
1
12
12
Article
1
01
Introduction
An overview of research on pragmatic development
1
A01
Danielle Matthews
Matthews, Danielle
Danielle
Matthews
10
01
JB code
tilar.10.02ste
13
36
24
Article
2
01
The communicative infant from 0-18 months
The
communicative infant from 0-18 months
The social-cognitive foundations of pragmatic development
1
A01
Gemma Stephens
Stephens, Gemma
Gemma
Stephens
University of Sheffield
2
A01
Danielle Matthews
Matthews, Danielle
Danielle
Matthews
University of Sheffield
01
This chapter reviews pragmatic development in the first two years of life. We first concentrate on the period from birth to nine months, during which time communication is essentially dyadic in nature: it is not ‘about’ some third entity but rather involves the infant and caregiver responding to each other (including turn taking, emotional attunement, imitation, and responsiveness to eye contact, speech and temporal contingency). We next examine the period after nine months of age when infants begin to enter into triadic communication. During this period, the infant and caregiver communicate about or jointly attend to things that are external to the dyad, and infant abilities extend to reading intentions, initiating and responding to joint attention, and appealing to common ground. We argue that a better understanding of this period is essential to providing a full picture of the nature of human communication.
10
01
JB code
tilar.10.03cam
37
52
16
Article
3
01
The development of speech acts
The
development of speech acts
1
A01
Thea Cameron-Faulkner
Cameron-Faulkner, Thea
Thea
Cameron-Faulkner
01
Children, like adults, use language to get things done. However, gaining an accurate picture of children’s development of communicative intent is challenging. While the behaviours used by children to express intent are external and thus to some degree measurable, the underlying psychological characterisation of intent is much more elusive. Speech act analysis involves identifying the goal behind a speaker’s utterance, gesture or sign, and provides a useful starting point for the analysis of communicative intent during both the pre-linguistic and linguistic stage. In the current chapter we begin by discussing the origins of Speech Act Theory and its relevance to child language development. We then discuss the emergence of speech acts in the language of young children, and also the relationship between form and function from a Speech Act perspective.
10
01
JB code
tilar.10.04cas
53
70
18
Article
4
01
Turn-taking
1
A01
Marisa Casillas
Casillas, Marisa
Marisa
Casillas
01
Conversation is a structured, joint action for which children need to learn a specialized set skills and conventions. Because conversation is a primary source of linguistic input, we can better grasp how children become active agents in their own linguistic development by studying their acquisition of conversational skills. In this chapter I review research on children’s turn-taking. This fundamental skill of human interaction allows children to gain feedback, make clarifications, and test hypotheses at every stage of development. I broadly review children’s conversational experiences, the types of turn-based contingency they must acquire, how they ask and answer questions, and when they manage to make timely responses.
10
01
JB code
tilar.10.05fil
71
86
16
Article
5
01
Conversation Analysis and pragmatic development
1
A01
Anna Filipi
Filipi, Anna
Anna
Filipi
01
In this study the methods and findings of Conversation Analysis are applied to the examination of three interactions between young children aged 12 to 14 months in the context of a parent working to establish joint attention, working to get beyond joint attention and affirming a child action. The close attention to the micro details of the talk and what a child does in the next turn allow for a rich analysis and understanding about the pragmatic skills needed to initiate, respond and keep a conversation going. The study argues that such close attention to the minutiae of talk is necessary if we are to understand how the child works to engage successfully in co-creating and managing interaction, and in the process, what she learns about both language and interaction as she accumulates experience.
10
01
JB code
tilar.10.06moo
87
104
18
Article
6
01
Ontogenetic Constraints on Grice’s Theory of Communication
1
A01
Richard Moore
Moore, Richard
Richard
Moore
01
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).
10
01
JB code
tilar.10.07cla
105
120
16
Article
7
01
Two Pragmatic Principles in Language Use and Acquisition
1
A01
Eve V. Clark
Clark, Eve V.
Eve V.
Clark
01
Speakers, adults and children, rely on two pragmatic principles in language use: conventionality in the meanings of the words chosen to convey their intentions, and contrast among these meanings. Early recognition of these two principles allows children to add readily to their lexical repertoire on the assumption from contrast that any difference in form marks some difference in meaning. Evidence for the role of these principles in acquisition comes from early word uses, adherence to the word(s) learnt for a category, repairs to lexical choices, the construction of lexical domains, and patterns of acquisition in the uptake of unfamiliar words.
10
01
JB code
tilar.10.08cal
121
138
18
Article
8
01
Learning conventions and conventionality through conversation
1
A01
Maureen A. Callanan
Callanan, Maureen A.
Maureen A.
Callanan
2
A01
Deborah R. Siegel
Siegel, Deborah R.
Deborah R.
Siegel
01
Despite assumptions that children learn linguistic and behavioral conventions through socialization, a systematic account of this developmental process is lacking. We ask how well existing evidence supports a sociocultural account explaining how children learn what is conventional, and that meanings are conventional. Specifically, we consider empirical support for two hypotheses: that parents provide systematic cues regarding conventions and conventionality to children, and that children learn from these cues. Considering research involving conventional word meanings, object uses, and social behaviors, we find impressive support for both hypotheses. Parent-child conversations may support children’s expectation that people within a community tend to know and use the same words, and have similar knowledge and expectations. Finally we discuss ongoing controversies and future research ideas.
10
01
JB code
tilar.10.09gra
139
160
22
Article
9
01
The pragmatics of word learning
The
pragmatics of word learning
1
A01
Susanne Grassmann
Grassmann, Susanne
Susanne
Grassmann
01
Children use and integrate a variety of information when learning novel words. Most strikingly, children are skillful in drawing inferences about speakers’ intentions. This chapter reviews the current state of affairs regarding the wide variety of pragmatic information that children employ in word learning. Current debates on whether seemingly pragmatic phenomena in word learning should be explained by simpler processes are addressed throughout the chapter. Suggestions for future research directions are made. Finally, I suggest that in order to acknowledge the role that pragmatic information plays in word learning, the field needs to come to an agreement on what it is that children acquire in word learning: word-object/concept-associations or means to communicate and direct other’s attention to certain objects?
10
01
JB code
tilar.10.10gra
161
182
22
Article
10
01
The production and comprehension of referring expressions
The
production and comprehension of referring expressions
1
A01
Eileen Graf
Graf, Eileen
Eileen
Graf
Department of Psychology, Northwestern University, USA
2
A01
Catherine Davies
Davies, Catherine
Catherine
Davies
Linguistics and Phonetics, University of Leeds, UK
01
In this chapter, we provide a developmental outline of the emergence of referential skills during early childhood. We first briefly outline the major theoretical frameworks of reference as based on the adult literature and also introduce the growing body of developmental work. In two subsequent sections, we focus on typically developing children’s comprehension and production skills, respectively. Next, we look to clinical populations, summarising research on referential skills in children with autism spectrum disorders. We conclude by outlining a developmental sketch of children’s referential skills, considering some of the current debates within the development of reference.
10
01
JB code
tilar.10.11kat
183
198
16
Article
11
01
Scalar Implicature
1
A01
Napoleon Katsos
Katsos, Napoleon
Napoleon
Katsos
01
Children younger than 5½ years of age do not draw inferences based on the quantity of information expressed (e.g. the inference that ‘some of the animals are sleeping’ implies ‘not all the animals are sleeping’) at the rates that adults do. Explanations of this difficulty include limited processing resources, shallow lexical entries and lack of adult-like expectations of informativeness. I review experimental evidence and theoretical accounts of the development of the ability to draw these inferences with the aim (a) to highlight links between potentially related phenomena (such as these inferences and word learning), and (b) to outline a novel account which makes predictions about the underlying mechanisms and age of acquisition of these inferences.
10
01
JB code
tilar.10.12ito
199
218
20
Article
12
01
Children’s pragmatic use of prosodic prominence
1
A01
Kiwako Ito
Ito, Kiwako
Kiwako
Ito
01
Prosodic cues are known to support the development of early speech perception and basic communication skills such as turn-taking and comprehension of speaker’s intent in infants. Research on the effect of prosody on language development in older children is relatively sparse. This chapter discusses the production and comprehension of prosodic prominence for referential expressions in toddlers and older children. Reviews of past and recent studies with various experimental techniques suggest that both an inventory of intonation contours and online responses to prosodic prominence improve rather gradually throughout childhood. More systematic cross-linguistic studies are needed to reveal how language-specific prosodic structure and individual’s general cognitive ability affect the development of pragmatically relevant use of pitch prominence.
10
01
JB code
tilar.10.13hoi
219
238
20
Article
13
01
The Pragmatic Development of Humor
The
Pragmatic Development of Humor
1
A01
Elena Hoicka
Hoicka, Elena
Elena
Hoicka
01
Humor development is underpinned by children’s pragmatic abilities. This chapter will highlight the link between humor and pragmatics, demonstrating that understanding contexts and intentions is often key to interpreting humor. It will also discuss different theories of humor processing, including incongruity theories, behavioral theories, and pragmatic theories based on Grice’s maxims and Relevance Theory. This chapter will detail research about the development of humor appreciation and production from infancy through adolescence, including children’s understanding of the pragmatics involved in joking. Finally, research on the development of humor in children with autism and Asperger syndrome will be examined, highlighting that humor is more difficult for children with pragmatic difficulties.
10
01
JB code
tilar.10.14pou
239
260
22
Article
14
01
“The elevator’s buttocks”
Metaphorical abilities in children
1
A01
Nausicaa Pouscoulous
Pouscoulous, Nausicaa
Nausicaa
Pouscoulous
01
Classic studies suggest that metaphor production and comprehension are relatively late developing pragmatic skills, although it is not quite clear why this should be so. This chapter will first provide a sketch of the theoretical and adult processing accounts of metaphor before presenting an overview of the established findings on children’s metaphorical abilities that indicate that these are slow to emerge. The third section examines impeding factors to be taken into account when considering these data, while in the fourth it is argued, based on recent empirical evidence, that when these factors are eliminated, children display both early comprehension and production of metaphors. In the conclusion, I will point to some future directions of research emerging from this outline of the metaphor development landscape.
10
01
JB code
tilar.10.15fil
261
278
18
Article
15
01
Irony production and comprehension
1
A01
Eva Filippova
Filippova, Eva
Eva
Filippova
01
This review sketches some recent approaches and research findings on children’s production and comprehension of discourse irony and situational irony. The separate treatment of production and comprehension in the overview of each of the two kinds of irony helps in highlighting children’s reliance on different competencies for their generating and interpreting irony, respectively. The definition-challenge section highlights the form and content of irony across different domains of research inquiry, and is followed by a discussion of methodological challenges leading to seeming inconsistencies across the reported findings. The final section offers suggestions for more ecologically valid research methods and calls for combining quantitative and qualitative methods in future studies of irony in both children and adults.
10
01
JB code
tilar.10.16car
279
294
16
Article
16
01
Narrative Development across Cultural Contexts
Finding the Pragmatic in Parent-Child Reminiscing
1
A01
Ana M. Carmiol
Carmiol, Ana M.
Ana M.
Carmiol
Universidad de Costa Rica
2
A01
Alison Sparks
Sparks, Alison
Alison
Sparks
Amherst College
01
Children learn the pragmatic conventions of storytelling during family reminiscing. This chapter discusses differences in narrative development and narrative practices observed during reminiscing in two different cultural groups: children from mainstream, white, Anglo, middle-class families and Latino children and their families. Our review indicates both groups differ with respect to the way they structure, contextualize and evaluate their narratives. Different from European communities, Latinos deemphasize the chronological structuring of their stories. Children in both cultures learn to contextualize information within a narrative, but Latinos emphasize the contextualization of characters, usually their relatives. Both groups introduce evaluation while storytelling, through the use of different strategies. Implications of these differences for the educational context are pointed out.
10
01
JB code
tilar.10.17mat
295
316
22
Article
17
01
Children’s understanding of linguistic expressions of certainty and evidentiality
1
A01
Tomoko Matsui
Matsui, Tomoko
Tomoko
Matsui
01
Informants are not always trustworthy or knowledgeable. Therefore, it is no surprise that every language has means to indicate how the speaker acquired a piece of information, as well as means to indicate how certain the speaker is about the information he is describing. The former are often called expressions of evidentiality and the latter are called expressions of certainty. Currently, however, little is known about how and when children acquire those expressions, and how acquisition of those expressions interacts with conceptual understanding of information source and trustworthiness of informants. The aim of this chapter is to shed some light on the issues by looking into cross-linguistic differences and similarities in acquisition of grammaticalized expressions of certainty and evidentiality.
10
01
JB code
tilar.10.18kun
317
342
26
Article
18
01
Crosslinguistic and crosscultural approaches to pragmatic development
1
A01
Aylin C. Küntay
Küntay, Aylin C.
Aylin C.
Küntay
Koç University
2
A01
Keiko Nakamura
Nakamura, Keiko
Keiko
Nakamura
Koç University
3
A01
A. Beyza Ateş-Şen
Ateş-Şen, A. Beyza
A. Beyza
Ateş-Şen
Koç University
01
Pragmatic development involves learning to use linguistic code and non-linguistic action in a well-integrated way in relation to an ongoing interaction. Given how different languages encode meaning distinctions differently and how different cultures might organize social interactions differently, comparative studies are crucially relevant for understanding pragmatic development. This chapter focuses on currently available crosslinguistic and crosscultural research about (1) nonverbal interaction, (2) referential communication, (3) speech acts and politeness, and (4) extended discourse such as conflicts. We also including a section on how children learning different languages are socialized to use language in varied ways by families, peers and schools. Future directions are suggested on the basis of this current research.
10
01
JB code
tilar.10.19nor
343
362
20
Article
19
01
Atypical pragmatic development
1
A01
Courtenay Frazier Norbury
Norbury, Courtenay Frazier
Courtenay Frazier
Norbury
01
There has been recognition in clinical and research contexts for many years that some children have pronounced difficulties using language in context or using language to communicate in socially purposeful ways. The diagnostic status of such children has been a matter of great debate, but recently, the most well-known diagnostic framework, the DSM-V, introduced Social (Pragmatic) Communication Disorder (SCD), a disorder characterised by persistent difficulties using verbal and non-verbal communication for social purposes, in the absence of restricted and repetitive interests and behaviours. There is currently much confusion about the precise diagnostic criteria for SCD and how this disorder relates to autism spectrum disorders (ASD), previous descriptions of pragmatic language impairment (PLI) and more specific language disorders (LD). In this chapter I will offer an overview of SCD and how pragmatic and social communication skills might be assessed. I argue that implementing the new diagnosis is currently challenged by a lack of well-validated and reliable assessment measures, and that SCD is probably best conceptualised a dimensional symptom profile that may be present across a range of neurodevelopmental disorders. In addition, social communication and aspects of pragmatic language may be dissociated, with the latter heavily influenced by structural language attainments.
10
01
JB code
tilar.10.20nei
363
386
24
Article
20
01
Assessing pragmatic language functioning in young children
Its importance and challenges
1
A01
Daniela K. O’Neill
O’Neill, Daniela K.
Daniela K.
O’Neill
01
This chapter highlights the growing need and importance of assessing young children’s pragmatic language abilities given such factors as the increasing recognition of disproportionate difficulties in pragmatics among different clinical groups, the rise of more usage-based and functional approaches to language acquisition and competence, and evidence of significant, negative long-term outcomes relating to early pragmatic language impairment. Yet, at the same time, the development of pragmatic measures, and the assessment of pragmatics, is fraught with some quite unique challenges. Some of these challenges will be illustrated with respect to my own experience of developing the Language Use Inventory (LUI), a standardized parent-report measure designed to assess early language use and pragmatics in 18- to 47-month–old children.
10
01
JB code
tilar.10.21bud
387
392
6
Article
21
01
Developmental pragmatics
Interdisciplinary perspectives on complex learning in everyday practice
1
A01
Nancy Budwig
Budwig, Nancy
Nancy
Budwig
10
01
JB code
tilar.10.22ind
393
394
2
Miscellaneous
22
01
Index
02
JBENJAMINS
John Benjamins Publishing Company
01
John Benjamins Publishing Company
Amsterdam/Philadelphia
NL
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20140626
2014
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705
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36.00
EUR
R
02
02
JB
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38.16
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JB
10
bebc
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GB
21
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JB
2
John Benjamins North America
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https://benjamins.com
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US CA MX
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JB
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54.00
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