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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 <TitleType>01</TitleType> <TitleText textformat="02">Pragmatic Development in First Language Acquisition</TitleText> 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 <TitleType>01</TitleType> <TitleText textformat="02">Introduction</TitleText> <Subtitle textformat="02">An overview of research on pragmatic development</Subtitle> 1 A01 Danielle Matthews Matthews, Danielle Danielle Matthews 10 01 JB code tilar.10.02ste 13 36 24 Article 2 <TitleType>01</TitleType> <TitleText textformat="02">The communicative infant from 0-18 months</TitleText> <TitlePrefix>The </TitlePrefix> <TitleWithoutPrefix textformat="02">communicative infant from 0-18 months</TitleWithoutPrefix> <Subtitle textformat="02">The social-cognitive foundations of pragmatic development</Subtitle> 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 &#8216;about&#8217; 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 <TitleType>01</TitleType> <TitleText textformat="02">The development of speech acts</TitleText> <TitlePrefix>The </TitlePrefix> <TitleWithoutPrefix textformat="02">development of speech acts</TitleWithoutPrefix> 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&#8217;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&#8217;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 <TitleType>01</TitleType> <TitleText textformat="02">Turn-taking</TitleText> 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&#8217;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&#8217;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 <TitleType>01</TitleType> <TitleText textformat="02">Conversation Analysis and pragmatic development</TitleText> 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 <TitleType>01</TitleType> <TitleText textformat="02">Ontogenetic Constraints on Grice&#8217;s Theory of Communication</TitleText> 1 A01 Richard Moore Moore, Richard Richard Moore 01 For a number of reasons Paul Grice&#8217;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&#160;4.1.1), Pedagogy Theory (by Gergely and Csibra, Section&#160;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&#160;4.2). 10 01 JB code tilar.10.07cla 105 120 16 Article 7 <TitleType>01</TitleType> <TitleText textformat="02">Two Pragmatic Principles in Language Use and Acquisition</TitleText> 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 <TitleType>01</TitleType> <TitleText textformat="02">Learning conventions and conventionality through conversation</TitleText> 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&#8217;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 <TitleType>01</TitleType> <TitleText textformat="02">The pragmatics of word learning</TitleText> <TitlePrefix>The </TitlePrefix> <TitleWithoutPrefix textformat="02">pragmatics of word learning</TitleWithoutPrefix> 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&#8217; 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&#8217;s attention to certain objects? 10 01 JB code tilar.10.10gra 161 182 22 Article 10 <TitleType>01</TitleType> <TitleText textformat="02">The production and comprehension of referring expressions</TitleText> <TitlePrefix>The </TitlePrefix> <TitleWithoutPrefix textformat="02">production and comprehension of referring expressions</TitleWithoutPrefix> 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&#8217;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&#8217;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 <TitleType>01</TitleType> <TitleText textformat="02">Scalar Implicature</TitleText> 1 A01 Napoleon Katsos Katsos, Napoleon Napoleon Katsos 01 Children younger than 5&#189; years of age do not draw inferences based on the quantity of information expressed (e.g. the inference that &#8216;some of the animals are sleeping&#8217; implies &#8216;not all the animals are sleeping&#8217;) 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 <TitleType>01</TitleType> <TitleText textformat="02">Children&#8217;s pragmatic use of prosodic prominence</TitleText> 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&#8217;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&#8217;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 <TitleType>01</TitleType> <TitleText textformat="02">The Pragmatic Development of Humor</TitleText> <TitlePrefix>The </TitlePrefix> <TitleWithoutPrefix textformat="02">Pragmatic Development of Humor</TitleWithoutPrefix> 1 A01 Elena Hoicka Hoicka, Elena Elena Hoicka 01 Humor development is underpinned by children&#8217;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&#8217;s maxims and Relevance Theory. This chapter will detail research about the development of humor appreciation and production from infancy through adolescence, including children&#8217;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 <TitleType>01</TitleType> <TitleText textformat="02">&#8220;The elevator&#8217;s buttocks&#8221;</TitleText> <Subtitle textformat="02">Metaphorical abilities in children</Subtitle> 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&#8217;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 <TitleType>01</TitleType> <TitleText textformat="02">Irony production and comprehension</TitleText> 1 A01 Eva Filippova Filippova, Eva Eva Filippova 01 This review sketches some recent approaches and research findings on children&#8217;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&#8217;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 <TitleType>01</TitleType> <TitleText textformat="02">Narrative Development across Cultural Contexts</TitleText> <Subtitle textformat="02">Finding the Pragmatic in Parent-Child Reminiscing</Subtitle> 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 <TitleType>01</TitleType> <TitleText textformat="02">Children&#8217;s understanding of linguistic expressions of certainty and evidentiality</TitleText> 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 <TitleType>01</TitleType> <TitleText textformat="02">Crosslinguistic and crosscultural approaches to pragmatic development</TitleText> 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 <TitleType>01</TitleType> <TitleText textformat="02">Atypical pragmatic development</TitleText> 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 <TitleType>01</TitleType> <TitleText textformat="02">Assessing pragmatic language functioning in young children</TitleText> <Subtitle textformat="02">Its importance and challenges</Subtitle> 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&#8217;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&#8211;old children. 10 01 JB code tilar.10.21bud 387 392 6 Article 21 <TitleType>01</TitleType> <TitleText textformat="02">Developmental pragmatics</TitleText> <Subtitle textformat="02">Interdisciplinary perspectives on complex learning in everyday practice</Subtitle> 1 A01 Nancy Budwig Budwig, Nancy Nancy Budwig 10 01 JB code tilar.10.22ind 393 394 2 Miscellaneous 22 <TitleType>01</TitleType> <TitleText textformat="02">Index</TitleText> 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 <TitleType>01</TitleType> <TitleText textformat="02">Pragmatic Development in First Language Acquisition</TitleText> 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 <TitleType>01</TitleType> <TitleText textformat="02">Introduction</TitleText> <Subtitle textformat="02">An overview of research on pragmatic development</Subtitle> 1 A01 Danielle Matthews Matthews, Danielle Danielle Matthews 10 01 JB code tilar.10.02ste 13 36 24 Article 2 <TitleType>01</TitleType> <TitleText textformat="02">The communicative infant from 0-18 months</TitleText> <TitlePrefix>The </TitlePrefix> <TitleWithoutPrefix textformat="02">communicative infant from 0-18 months</TitleWithoutPrefix> <Subtitle textformat="02">The social-cognitive foundations of pragmatic development</Subtitle> 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 &#8216;about&#8217; 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 <TitleType>01</TitleType> <TitleText textformat="02">The development of speech acts</TitleText> <TitlePrefix>The </TitlePrefix> <TitleWithoutPrefix textformat="02">development of speech acts</TitleWithoutPrefix> 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&#8217;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&#8217;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 <TitleType>01</TitleType> <TitleText textformat="02">Turn-taking</TitleText> 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&#8217;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&#8217;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 <TitleType>01</TitleType> <TitleText textformat="02">Conversation Analysis and pragmatic development</TitleText> 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 <TitleType>01</TitleType> <TitleText textformat="02">Ontogenetic Constraints on Grice&#8217;s Theory of Communication</TitleText> 1 A01 Richard Moore Moore, Richard Richard Moore 01 For a number of reasons Paul Grice&#8217;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&#160;4.1.1), Pedagogy Theory (by Gergely and Csibra, Section&#160;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&#160;4.2). 10 01 JB code tilar.10.07cla 105 120 16 Article 7 <TitleType>01</TitleType> <TitleText textformat="02">Two Pragmatic Principles in Language Use and Acquisition</TitleText> 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 <TitleType>01</TitleType> <TitleText textformat="02">Learning conventions and conventionality through conversation</TitleText> 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&#8217;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 <TitleType>01</TitleType> <TitleText textformat="02">The pragmatics of word learning</TitleText> <TitlePrefix>The </TitlePrefix> <TitleWithoutPrefix textformat="02">pragmatics of word learning</TitleWithoutPrefix> 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&#8217; 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&#8217;s attention to certain objects? 10 01 JB code tilar.10.10gra 161 182 22 Article 10 <TitleType>01</TitleType> <TitleText textformat="02">The production and comprehension of referring expressions</TitleText> <TitlePrefix>The </TitlePrefix> <TitleWithoutPrefix textformat="02">production and comprehension of referring expressions</TitleWithoutPrefix> 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&#8217;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&#8217;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 <TitleType>01</TitleType> <TitleText textformat="02">Scalar Implicature</TitleText> 1 A01 Napoleon Katsos Katsos, Napoleon Napoleon Katsos 01 Children younger than 5&#189; years of age do not draw inferences based on the quantity of information expressed (e.g. the inference that &#8216;some of the animals are sleeping&#8217; implies &#8216;not all the animals are sleeping&#8217;) 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 <TitleType>01</TitleType> <TitleText textformat="02">Children&#8217;s pragmatic use of prosodic prominence</TitleText> 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&#8217;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&#8217;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 <TitleType>01</TitleType> <TitleText textformat="02">The Pragmatic Development of Humor</TitleText> <TitlePrefix>The </TitlePrefix> <TitleWithoutPrefix textformat="02">Pragmatic Development of Humor</TitleWithoutPrefix> 1 A01 Elena Hoicka Hoicka, Elena Elena Hoicka 01 Humor development is underpinned by children&#8217;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&#8217;s maxims and Relevance Theory. This chapter will detail research about the development of humor appreciation and production from infancy through adolescence, including children&#8217;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 <TitleType>01</TitleType> <TitleText textformat="02">&#8220;The elevator&#8217;s buttocks&#8221;</TitleText> <Subtitle textformat="02">Metaphorical abilities in children</Subtitle> 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&#8217;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 <TitleType>01</TitleType> <TitleText textformat="02">Irony production and comprehension</TitleText> 1 A01 Eva Filippova Filippova, Eva Eva Filippova 01 This review sketches some recent approaches and research findings on children&#8217;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&#8217;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 <TitleType>01</TitleType> <TitleText textformat="02">Narrative Development across Cultural Contexts</TitleText> <Subtitle textformat="02">Finding the Pragmatic in Parent-Child Reminiscing</Subtitle> 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 <TitleType>01</TitleType> <TitleText textformat="02">Children&#8217;s understanding of linguistic expressions of certainty and evidentiality</TitleText> 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 <TitleType>01</TitleType> <TitleText textformat="02">Crosslinguistic and crosscultural approaches to pragmatic development</TitleText> 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 <TitleType>01</TitleType> <TitleText textformat="02">Atypical pragmatic development</TitleText> 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 <TitleType>01</TitleType> <TitleText textformat="02">Assessing pragmatic language functioning in young children</TitleText> <Subtitle textformat="02">Its importance and challenges</Subtitle> 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&#8217;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&#8211;old children. 10 01 JB code tilar.10.21bud 387 392 6 Article 21 <TitleType>01</TitleType> <TitleText textformat="02">Developmental pragmatics</TitleText> <Subtitle textformat="02">Interdisciplinary perspectives on complex learning in everyday practice</Subtitle> 1 A01 Nancy Budwig Budwig, Nancy Nancy Budwig 10 01 JB code tilar.10.22ind 393 394 2 Miscellaneous 22 <TitleType>01</TitleType> <TitleText textformat="02">Index</TitleText> 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 <TitleType>01</TitleType> <TitleText textformat="02">Pragmatic Development in First Language Acquisition</TitleText> 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 01 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 <TitleType>01</TitleType> <TitleText textformat="02">Introduction</TitleText> <Subtitle textformat="02">An overview of research on pragmatic development</Subtitle> 1 A01 Danielle Matthews Matthews, Danielle Danielle Matthews 10 01 JB code tilar.10.02ste 13 36 24 Article 2 <TitleType>01</TitleType> <TitleText textformat="02">The communicative infant from 0-18 months</TitleText> <TitlePrefix>The </TitlePrefix> <TitleWithoutPrefix textformat="02">communicative infant from 0-18 months</TitleWithoutPrefix> <Subtitle textformat="02">The social-cognitive foundations of pragmatic development</Subtitle> 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 &#8216;about&#8217; 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 <TitleType>01</TitleType> <TitleText textformat="02">The development of speech acts</TitleText> <TitlePrefix>The </TitlePrefix> <TitleWithoutPrefix textformat="02">development of speech acts</TitleWithoutPrefix> 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&#8217;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&#8217;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 <TitleType>01</TitleType> <TitleText textformat="02">Turn-taking</TitleText> 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&#8217;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&#8217;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 <TitleType>01</TitleType> <TitleText textformat="02">Conversation Analysis and pragmatic development</TitleText> 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 <TitleType>01</TitleType> <TitleText textformat="02">Ontogenetic Constraints on Grice&#8217;s Theory of Communication</TitleText> 1 A01 Richard Moore Moore, Richard Richard Moore 01 For a number of reasons Paul Grice&#8217;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&#160;4.1.1), Pedagogy Theory (by Gergely and Csibra, Section&#160;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&#160;4.2). 10 01 JB code tilar.10.07cla 105 120 16 Article 7 <TitleType>01</TitleType> <TitleText textformat="02">Two Pragmatic Principles in Language Use and Acquisition</TitleText> 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 <TitleType>01</TitleType> <TitleText textformat="02">Learning conventions and conventionality through conversation</TitleText> 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&#8217;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 <TitleType>01</TitleType> <TitleText textformat="02">The pragmatics of word learning</TitleText> <TitlePrefix>The </TitlePrefix> <TitleWithoutPrefix textformat="02">pragmatics of word learning</TitleWithoutPrefix> 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&#8217; 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&#8217;s attention to certain objects? 10 01 JB code tilar.10.10gra 161 182 22 Article 10 <TitleType>01</TitleType> <TitleText textformat="02">The production and comprehension of referring expressions</TitleText> <TitlePrefix>The </TitlePrefix> <TitleWithoutPrefix textformat="02">production and comprehension of referring expressions</TitleWithoutPrefix> 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&#8217;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&#8217;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 <TitleType>01</TitleType> <TitleText textformat="02">Scalar Implicature</TitleText> 1 A01 Napoleon Katsos Katsos, Napoleon Napoleon Katsos 01 Children younger than 5&#189; years of age do not draw inferences based on the quantity of information expressed (e.g. the inference that &#8216;some of the animals are sleeping&#8217; implies &#8216;not all the animals are sleeping&#8217;) 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 <TitleType>01</TitleType> <TitleText textformat="02">Children&#8217;s pragmatic use of prosodic prominence</TitleText> 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&#8217;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&#8217;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 <TitleType>01</TitleType> <TitleText textformat="02">The Pragmatic Development of Humor</TitleText> <TitlePrefix>The </TitlePrefix> <TitleWithoutPrefix textformat="02">Pragmatic Development of Humor</TitleWithoutPrefix> 1 A01 Elena Hoicka Hoicka, Elena Elena Hoicka 01 Humor development is underpinned by children&#8217;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&#8217;s maxims and Relevance Theory. This chapter will detail research about the development of humor appreciation and production from infancy through adolescence, including children&#8217;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 <TitleType>01</TitleType> <TitleText textformat="02">&#8220;The elevator&#8217;s buttocks&#8221;</TitleText> <Subtitle textformat="02">Metaphorical abilities in children</Subtitle> 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&#8217;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 <TitleType>01</TitleType> <TitleText textformat="02">Irony production and comprehension</TitleText> 1 A01 Eva Filippova Filippova, Eva Eva Filippova 01 This review sketches some recent approaches and research findings on children&#8217;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&#8217;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 <TitleType>01</TitleType> <TitleText textformat="02">Narrative Development across Cultural Contexts</TitleText> <Subtitle textformat="02">Finding the Pragmatic in Parent-Child Reminiscing</Subtitle> 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 <TitleType>01</TitleType> <TitleText textformat="02">Children&#8217;s understanding of linguistic expressions of certainty and evidentiality</TitleText> 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 <TitleType>01</TitleType> <TitleText textformat="02">Crosslinguistic and crosscultural approaches to pragmatic development</TitleText> 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 <TitleType>01</TitleType> <TitleText textformat="02">Atypical pragmatic development</TitleText> 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 <TitleType>01</TitleType> <TitleText textformat="02">Assessing pragmatic language functioning in young children</TitleText> <Subtitle textformat="02">Its importance and challenges</Subtitle> 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&#8217;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&#8211;old children. 10 01 JB code tilar.10.21bud 387 392 6 Article 21 <TitleType>01</TitleType> <TitleText textformat="02">Developmental pragmatics</TitleText> <Subtitle textformat="02">Interdisciplinary perspectives on complex learning in everyday practice</Subtitle> 1 A01 Nancy Budwig Budwig, Nancy Nancy Budwig 10 01 JB code tilar.10.22ind 393 394 2 Miscellaneous 22 <TitleType>01</TitleType> <TitleText textformat="02">Index</TitleText> 02 JBENJAMINS John Benjamins Publishing Company 01 John Benjamins Publishing Company Amsterdam/Philadelphia NL 04 20140626 2014 John Benjamins 02 WORLD 01 240 mm 02 160 mm 08 705 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 28 10 01 02 JB 1 00 36.00 EUR R 02 02 JB 1 00 38.16 EUR R 01 JB 10 bebc +44 1202 712 934 +44 1202 712 913 sales@bebc.co.uk 03 GB 21 10 02 02 JB 1 00 30.00 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 2 10 01 gen 02 JB 1 00 54.00 USD