Sandrine Zufferey's Lexical Pragmatics and Theory of Mind: The Acquisition of PDF

By Sandrine Zufferey

ISBN-10: 9027256055

ISBN-13: 9789027256058

The concept that of idea of brain (ToM), a sizzling subject in cognitive psychology for the previous twenty-five years, has received expanding value within the fields of linguistics and pragmatics. notwithstanding, although the connection among ToM and verbal communique is now well-known, the level, causality and entire implications of this connection stay ordinarily to be explored. This e-book offers a accomplished dialogue of the interface among language, conversation, and thought of brain, and places ahead an cutting edge suggestion in regards to the position of discourse connectives for this interface. The proposed research of connectives is demonstrated from the point of view in their acquisition, utilizing empirical tools similar to corpus research and regulated experiments, hence putting the research of connectives in the rising framework of experimental pragmatics.

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Important changes also occur around 18 months in children’s understanding of the notions of goal and desire. Meltzoff (1995) has tested whether 18-monthold children were able to repeat an action performed by an adult or an action that Chapter 2. The co-acquisition of language and theory of mind the adult had unsuccessfully tried to perform. Results indicate that by that age, children are able to infer the adult’s intention through his failed action and to imitate not the failed action but the one that should have been performed in order to succeed, thus demonstrating an ability to understand the goal behind an action.

2001; ­ Langdon et al. 2002). From a developmental point of view, it is also worth mentioning that children understand and produce metaphors several years before irony (­Winner 1988). Besides, correlations have also been found between the ability to understand irony and other complex mentalizing skills such as lies and deception (­Winner and Leekam 1991; Sullivan, Winner and Hopfield 1995; Winner et al. 1998). The example of figurative uses of language is the one most often quoted to corroborate the link between pragmatics and theory of mind.

The same criterion also applies in reference disambiguation. Bezuidenhout and Sroda (1998) showed children a ball and asked them to “put the ball in the box”. In this test situation, the children in fact had two boxes in front of them. The most salient one for the children was not visible to the experimenter, whereas the less salient one was visible from both the children’s and the experimenter’s point of view. Up to the age of four, children mostly choose the most salient box from their perspective.

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Lexical Pragmatics and Theory of Mind: The Acquisition of Connectives by Sandrine Zufferey


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