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How do 3-year-olds use relevance inferencing to interpret indirect speech? ...
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How do 3-year-olds use relevance inferencing to interpret indirect speech? ...
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sj-pdf-1-fla-10.1177_01427237211043594 – Supplemental material for How do 3-year-olds use relevance inferencing to interpret indirect speech? ...
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sj-pdf-1-fla-10.1177_01427237211043594 – Supplemental material for How do 3-year-olds use relevance inferencing to interpret indirect speech? ...
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sj-pdf-2-fla-10.1177_01427237211043594 – Supplemental material for How do 3-year-olds use relevance inferencing to interpret indirect speech? ...
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sj-pdf-2-fla-10.1177_01427237211043594 – Supplemental material for How do 3-year-olds use relevance inferencing to interpret indirect speech? ...
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Conversational contingency and its relationship to other developmental features during first language acquisition
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How do three-year-olds use relevance inferencing to interpret indirect speech?
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How do 3-year-olds use relevance inferencing to interpret indirect speech? ...
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sj-pdf-1-fla-10.1177_01427237211043594 – Supplemental material for How do 3-year-olds use relevance inferencing to interpret indirect speech? ...
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sj-pdf-3-fla-10.1177_01427237211043594 – Supplemental material for How do 3-year-olds use relevance inferencing to interpret indirect speech? ...
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sj-pdf-3-fla-10.1177_01427237211043594 – Supplemental material for How do 3-year-olds use relevance inferencing to interpret indirect speech? ...
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sj-pdf-2-fla-10.1177_01427237211043594 – Supplemental material for How do 3-year-olds use relevance inferencing to interpret indirect speech? ...
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Does Early Child Language Predict Internalizing Symptoms in Adolescence? An Investigation in Two Birth Cohorts Born 30 Years Apart
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What's new for you?: Interlocutor-specific perspective-taking and language interpretation in autistic and neuro-typical children
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Can inferencing be trained in preschoolers using shared book-reading? A randomised controlled trial of parents' inference-eliciting questions on oral inferencing ability.
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Individual differences in children’s pragmatic ability: a review of associations with formal language, social cognition and executive functions
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Abstract:
Children vary in their ability to use language in social contexts and this has important consequences for wellbeing. We review over 50 studies that tested whether individual differences in pragmatic skill are associated with formal language ability, mentalising and executive functions in both typical and atypical development. The strongest and most consistent associations found were between pragmatic and formal language. Additional associations with mentalising were observed, particularly with discourse contingency and irony understanding. Fewer studies considered executive function and evidence is mixed. To make progress, high-quality studies of specific pragmatic skills are needed to test mechanistic models of development. We propose 6 goals for future research: 1) developing an empirically-based taxonomy of pragmatic skills; 2) establishing which skills matter most for everyday functioning; 3) testing specific hypotheses about information processing; 4) augmenting measures of individual differences; 5) considering a broader set of psychological associates; 6) employing statistical tools that model the nested structure of pragmatics and cognition.
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Keyword:
B Philosophy. Psychology. Religion; BF Psychology; BF41 Psychology and philosophy
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URL: https://kar.kent.ac.uk/70459/ https://www.kent.ac.uk/psychology/downloads/CogSoCoAGEConference.pdf
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Individual differences in children's pragmatic ability: a review of associations with formal language, social cognition, and executive functions
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Relevance Inferencing in 3-year-olds: Real World Knowledge Matters
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