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Journal articles on the topic 'Developmental pragmatics'

Author: Grafiati

Published: 4 June 2021

Last updated: 8 February 2022

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1

Kasper, Gabriele, and Richard Schmidt. "Developmental Issues in Interlanguage Pragmatics." Studies in Second Language Acquisition 18, no. 2 (1996): 149–69. http://dx.doi.org/10.1017/s0272263100014868.

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Unlike other areas of second language study, which are primarily concerned with acquisitional patterns of interlanguage knowledge over time, most studies in interlanguage pragmatics have focused on second language use rather than second language learning. The aim of this paper is to profile interlanguage pragmatics as an area of inquiry in second language acquisition research, by reviewing existing studies with a focus on learning, examining research findings in interlanguage pragmatics that shed light on some basic questions in SLA, exploring cognitive and social-psychological theories that m

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2

Nippold, Marilyn A. "Developmental Markers in Adolescent Language." Language, Speech, and Hearing Services in Schools 24, no. 1 (1993): 21–28. http://dx.doi.org/10.1044/0161-1461.2401.21.

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Adolescents with language disorders frequently manifest delays in syntactic, semantic, and pragmatic development. Proper assessment and intervention with these students requires the speech-language pathologist to have adequate knowledge of normal adolescent language development. In this article, selected aspects of normal development during adolescence are discussed in the areas of syntax, semantics, and pragmatics. Possible clinical implications of the developmental literature also are discussed.

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Kasper, Gabriele, and Kenneth R. Rose. "Approaches to Developmental Pragmatics Research." Language Learning 52 (2002): 63–116. http://dx.doi.org/10.1111/j.1467-1770.2002.tb00024.x.

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Andrés-Roqueta, Clara, and Napoleon Katsos. "A Distinction Between Linguistic and Social Pragmatics Helps the Precise Characterization of Pragmatic Challenges in Children With Autism Spectrum Disorders and Developmental Language Disorder." Journal of Speech, Language, and Hearing Research 63, no. 5 (2020): 1494–508. http://dx.doi.org/10.1044/2020_jslhr-19-00263.

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Purpose Children with autism spectrum disorders (ASDs) and children with developmental language disorder (DLD) face challenges with pragmatics, but the nature and sources of these difficulties are not fully understood yet. The purpose of this study was to compare the competence of children with ASD and children with DLD in two pragmatics tasks that place different demands on theory of mind (ToM) and structural language. Method Twenty Spanish-speaking children with ASD, 20 with DLD, and 40 age- and language-matched children with neurotypical development were assessed using two pragmatics tasks:

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Kasper, Gabriele, and Kenneth R. Rose. "Developmental Patterns in Second Language Pragmatics." Language Learning 52 (2002): 117–58. http://dx.doi.org/10.1111/j.1467-1770.2002.tb00025.x.

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Kasper, Gabriele. "The Development of Pragmatic Competence." EUROSLA 6 55 (January 1, 1996): 103–20. http://dx.doi.org/10.1075/ttwia.55.09kas.

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Unlike other areas of second language study, which are primarily concerned with acquisitional patterns of interlanguage knowledge over time, most studies in inter-language pragmatics have focused on second language use rather than second language learning. The aim of this talk is to profile interlanguage pragmatics as an area of inquiry in second language acquisition research, by reviewing existing studies with a focus on learning, examining research findings in interlanguage pragmatics that shed light on some basic questions in SLA, exploring cognitive and social-psychological theories that m

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Bohn, Manuel, and Michael C. Frank. "The Pervasive Role of Pragmatics in Early Language." Annual Review of Developmental Psychology 1, no. 1 (2019): 223–49. http://dx.doi.org/10.1146/annurev-devpsych-121318-085037.

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Language is a fundamentally social endeavor. Pragmatics is the study of how speakers and listeners use social reasoning to go beyond the literal meanings of words to interpret language in context. In this article, we take a pragmatic perspective on language development and argue for developmental continuity between early nonverbal communication, language learning, and linguistic pragmatics. We link phenomena from these different literatures by relating them to a computational framework (the rational speech act framework), which conceptualizes communication as fundamentally inferential and grou

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Bara, Bruno G., Francesca M. Bosco, and Monica Bucciarelli. "Developmental Pragmatics in Normal and Abnormal Children." Brain and Language 68, no. 3 (1999): 507–28. http://dx.doi.org/10.1006/brln.1999.2125.

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9

Dunn, Judy, and Jane R. Brown. "Early conversations about causality: Content, pragmatics and developmental change." British Journal of Developmental Psychology 11, no. 2 (1993): 107–23. http://dx.doi.org/10.1111/j.2044-835x.1993.tb00591.x.

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Ervin-Tripp, Susan. "The Place of Gender in Developmental Pragmatics: Cultural Factors." Research on Language & Social Interaction 34, no. 1 (2001): 131–47. http://dx.doi.org/10.1207/s15327973rlsi3401_6.

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11

Foster-Cohen, Susan H. "Exploring the boundary between syntax and pragmatics: relevance and the binding of pronouns." Journal of Child Language 21, no. 1 (1994): 237–55. http://dx.doi.org/10.1017/s0305000900008734.

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ABSTRACTThis paper explores the interface between syntax and pragmatics, focusing on the binding of pronouns and the pragmatics of the paradigms used to test this aspect of syntactic knowledge. Reinhart's (1986) version of Binding Theory (which accords a specific role to pragmatics in processes of pronoun resolution) and Sperber & Wilson's (1986) Theory of Relevance are used to examine the syntax and pragmatics of pronoun interpretation. A set of predictions based on Relevance Theory are evaluated against published results of tests of Binding Theory. The paper concludes that Relevance Theo

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12

Braisby, Nick, and Bradley Franks. "Semantics versus pragmatics in colour categorization." Behavioral and Brain Sciences 20, no. 2 (1997): 181–82. http://dx.doi.org/10.1017/s0140525x97241427.

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We argue that the confusing pattern of evidence concerning colour categorization reported by Saunders & van Brakel is unsurprising. On a perspectival view, categorization may follow semantic or pragmatic attributes. Colour lacks clear semantic attributes; as a result categorization is necessarily pragmatic and context-sensitive. This view of colour categorization helps explain the developmental delay in colour naming.

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Xiao-Desai, Yang, and Ka F. Wong. "Epistemic stance in Chinese heritage language writing – A developmental view." Chinese as a Second Language Research 6, no. 1 (2017): 73–102. http://dx.doi.org/10.1515/caslar-2017-0004.

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AbstractDrawing on data from a learner corpus of blogs, this study explores epistemic expressions used in Chinese heritage language (CHL) writing from a developmental perspective, and aims to provide a better understanding of pragmatic development in heritage language learning context. A total of 6,511 blog entries written by 266 heritage learners from four different proficiency levels were analyzed cross-sectionally. The findings revealed three notable developmental patterns in CHL learners’ use of epistemic markers (EMs): 1) a rapid increase in the frequency and diversity of EMs at the begin

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Brinton, Bonnie, and Martin Fujiki. "Facilitating Social Communication in Children With Developmental Language Disorder: A Bibliotherapeutic Approach." Perspectives of the ASHA Special Interest Groups 4, no. 3 (2019): 532–37. http://dx.doi.org/10.1044/2019_pers-sig16-2019-0005.

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Purpose Social communication involves the integration of language processing, pragmatics, and social and emotional learning. Children presenting with a variety of disabilities, including developmental language disorder, have difficulty with social communication. We describe an intervention approach designed to simultaneously address language form, pragmatics, and social and emotional learning utilizing a bibliotherapeutic approach. Story sharing and story enactment activities are described, and materials and resources are provided. The intervention is structured in a plan–do–review format and

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15

Pléh, Csaba. "Modularity and pragmatics." Pragmatics. Quarterly Publication of the International Pragmatics Association (IPrA) 10, no. 4 (2000): 415–38. http://dx.doi.org/10.1075/prag.10.4.04ple.

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The modular approach to language in its career of 30 years had alternating and rivaling views regarding the place of pragmatics. A first approach basically is the one outlined by Fodor (1983) that would pack pragmatic aspects of language use under the rubric of the mushy General Problem Solver component of the architecture, thus extracting it from considerations of modularity altogether. The rival Massive Modular approaches such as Dan Sperber’s would be willing to treat pragmatic aspects as one crucial module as part of a general architecture with modularity all over the place. The paper afte

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Longobardi, Emiddia, Antonia Lonigro, Fiorenzo Laghi, and Daniela K. O'Neill. "The Assessment of Early Pragmatic Development: A Study of the Reliability and Validity of the Language Use Inventory-Italian." Journal of Speech, Language, and Hearing Research 64, no. 8 (2021): 3186–94. http://dx.doi.org/10.1044/2021_jslhr-20-00516.

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Purpose Pragmatics is receiving much attention in both the fields of developmental and clinical psychology; however, there is a dearth of instruments to assess pragmatic abilities specifically among young toddler-age children. The aim of the current study was to test the psychometric properties of the Italian version of the Language Use Inventory (LUI), named the LUI-Italian, a parent report measure assessing pragmatic language development in children 18–47 months of age. Method Parents of Italian-speaking children who ranged in age between 18 and 47 months completed the LUI-Italian at T1 ( N

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17

Crandall, E. "Evaluating pragmatics-focused materials." ELT Journal 58, no. 1 (2004): 38–49. http://dx.doi.org/10.1093/elt/58.1.38.

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Ifantidou, Elly. "Pragmatics, cognition and asymmetrically acquired evidentials." Pragmatics. Quarterly Publication of the International Pragmatics Association (IPrA) 15, no. 4 (2005): 369–94. http://dx.doi.org/10.1075/prag.15.4.04ifa.

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This paper examines the development of a variety of evidential lexical items in Modern Greek from a longitudinal perspective involving 4;6 – 11;7 year olds. The main question to be addressed concerns parallel or asynchronous order of acquisition: Does the ability to use evidentials emerge for all items under investigation synchronically or does such an ability emerge earlier on for certain items while later for others? If the latter holds, how can this developmental lag be explained? An answer to these questions will draw on the pragmatic-cognitive abilities engaged by different types of evide

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Osvaldsson, Karin. "Early Social Interaction: A Case Comparison of Developmental Pragmatics and Psychoanalytic Theory, Michael A. Forrester, (Cambridge University Press, 2015)." Research on Children and Social Interaction 1, no. 2 (2017): 243–46. http://dx.doi.org/10.1558/rcsi.33550.

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20

Michel, George F. "A holistic developmental theory requires better research techniques." Behavioral and Brain Sciences 22, no. 5 (1999): 899–900. http://dx.doi.org/10.1017/s0140525x99382200.

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Research pragmatics, not a defective conceptual framework, supports modern biological reductionism. Conducting research to reveal the casual web underlying the multiple developmental pathways leading to any species-specific characteristic requires better research techniques than those commonly used. It takes much patience, time, and effort to gain even small glimpses of an answer to any developmental question.

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Holloway, Elizabeth L., and Patricia L. Wolleat. "Supervision: The Pragmatics of Empowerment." Journal of Educational and Psychological Consultation 5, no. 1 (1994): 23–43. http://dx.doi.org/10.1207/s1532768xjepc0501_2.

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22

Pozzuoli, Loredana. "The pragmatics of requests and apologies. Developmental patterns of Mexican students." Journal of Pragmatics 44, no. 10 (2012): 1388–91. http://dx.doi.org/10.1016/j.pragma.2012.06.008.

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23

Andrés-Roqueta, Clara, Irene Garcia-Molina, and Raquel Flores-Buils. "Association between CCC-2 and Structural Language, Pragmatics, Social Cognition, and Executive Functions in Children with Developmental Language Disorder." Children 8, no. 2 (2021): 123. http://dx.doi.org/10.3390/children8020123.

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(1) Background: Developmental Language Disorder (DLD) is diagnosed when the child experiences problems in language with no known underlying biomedical condition and the information required for its correct evaluation must be obtained from different contexts. The Children’s Communication Checklist (CCC-2) covers aspects of a child’s communication related to structural language and pragmatic skills, which are linked to social cognition or executive functions. The aim of this article is to examine parents’ reports using the Spanish version of the CCC-2 questionnaire and its association with diffe

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Kato-Yoshioka, Akiko. "Machiko Achiba, Learning to request in a second language: A study of child interlanguage pragmatics. Clevedon, UK: Multilingual Matters, 2003. Pp. xii, 223. HB £42.95/US $69.95/Can $99.95." Language in Society 33, no. 5 (2004): 780–83. http://dx.doi.org/10.1017/s0047404504245055.

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The question of “how second languages are learned” (Gass & Selinker 1994:1) is central to second language acquisition (SLA) research; however, although a number of longitudinal studies have been carried out examining second language (L2) grammatical development, very little attention has been devoted to L2 learners' development of pragmatic competence over time. As Achiba points out, the majority of previous studies on L2 (or interlanguage) pragmatics have observed the single-moment pragmatic realization of a group of L2 learners with similar proficiency levels and compared it with that of

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Gardner, R. Allen. "Road to language: Longer, more believable, more relevant." Behavioral and Brain Sciences 29, no. 3 (2006): 285–86. http://dx.doi.org/10.1017/s0140525x06299060.

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A realistic developmental view of language acquisition recognizes vocabulary and pragmatics as well as grammar with a lengthy period of growth in a favorable environment. Cross-fostering is a tool of behavioral biology for studying the interaction between genetic endowment and developmental environment. Sign language studies of cross-fostered chimpanzees measure development in a nearly human environment.

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Rose, Kenneth R. "AN EXPLORATORY CROSS-SECTIONAL STUDY OF INTERLANGUAGE PRAGMATIC DEVELOPMENT." Studies in Second Language Acquisition 22, no. 1 (2000): 27–67. http://dx.doi.org/10.1017/s0272263100001029.

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This paper reports the results of an exploratory cross-sectional study of pragmatic development among three groups of primary school students in Hong Kong who completed a cartoon oral production task (COPT) designed to elicit requests, apologies, and compliment responses. The first two of these speech acts are among the most well represented in the pragmatics literature and are also included in the Hong Kong English language syllabus for primary schools. The latter has also been studied extensively but is not part of the syllabus. Data was collected in Cantonese using the same instrument. Alth

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Spellman, Barbara A., and Keith J. Holyoak. "Pragmatics in Analogical Mapping." Cognitive Psychology 31, no. 3 (1996): 307–46. http://dx.doi.org/10.1006/cogp.1996.0019.

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Sturrock, Alexandra, Antonia Marsden, Catherine Adams, and Jenny Freed. "Observational and Reported Measures of Language and Pragmatics in Young People with Autism: A Comparison of Respondent Data and Gender Profiles." Journal of Autism and Developmental Disorders 50, no. 3 (2019): 812–30. http://dx.doi.org/10.1007/s10803-019-04288-3.

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AbstractFemale children with autism spectrum disorder (FwASD) and performance intelligence quotient (PIQ) over 70 were compared with male children with ASD (MwASD) and typically developing (TD) controls (age 8–11 years) using a range of language and pragmatic measures. Functional ability was assessed using clinical observations and parent, teacher and self-reports. Results were compared between measures, and with direct assessments of language and pragmatics, in order to identify potential biases. This study found that FwASD performed better than MwASD but worse than TD controls on clinical ob

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Mueller-Lust, Rachel A. G., and Georgia M. Green. "Pragmatics and Natural Language Understanding." American Journal of Psychology 103, no. 2 (1990): 281. http://dx.doi.org/10.2307/1423148.

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KURODA, Yoshitaka. "A Developmental Pragmatics Analysis of Communication : Case Study of a Mute Autistic Child." Japanese Journal of Special Education 25, no. 2 (1987): 61–67. http://dx.doi.org/10.6033/tokkyou.25.61.

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Cordier, Reinie, Natalie Munro, Sarah Wilkes-Gillan, Renée Speyer, and Wendy M. Pearce. "Reliability and validity of the Pragmatics Observational Measure (POM): A new observational measure of pragmatic language for children." Research in Developmental Disabilities 35, no. 7 (2014): 1588–98. http://dx.doi.org/10.1016/j.ridd.2014.03.050.

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Murray, N. "Pragmatics, awareness raising, and the Cooperative Principle." ELT Journal 64, no. 3 (2009): 293–301. http://dx.doi.org/10.1093/elt/ccp056.

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McConachy, T., and K. Hata. "Addressing textbook representations of pragmatics and culture." ELT Journal 67, no. 3 (2013): 294–301. http://dx.doi.org/10.1093/elt/cct017.

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Goh, C. C. M. "Pragmatics and Prosody in English Language Teaching." ELT Journal 68, no. 2 (2014): 202–5. http://dx.doi.org/10.1093/elt/ccu001.

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Grundy, P. "Pragmatics for Language Educators: A Sociolinguistic Perspective." ELT Journal 68, no. 2 (2014): 208–11. http://dx.doi.org/10.1093/elt/ccu005.

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Dettmer, Peggy. "Gifted Program Inservice and Staff Development: Pragmatics and Possibilities." Gifted Child Quarterly 30, no. 3 (1986): 99–102. http://dx.doi.org/10.1177/001698628603000301.

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Di Sante, Mélissa, Audette Sylvestre, Caroline Bouchard, and Jean Leblond. "The Pragmatic Language Skills of Severely Neglected 42-Month-Old Children: Results of the ELLAN Study." Child Maltreatment 24, no. 3 (2019): 244–53. http://dx.doi.org/10.1177/1077559519828838.

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The goals of this study were twofold: (1) to compare the pragmatic language skills (i.e., social communication skills) of 42-month-old neglected children with those of same-aged non-neglected children and (2) to measure the prevalence of pragmatic difficulties among the neglected children. The study sample was composed of 45 neglected and 95 non-neglected 42-month-old French-speaking children. The Language Use Inventory: French (LUI-French) was completed with all parents. This measure, comprised of 159 scored items divided into 10 subscales, was used to assess the children’s pragmatic skills.

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BALTES, PAUL B., and TANIA SINGER. "Plasticity and the ageing mind: an exemplar of the bio-cultural orchestration of brain and behaviour." European Review 9, no. 1 (2001): 59–76. http://dx.doi.org/10.1017/s1062798701000060.

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Genetic interventions will improve the genome, but they will never make a human being out of the human animalUsing research on the ageing mind, support is offered for the concept of bio-cultural sciences. The bio-cultural sciences highlight the notion that human behaviour is the joint and co-constructive expression of biological–genetic and cultural–societal processes and conditions. The genome determines the ontogeny of the brain; however, so does the cultural–social environment and individual behaviour. The study of the ageing mind illustrates this principle of bio-cultural co-construction.

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Tomasello, Michael, and Sara Mannle. "Pragmatics of Sibling Speech to One-Year-Olds." Child Development 56, no. 4 (1985): 911. http://dx.doi.org/10.2307/1130103.

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BOSCO, FRANCESCA M., ROMINA ANGELERI, LIVIA COLLE, KATIUSCIA SACCO, and BRUNO G. BARA. "Communicative abilities in children: An assessment through different phenomena and expressive means." Journal of Child Language 40, no. 4 (2013): 741–78. http://dx.doi.org/10.1017/s0305000913000081.

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ABSTRACTPrevious studies on children's pragmatic abilities have tended to focus on just one pragmatic phenomenon and one expressive means at a time, mainly concentrating on comprehension, and overlooking the production side. We assessed both comprehension and production in relation to several pragmatic phenomena (simple and complex standard communication acts, irony, and deceit) and several expressive means (linguistic, extralinguistic, paralinguistic). Our study involved 390 Italian-speaking children divided into three age groups: 5;0–5;6, 6;6–7;0, and 8;0–8;6. Children's performance on all t

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Lee, Cynthia. "An exploratory study of the interlanguage pragmatic comprehension of young learners of English." Pragmatics. Quarterly Publication of the International Pragmatics Association (IPrA) 20, no. 3 (2010): 343–73. http://dx.doi.org/10.1075/prag.20.3.03lee.

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This paper describes the developmental pattern of the interlanguage pragmatic comprehension of young learners of English based on their performance in a multiple-choice comprehension exercise consisting of five direct and indirect speech acts (requesting, apology, refusal, compliment and complaint) in contextualised dialogues, supplemented with information on their processing strategies as elicited from their verbal protocols. The findings contribute to the literature on the interlanguage developmental pragmatics of young learners, an area on which research literature is scarce. Three groups o

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Warner, Michael J. "Ideology and affect in discourse in institutions." Journal of Language and Politics 4, no. 2 (2005): 293–330. http://dx.doi.org/10.1075/jlp.4.2.07war.

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This paper explores the discursive relationships of power, ideology, and affect that are instituted — and reproduced, resisted, or modified — in the functional pragmatics of talkback radio. In particular, I develop a critical analysis of the psychodynamics of subjectivity based on a case study of talkback in Northern Ireland in which the main topic of discussion deals with community responses to the Drumcree Protestant church parade. The functional pragmatics approach builds on the contributions of critical discourse analysis and conversation analysis to the study of ideology and affect in dis

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Cropp, David L. "Book Review: Pragmatics and natural language understanding." Child Language Teaching and Therapy 14, no. 2 (1998): 216–17. http://dx.doi.org/10.1177/026565909801400209.

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Vosniadou, Stella, Costas Pagondiotis, and Maria Deliyianni. "From the Pragmatics of Classification Systems to the Metaphysics of Concepts." Journal of the Learning Sciences 14, no. 1 (2005): 115–25. http://dx.doi.org/10.1207/s15327809jls1401_6.

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CAN, DILARA DENIZ, MARIKA GINSBURG-BLOCK, ROBERTA MICHNICK GOLINKOFF, and KATHRYN HIRSH-PASEK. "A long-term predictive validity study: Can the CDI Short Form be used to predict language and early literacy skills four years later?" Journal of Child Language 40, no. 4 (2012): 821–35. http://dx.doi.org/10.1017/s030500091200030x.

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ABSTRACTThis longitudinal study examined the predictive validity of the MacArthur Communicative Developmental Inventories-Short Form (CDI-SF), a parent report questionnaire about children's language development (Fenson, Pethick, Renda, Cox, Dale & Reznick, 2000). Data were first gathered from parents on the CDI-SF vocabulary scores for seventy-six children (mean age=1 ; 10). Four years later (mean age=6 ; 1), children were assessed on language outcomes (expressive vocabulary, syntax, semantics and pragmatics) and code-related skills, including phonemic awareness, word recognition and decod

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46

Chirsheva, Galina, and Marina Houston. "Interlingual duplicating in the speech of bilingual children." SHS Web of Conferences 88 (2020): 01011. http://dx.doi.org/10.1051/shsconf/20208801011.

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Bilinguals of every age sometimes double units of one language with those of the other, especially in the situations where they have to interact with speakers of different languages. Bilingual communication stimulates code-switches, various in their structure and pragmatics. Among them, researchers observe the following phenomena in bilingual children’s speech: a) double morphology, b) translation/interpreting equivalents combinations, and c) self-interpreting. However, the interrelation between structural and semantic/pragmatic aspects, on the one hand, and the developmental characteristics o

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Snodgrass, Joan G., and June Corwin. "Pragmatics of measuring recognition memory: Applications to dementia and amnesia." Journal of Experimental Psychology: General 117, no. 1 (1988): 34–50. http://dx.doi.org/10.1037/0096-3445.117.1.34.

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48

Hagler, Debra A., and Sarah K. Brem. "Reaching agreement: The structure & pragmatics of critical care nurses’ informal argument." Contemporary Educational Psychology 33, no. 3 (2008): 403–24. http://dx.doi.org/10.1016/j.cedpsych.2008.05.002.

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Moore, Chris, and Jane Davidge. "The development of mental terms: pragmatics or semantics?" Journal of Child Language 16, no. 3 (1989): 633–41. http://dx.doi.org/10.1017/s030500090001076x.

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ABSTRACTThe distinctions between the mental terms, know, think and sure was examined in an experiment with 60 children between three and six years of age. The children were required to find an object hidden in one of two places. Their only clues were two statements involving contrasting mental terms, with each statement referring to one of the possible hiding places. Results showed a significant improvement with age for the know-think and sure-think contrasts, with think treated as a less reliable index of location than both know and sure by four to five years of age. No change with age was fo

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Kovacs, Thomas. "A Survey of American Speech-Language Pathologists' Perspectives on Augmentative and Alternative Communication Assessment and Intervention Across Language Domains." American Journal of Speech-Language Pathology 30, no. 3 (2021): 1038–48. http://dx.doi.org/10.1044/2020_ajslp-20-00224.

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Purpose The aim of the study was to collect information about American speech-language pathologists' preprofessional training, practice, self-perceived competence, adequacy of resources, and interest in continuing education related to augmentative and alternative communication (AAC) assessment and intervention strategies addressing each of the five language domains: semantics, pragmatics, phonology, morphology, and syntax. Method An anonymous online survey of American speech-language pathologists was conducted. Results A majority of participants rated their preprofessional training for assessi

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