Acquiring Pragmatics: Social and Cognitive Perspectives by Sandrine Zufferey PDF

By Sandrine Zufferey

ISBN-10: 1315747952

ISBN-13: 9781315747958

Buying Pragmatics deals a accomplished synthesis of state of the art learn at the acquisition of pragmatics. It introduces the present themes of analysis in theoretical pragmat- ics, and explores the problems they elevate for language acquisition study and the recent experi- psychological designs which have been built to handle them.
While each one bankruptcy covers one subject extensive, it additionally areas a robust emphasis at the underlying methodological facets of every factor, as a way to support the reader to boost their very own experimental designs. Key themes coated include:

the interfaces among pragmatics and language acquisition

the social facets of pragmatic competence

the cognitive facets of pragmatic competence

the acquisition of pragmatics in autistic spectrum issues and moment language

Acquiring Pragmatics is vital studying for complex undergraduate and graduate scholars learning pragmatics and language acquisition.

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Extra resources for Acquiring Pragmatics: Social and Cognitive Perspectives

Example text

Joint attention is also an important step for the development of theory of mind abilities. Baron-Cohen (1995) argued that children develop a cognitive module called ‘shared attention mechanism’ at the age of 18 months, representing the main precursor of full-fledged theory of mind abilities. Tomasello (2004) also argued that aspects of theory of mind abilities such as joint attention and intention reading are foundational processes for word learning. Tomasello and Todd (1983) investigated joint attentional interactions between mothers and their 12- to 18-month-old children and measured the size of children’s vocabulary at the end of the study.

From birth to 18 months Almost immediately after their birth, babies already possess a number of skills in the perception of language. They are able to recognize the speech of their mother and to discriminate between speech and non-speech. , 1988). They can even discriminate a number of prosodic differences of stress and accent (Christophe, Dupoux, Bertonicini & Mehler, 1994). By the age of four months, they show a preference for listening to words rather than other sounds (Colombo & Bundy, 1983) and start playing with the production of sounds.

1995). Infants’ detection of sound patterns of words in fluent speech. Cognitive Psychology, 29(1), 1–23. 38 Introduction Jusczyk. P. & Hohne, E. (1997). Infants’ memory for spoken words. Science, 277(5334), 1984–1986. , & Luce, C. (1994). Infants’ sensitivity to phonotactic patterns in the native language. Journal of Memory and Language, 33(5), 630–645. Kanner, L. (1943). Autistic disturbances of affective contact. Nervous Child, 2, 217–250. Karmiloff-Smith, A. (1986). Some fundamental aspects of language development after age 5.

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Acquiring Pragmatics: Social and Cognitive Perspectives by Sandrine Zufferey

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