Lexical pragmatics and theory of mind: the acquisition of connectives
Gespeichert in:
| Beteilige Person: | |
|---|---|
| Format: | Hochschulschrift/Dissertation Buch |
| Sprache: | Englisch |
| Veröffentlicht: |
Amsterdam [u.a.]
Benjamins
2010
|
| Schriftenreihe: | Pragmatics & beyond
201 |
| Schlagwörter: | |
| Links: | http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=020661670&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA |
| Umfang: | VIII, 192 S. |
| ISBN: | 9789027256058 9789027287571 |
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Datensatz im Suchindex
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| adam_text | LEXICAL PRAGMATICS AND THEORY OF MIND THE ACQUISITION OF CONNECTIVES
SANDRINE ZUFFEREY UNIVERSITY OF GENEVA JOHN BENJAMINS PUBLISHING COMPANY
AMSTERDAM / PHILADELPHIA TABLE OF CONTENT ACKNOWLEDGMENTS IX
INTRODUCTION 1 CHAPTER 1 THE CONCEPT OF THEORY OF MIND IN PRAGMATICS 5
1.1 DEFINING THEORY OF MIND 6 1.1.1 THE FALSE BELIEF TASK 7 1.1.2
PROBLEMS AND CONTROVERSIES RELATED TO THE FALSE BELIEF TASK 8 1.1.3
ACQUIRED CONCEPT OR INNATE MENTAL MODULE? 10 1.1.4 ARGUMENTS FROM THE
NE.UROSCIENCE OF THEORY OF MIND 13 1.2 THEORY OF MIND AND THEORIES OF
VERBAL COMMUNICATION 15 1.2.1 THE CODE MODEL OF COMMUNICATION 15 1.2.2
GRICES MODEL OF COMMUNICATION 16 1.2.3 RELEVANCE THEORY 19 1.2.4 A
SPECIALIZED SUB-MODULE OF THEORY OF MIND DEDICATED TO VERBAL
COMMUNICATION? 22 1.3 SUMMARY 24 CHAPTER 2 THE CO-ACQUISITION OF
LANGUAGE AND THEORY OF MIND 27 2.1 THE MAIN STAGES OF LANGUAGE
ACQUISITION 28 2.2 THE DEVELOPMENT OF THEORY OF MIND ABILITIES 30 2.2.1
THE MAIN STAGES OF THEORY OF MIND DEVELOPMENT 30 2.2.1.1 VERY YOUNG
CHILDREN (0-18 MONTHS) 31 2.2.1.2 18 MONTHS 32 2.2.1.3 FROM 18 MONTHS TO
3 YEARS 33 2.2.1.4 FROM 3 TO 6 YEARS 33 2.2.1.5 AFTER 6 YEARS 35 2.2.2
WHAT DO THE DEVELOPMENTAL STAGES OF THEORY OF MIND TELL US ABOUT THE
NATURE OF THIS COGNITIVE ABILITY? 35 2.2.3 INDIVIDUAL DIFFERENCES IN
THEORY OF MIND DEVELOPMENT 38 VI LEXICAL PRAGMATICS AND THEORY OF MIND
2.3 INTERDEPENDENCE OF LANGUAGE AND THEORY OF MIND 39 2.3.1 PRAGMATIC
COMPETENCE: BETWEEN LANGUAGE AND THEORY OF MIND 40 2.3.2 THE ROLE OF
LANGUAGE IN THEORY OF MIND DEVELOPMENT 42 2.3.2.1 LANGUAGE AS A TRIGGER
FOR THEORY OF MIND ABILITIES 43 2.3.2.2 ARE SOME ASPECTS OF LANGUAGE
SPECIFICALLY RELATED TO THEORY OF MIND? 45 2.3.2.3 WHAT THE STUDY OF
ADULT APHASICS CAN TELL US ABOUT THE RELATION BETWEEN LANGUAGE AND
THEORY OF MIND 47 2.3.3 THEORY OF MIND DEVELOPMENT AS A PRE-REQUISITE
FOR LANGUAGE ACQUISITION 48 2.3.4 THE DEVELOPMENT OF LANGUAGE AND THEORY
OF MIND: A MUTUAL INFLUENCE SCENARIO 49 2.4 SUMMARY 50 CHAPTER 3
INSIGHTS FROM AUTISM ON LANGUAGE AND THEORY OF MIND 53 3.1 AUTISM: A
DEFINITION 53 3.1.1 THE BIOLOGICAL BASIS OF AUTISM 54 3.1.2 THE AUTISTIC
SPECTRUM 55 3.1.2.1 ASPERGER SYNDROME 56 3.1.2.2 SEMANTIC-PRAGMATIC
DISORDER 56 3.2 LANGUAGE AND COMMUNICATION IMPAIRMENTS IN AUTISM 58
3.2.1 HANDLING THE FORMAL ASPECTS OF LANGUAGE 58 3.2.2 PRAGMATIC
ABILITIES 60 3.2.2.1 THE SOCIAL SIDE OF PRAGMATICS 61 3.2.2.2 THE
COGNITIVE SIDE OF PRAGMATICS 61 3.3 THE MINDBLINDNESS HYPOTHESIS 63
3.3.1 THE NATURE OF THEORY OF MIND IMPAIRMENT IN AUTISM 63 3.3.2
LANGUAGE AND COMMUNICATION DEFICITS RELATED TO THEORY OF MIND 64 3.4 THE
WEAK CENTRAL COHERENCE HYPOTHESIS 66 3.4.1 A COGNITIVE STYLE BIASED
TOWARDS THE TREATMENT OF DETAILS 66 3.4.2 COMMUNICATIVE IMPAIRMENTS DUE
TO WEAK CENTRAL COHERENCE 67 3.5 OTHER PATHOLOGIES ASSOCIATED WITH A
DEFICIT IN THEORY OF MIND 68 3.5.1 SCHIZOPHRENIA 69 3.5.2
RIGHT-HEMISPHERE DAMAGE 70 3.6 SUMMARY 71 TABLE OF CONTENT VN CHAPTER 4
LANGUAGE AS A WINDOW INTO CHILDREN S DEVELOPING THEORY OF MIND 73 4.1
THEORY OF MIND IN LANGUAGE 74 4.1.1 EVIDENTIALS 74 4.1.2 MODAL VERBS 77
4.1.3 WORDS FOR MENTAL STATES 78 4.1.4 SYNTAX AND THEORY OF MIND 79 4.2
ACQUIRING THE LANGUAGE OF THEORY OF MIND 82 4.2.1 METHODOLOGICAL
CONSIDERATIONS 82 4.2.2 THE ACQUISITION OF MENTAL STATE TERMS 83 4.2.3
THE ACQUISITION OF MODAL VERBS 86 4.2.4 THE ACQUISITION OF EVIDENTIAL
MORPHOLOGY 88 4.2.5 THE ACQUISITION OF EMBEDDED STRUCTURES 90 4.3
SUMMARY 94 CHAPTER 5 DISCOURSE CONNECTIVES AND THEORY OF MIND 97 5.1 THE
NOTION OF DOMAINS OF USE 98 5.1.1 SWEETSER S TRIPARTITE DIVISION 98
5.1.2 ALTERNATIVE PROPOSALS 100 5.2 A COGNITIVE ANALYSIS OF DOMAINS OF
USE 10 3 5.2.1 DOMAINS OF USE AND THEORY OF MIND 103 5.2.2 DOMAINS OF
USE AND PROCESSING COST 104 5.2.3 PREVIOUS EMPIRICAL DATA ON PROCESSING
COST 107 5.3 HYPOTHESES REGARDING THE ACQUISITION OF DOMAINS OF USE 110
5.4 THE DOMAINS OF USE OF FRENCH CAUSAL CONNECTIVES 113 5.5 THE
PROCEDURAL MEANING OF PUISQUE 115 5.5.1 PREVIOUS ANALYSES OF PUISQUE 115
5.5.2 PUISQUE AS A MARKER OF ECHOIC USE OF LANGUAGE 117 5.5.3 PUISQUE
AND THEORY OF MIND ABILITIES 120 5.6 SUMMARY 122 CHAPTER 6 EMPIRICAL
STUDY ON THE ACQUISITION OF THE FRENCH CONNECTIVE PARCE QUE 123 6.1 THE
ACQUISITION OF DOMAINS OF USE 123 6.1.1 KYRATZIS, GUO AND ERVIN-TRIPP
124 6.1.2 SPOOREN AND SANDERS 126 6.1.3 EVERS-VERMEUL 127 6.1.4
COMPARISON OF RESULTS 129 VIII LEXICAL PRAGMATICS AND THEORY OF MIND 6.2
THE ACQUISITION OF THE FRENCH CONNECTIVE PARCE QUE: A CORPUS STUDY 131
6.2.1 DATA 131 6.2.2 METHODOLOGY 131 6.2.3 RESULTS 134 6.3 DISCUSSION OF
RESULTS 137 6.3.1 ORDER OF ACQUISITION AND COGNITIVE COMPLEXITY 138
6.3.2 THE ACQUISITION OF EPISTEMIC USES AND THEORY OF MIND DEVELOPMENT
139 6.3.3 COGNITIVE COMPLEXITY OR PARENTAL INPUT? 141 6.4 THE USE OF
PARCE QUE BY AUTISTIC CHILDREN 144 6.5 SUMMARY 146 CHAPTER 7 EMPIRICAL
STUDY ON THE ACQUISITION OF THE FRENCH CONNECTIVE PUISQUE 147 7.1 CORPUS
DATA FOR THE ACQUISITION OF PUISQUE 148 7.1.1 PRODUCTION OF PUISQUE
BETWEEN AGE TWO AND FOUR 148 7.1.2 PARENTAL INPUT FOR THE CONNECTIVE
PUISQUE 151 7.2 THE ACQUISITION OF IRONY 152 7.2.1 DEVELOPMENTAL DATA
152 7.2.2 MEASURES USED TO TEST THE COMPREHENSION OF IRONY 154 7.3 THE
DEVELOPMENT OF SECOND-ORDER THEORY OF MIND ABILITIES 15 7 7.3.1 THE
PERNER AND WIMMER TEST 157 7.3.2 THE EARLIEST AGE OF SUCCESS FOR
SECOND-ORDER THEORY OF MIND TESTS 158 7.4 DESIGN OF AN EXPERIMENT ON THE
ACQUISITION OF PUISQUE 161 7.4.1 SUBJECTS 161 7.4.2 MATERIAL 161 7.4.3
PROCEDURE 164 7.5 RESULTS 165 7.6 DISCUSSION 167 7.6.1 COMPARISON WITH
PREVIOUS STUDIES 167 7.6.2 PUISQUE VERSUS PARCE QUE 169 7.6.3
CORRELATIONS BETWEEN PUISQUE AND SECOND-ORDER THEORY OF MIND 170 7.6.4
THE ROLE OF PUISQUE FOR THE COMPREHENSION OF IRONY 170 7.6.5
DEVELOPMENTAL EFFECT 171 7.7 SUMMARY 172 CONCLUSION 173 BIBLIOGRAPHY 177
INDEX 191
|
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| title | Lexical pragmatics and theory of mind the acquisition of connectives |
| title_auth | Lexical pragmatics and theory of mind the acquisition of connectives |
| title_exact_search | Lexical pragmatics and theory of mind the acquisition of connectives |
| title_full | Lexical pragmatics and theory of mind the acquisition of connectives Sandrine Zufferey |
| title_fullStr | Lexical pragmatics and theory of mind the acquisition of connectives Sandrine Zufferey |
| title_full_unstemmed | Lexical pragmatics and theory of mind the acquisition of connectives Sandrine Zufferey |
| title_short | Lexical pragmatics and theory of mind |
| title_sort | lexical pragmatics and theory of mind the acquisition of connectives |
| title_sub | the acquisition of connectives |
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