Lexical Pragmatics and Theory of Mind

Name: Lexical Pragmatics and Theory of Mind | The acquisition of connectives
Brand: John Benjamins Publishing Company
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The acquisition of connectives

Sandrine Zufferey(Autor*in)

John Benjamins Publishing Company

1. Auflage

Erschienen am 15. September 2010

IX, 192 Seiten

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Lexical Pragmatics and Theory of Mind
Editorial page
Title page
LCC data
Table of content
Acknowledgments
Introduction
1. The concept of theory of mind in pragmatics
1.1 Defining theory of mind
1.1.1 The false belief task
1.1.2 Problems and controversies related to the false belief task
1.1.3 Acquired concept or innate mental module?
1.1.4 Arguments from the neuroscience of theory of mind
1.2 Theory of mind and theories of verbal communication
1.2.1 The code model of communication
1.2.2 Grice's model of communication
1.2.3 Relevance theory
1.2.4 A specialized sub-module of theory of mind dedicated to verbal communication?
1.3 Summary
2. The co-acquisition of language and theory of mind
2.1 The main stages of language acquisition
2.2 The development of theory of mind abilities
2.2.1 The main stages of theory of mind development
2.2.2 What do the developmental stages of theory of mind tell us about the nature of this cognitive ability?
2.2.3 Individual differences in theory of mind development
2.3 Interdependence of language and theory of mind
2.3.1 Pragmatic competence: Between language and theory of mind
2.3.2 The role of language in theory of mind development
2.3.3 Theory of mind development as a pre-requisite for language acquisition
2.3.4 The development of language and theory of mind: A mutual influence scenario
2.4 Summary
3. Insights from autism on language and theory of mind
3.1 Autism: A definition
3.1.1 The biological basis of autism
3.1.2 The autistic spectrum
3.2 Language and communication impairments in autism
3.2.1 Handling the formal aspects of language
3.2.2 Pragmatic abilities
3.3 The mindblindness hypothesis
3.3.1 The nature of theory of mind impairment in autism
3.3.2 Language and communication deficits related to theory of mind
3.4 The weak central coherence hypothesis
3.4.1 A cognitive style biased towards the treatment of details
3.4.2 Communicative impairments due to weak central coherence
3.5 Other pathologies associated with a deficit in theory of mind
3.5.1 Schizophrenia
3.5.2 Right hemisphere damage
3.6 Summary
4. Language as a window into children's developing theory of mind
4.1 Theory of mind in language
4.1.1 Evidentials
4.1.2 Modal verbs
4.1.3 Words for mental states
4.1.4 Syntax and theory of mind
4.2 Acquiring the language of theory of mind
4.2.1 Methodological considerations
4.2.2 The acquisition of mental state terms
4.2.3 The acquisition of modal verbs
4.2.4 The acquisition of evidential morphology
4.2.5 The acquisition of embedded structures
4.3 Summary
5. Discourse connectives and theory of mind
5.1 The notion of domains of use
5.1.1 Sweetser's tripartite division
5.1.2 Alternative proposals
5.2 A cognitive analysis of domains of use
5.2.1 Domains of use and theory of mind
5.2.2 Domains of use and processing cost
5.2.3 Previous empirical data on processing cost
5.3 Hypotheses regarding the acquisition of domains of use
5.4 The domains of use of French causal connectives
5.5 The procedural meaning of puisque
5.5.1 Previous analyses of puisque
5.5.2 Puisque as a marker of echoic use of language
5.5.3 Puisque and theory of mind abilities
5.6 Summary
6. Empirical study on the acquisition of the French connective parce que
6.1 The acquisition of domains of use
6.1.1 Kyratzis, Guo and Ervin-Tripp
6.1.2 Spooren and Sanders
6.1.3 Evers-Vermeul
6.1.4 Comparison of results
6.2 The acquisition of the French connective parce que: A corpus study
6.2.1 Data
6.2.2 Methodology
6.2.3 Results
6.3 Discussion of results
6.3.1 Order of acquisition and cognitive complexity
6.3.2 The acquisition of epistemic uses and theory of mind development
6.3.3 Cognitive complexity or parental input?
6.4 The use of parce que by autistic children
6.5 Summary
7. Empirical study on the acquisition of the French connective puisque
7.1 Corpus data for the acquisition of puisque
7.1.1 Production of puisque between age two and four
7.1.2 Parental input for the connective puisque
7.2 The acquisition of irony
7.2.1 Developmental data
7.2.2 Measures used to test the comprehension of irony
7.3 The development of second-order theory of mind abilities
7.3.1 The Perner and Wimmer test
7.3.2 The earliest age of success for second-order theory of mind tests
7.4 Design of an experiment on the acquisition of puisque
7.4.1 Subjects
7.4.2 Material
7.4.3 Procedure
7.5 Results
7.6 Discussion
7.6.1 Comparison with previous studies
7.6.2 Puisque versus parce que
7.6.3 Correlations between puisque and second-order theory of mind
7.6.4 The role of puisque for the comprehension of irony
7.6.5 Developmental effect
7.7 Summary
Conclusion
Bibliography
Index
The Pragmatics & Beyond New Series

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