
Pragmatics at Issue
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Content
- PRAGMATICS AT ISSUE
- Editorial page
- Title page
- Copyright page
- Table of contents
- Preface
- Preschoolers' active search for pragmatic knowledge
- Method
- Subjects
- Procedure
- Results
- Discussion
- NOTE
- Children's pragmatic knowledge of narrative tasks
- 1. Introduction
- 1.1 Interactional approach to the analysis of children's narration
- 1.2 Pragmatic knowledge of narration interaction (narrative tasks and presuppositions about the listener)
- 2. Study I. Experiment and data characterization
- 2.1 Experimental design
- 2.2 Results
- 2.2.1 Content of narrative text: Choice of reference situations
- 2.2.2 Informational organization of narration: Category choice
- 2.3 Conclusion
- 3. Study II. The test study. Design and data characterization
- 3.1 The test situation: Hypothesis
- 3.2 The text study
- 3.3 Results
- 3.3.1 Picture content and narrative strategy
- 3.3.2 Narrative strategy distribution across situations
- 3.3.3 Constancy and change in individual children's narrative strategy
- 3.4 Conclusion
- 4. Discussion
- NOTES
- Appendix 1
- Appendix 2
- Psychopragmatics vs. sociopragmatics: the function of pragmatic markers in thinking-aloud protocols
- 1. Psycholinguistic processes in problem-solving protocols
- 1) Lexical choices
- b) Modal and illocutionary markers ("Prise en charge")
- c) Topic/comment structure
- d) Connectives
- 2. Psychopragmatics and mental models
- 3. Psychopragmatics and sociopragmatics
- Semantics, pragmatics, and situated meaning
- Some aspects of hyponymy
- Categories and cognitive models
- Yankee kinship terminology
- The concept of [mother]
- The concept of [physician]
- Conclusion
- NOTE
- Conceptual and semantic co-ordination in children's dialogue
- Introduction
- Referential communicative skills of childre
- Coordination in adult dialogue
- Co-ordination in children
- 1. Comparison of intra-dialogue co-ordination
- 2. Improvements in co-ordination across games
- 3. Convergence and change of description schemes across games
- Discussion of results
- How much pragmatics and how much grammar: the case of Haruai
- 1. Introduction
- 2. Noun phrase relations in Haruai
- 3. Avoiding multiple unmarked noun phrases
- 4. Other evidence for Haruai as a "pragmatic" language
- 5. Conclusions
- NOTES
- A sociolinguistic model of successful speech act construction
- 1. Introduction: Limitations of traditional speech act theory
- 2. Analysis
- 2.1 The form of speech acts: The notion of 'success'
- 2.2 Distinguishing between Searle's 'differences'
- 2.3 The notion of STRENGTH
- 2.4 A model of speech act construction
- 2.5 Motivations for the analysis
- 3. Conclusion: Predictive results
- NOTES
- Towards a model for generating cleft sentences
- 1. Introduction
- 1.1. Some terms
- 2. The discourse functions of clefts
- 2.1 The correction move
- 2.2 The continuation move
- 2.3 The fill move
- 3. Generating corrections
- 3.1 A general principle for corrections
- 3.2 Types of correction move
- 3.2.1 Relating a different argument to an existing predicate
- 3.2.2 Relating a different predicate to an existing argument
- 3.3 Arranging propositions as correction clefts
- 3.4 Correcting directly and indirectly
- 3.5 Knowledge required for correction moves
- 4. Generating continuations
- 4.1 The types of continuation move
- 4.1.1 Simple continuations
- 4.1.2 Complex continuations
- 4.1.3 Information arrangement in continuations
- 4.2 Knowledge required for continuation moves
- 5. Summary and additional issues
- NOTES
- Four properties of speech-in-interaction and the notion of translocutionary act
- 1. Introduction
- 2.1 Multifunctionality
- 2.2 Reflexivity
- 2.3 Interactivity
- 2.4 Sequentiality
- 3.1 An Italian narrative
- 3.2 Narrative structure
- 3.3 Evaluation
- 3.3.1 Italian subject pronouns
- 3.3.2 Negative evaluation
- 3.3.3 Explicit evaluation
- 3.4 Properties of the demonstrative
- 4. Translocutionary acts
- NOTES
- The study of argumentation from a speech act perspective
- Introduction
- 1. The speech act perspective in the Philosophical Estate
- 2. The speech act perspective in the Theoretical Estate
- 3. The speech act perspective in the Reconstruction Estate
- 4. The speech act perspective in the Empirical Estate
- 5. The speech act perspective in the Practical Estate
- NOTES
- Intentional ascription, autism and troubles with content
- Introduction
- 1. Intentional ascription ability
- 2. Intentional ascription and language
- 3. Content and language of thought
- 4. Ascription and asymmetry
- 5. Intentional ascription and interaction
- 6. Towards a non-representationalist methodology
- 7. Conclusion
- NOTES
- Children's referential communication in a game situation
- 1. Introduction
- 2. Method
- 2.1 Subjects
- 2.2 Material
- 2.3 Design and procedure
- 2.4 Scoring
- 3. Results
- 3.1 Speaker's use of unambiguous/ambiguous messages
- 3.2 Speaker's completion of information in response to the adequacy question
- 3.3 Listener's request for clarification
- 3.4 The listener's choice of card
- 3.5. Choice of ambiguously described card in relation to "expected" choice
- 3.6 Information from previous game rounds
- 4. Discussion
- NOTE
- Towards a computational theory of speech acts
- 1. Speech act generation
- 1.1 Knowing what to say
- 1.2 Knowing how to say it
- 2. Speech act representations
- 2.1. Illocutionary acts and the discourse dimension
- 2.1.1 The pervasiveness of discourse relations
- 2.1.2 Representations and discourse structure
- 2.2 Illocutionary acts and speech acts
- 3. Speech act recognition
- NOTES
- The description of utterances in conversation
- 1. Introduction
- 2. Criteria of characterization
- 3. Actual function and potential functions
- 4. Nature of categorial labels
- 5. Descriptive criteria
- 5.1 Structural location
- 5.2 Prospected response
- 6. A taxonomy of discourse acts
- 6.1 Primary classes
- 6.2 Secondary classes
- 7. Concluding remarks
- NOTES
- Primal content and actual content: an antidote to literal meaning
- 1. Introduction
- 2. The right-wing orthodoxy
- 2.1 The left-wing challenge
- 2.2 The right-wing defense
- 2.2.1 A note on polysemy
- 3. The new problem
- 4. The new picture
- 4.1 Primal content, logical form, and semantic form
- 4.2 The sensible speaker/hearer
- 4.3 Ordinary content
- 4.4 Idiomaticity and indirect speech acts
- 4.5 Conventionalized metaphor
- 4.6 Inferring actual content
- 5. Other objections to literal meaning
- 5.1 An example
- 5.2 Psychological considerations
- 5.3 Vagueness
- 6. Summary
- 7. Acknowledgments
- NOTES
- REFERENCES
- Index of names
- Index of subjects
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