Exploring the Role of Conventionality in Children's Interpretation of Ironic Remarks

Autor/in	Burnett, Debra L.
Titel	Exploring the Role of Conventionality in Children's Interpretation of Ironic Remarks
Quelle	In: Journal of Child Language, 42 (2015) 6, S.1267-1288 (22 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-0009
DOI	10.1017/S0305000914000798
Schlagwörter	Child Language; Young Children; Figurative Language; Comprehension; Discourse Analysis; Semantics; Task Analysis; Experiments; Oral Language; English; Statistical Analysis; Cues; Suprasegmentals; Inferences; Cognitive Ability; Language Acquisition; Language Tests + Suchen Sie Ihr Suchwort? 'Children''s language'; Kindersprache; Frühe Kindheit; Verstehen; Verständnis; Diskursanalyse; Semantik; Aufgabenanalyse; Erprobung; Oral interpretation; Mündlicher Sprachgebrauch; English language; Englisch; Statistische Analyse; Stichwort; Inference; Inferenz; Denkfähigkeit; Sprachaneignung; Spracherwerb; Language test; Sprachtest
Abstract	Irony comprehension in seven- and eight-year-old children with typically developing language skills was explored under the framework of the graded salience hypothesis. Target ironic remarks, either conventional or novel/situation-specific, were presented following brief story contexts. Children's responses to comprehension questions were used to determine their understanding of the components of irony: speaker meaning, speaker attitude, and speaker intent. It was hypothesized that conventional remarks would be easier to comprehend than novel/situation-specific remarks because they are more likely to be familiar to the children. Results indicated that children demonstrated better comprehension of speaker meaning for conventional remarks than for novel/situation-specific remarks but no significant differences were found for inferring speaker attitude or speaker intent. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01