Intention comprehension in (indirect) communication.
In every-day conversation, what a speaker says and what s/he actually intends the recipient to know or do often differ from each other. Thus, listeners need to make inferences and go beyond the utterance in order to derive the speaker’s actual meaning and social intention.
- At which age do infants and preschool children make such complex inferences?
- Do we indeed need a Theory of Mind to infer the relevance of others’ communicative behavior?
- What’s the role of ostensive communicative cues in complex indirect communication?
- How is children’s social behavior influenced by communication?
Cognitive abilities required for pragmatically successful communication.
Development of pragmatic, linguistic, and cognitive abilities across childhood.
Pragmatic abilities in children with Autism Spectrum Disorder, Specific Language Impairment and Pragmatic Language Impairment.
Vocabulary acquisition in infants, preschoolers and school-aged children.
Dr. Cornelia Schulze 