- Relevance inferences in preschoolers and infants.
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 children make such complex inferences?
– Do children indeed need a Theory of Mind to infer the relevance of others’ linguistic behavior?
– What’s the role of ostensive communicative cues in complex indirect communication?
– How is children’s social behavior influenced by communication?
- Comprehension and production of communicative intent.
- 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.
- School-aged childrens’ development of receptive vocabulary in typically developing children and in children with Special Language Impairment (SLI) who either attend a regular school or receive a special education.
- Vocabulary acquisition in infants and preschoolers.