No abstract

Verbal communication leaves room for interpretative disputes. Speakers can argue about what they mean by their words and negotiate their commitments in conversation. This article examines the deniability of implicitly communicated contents and addresses the question of what makes an act of denial seem more or less plausible to the addressee. I argue that denials bring about a process of reconstruction of the context of interpretation of the speaker's utterance and I illustrate how considerations of cognitive utility are the key determinant for distinguishing plausible from merely possible deniability.

The experimental pragmatics literature has extensively investigated the ways in which distinct contextual factors affect the computation of scalar inferences, whose most studied example is the one that allows “Some X-ed” to mean Not all X-ed. Recent studies from Bonnefon et al. (2009, 2011) investigate the effect of politeness on the interpretation of scalar utterances. They argue that when the scalar utterance is face-threatening (“Some people hated your speech”) (i) the scalar inference is less likely to be derived, and (ii) the semantic interpretation of “some” (at least some) is arrived at slowly and effortfully. This paper re-evaluates the role of politeness in the computation of scalar inferences by drawing on the distinction between “comprehension” and “epistemic assessment” of communicated information. In two experiments, we test the hypothesis that, in these face-threatening contexts, scalar inferences are largely derived but are less likely to be accepted as true. In line with our predictions, we find that slowdowns in the face-threatening condition are attributable to longer reaction times at the (latter) epistemic assessment stage, but not at the comprehension stage.

Any form of overt communication, be it gestural or linguistic, involves pragmatic skills. This article investigates the social–cognitive foundations of pragmatic development from infancy to late childhood and argues that it is driven by, among other things, the emergence of the capacities to assess the communicator's competence (e.g. perceptual access, epistemic states) and honesty. We discuss the implications of this proposal and show how it sheds new light on the developmental trajectory of a series of pragmatic phenomena, with a specific focus on the development of irony comprehension.

No abstract