Linguistic and extralinguistic communication in deaf children

Marco, Ivan De; Colle, Livia; Bucciarelli, Monica

doi:10.1016/j.pragma.2006.08.009

Cited by 14 publications

(6 citation statements)

References 17 publications

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“…This makes an ironic utterance the most difficult phenomenon to produce, in terms of the complexity of the mental representations and number of conflicts involved (see Figure 1). The existence of an increasing trend of difficulty in the COMPREHENSION of standard speech acts, deceit, and irony, has been experimentally validated in children from six-and-a-half to ten years of age (Bucciarelli et al, 2003 ;De Marco, Colle & Bucciarelli, 2007 ;Bosco & Bucciarelli, 2008). In the present study, we extend these findings to production, empirically investigating the existence in children of an increasing trend of difficulty in producing standard, deceitful, and ironic communication acts in both the LINGUISTIC and EXTRALINGUISTIC domains.…”

Section: Complexity Of Mental Representations : Standard Deceitful mentioning

confidence: 62%

“…Default rules are always valid unless their consequences are explicitly denied (cf. The existence of an increasing trend of difficulty in the COMPREHENSION of standard speech acts, deceit, and irony, has been experimentally validated in children from six-and-a-half to ten years of age (Bucciarelli et al, 2003 ;De Marco, Colle & Bucciarelli, 2007 ;Bosco & Bucciarelli, 2008). Indeed, in Thus, in terms of the complexity of the mental representations involved, this is the simplest case we analyzed.…”

Section: Length Of the Inferential Chain : Simple And Complex Communimentioning

confidence: 93%

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Communicative abilities in children: An assessment through different phenomena and expressive means

et al. 2013

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Previous studies on children's pragmatic abilities have tended to focus on just one pragmatic phenomenon and one expressive means at a time, mainly concentrating on comprehension, and overlooking the production side. We assessed both comprehension and production in relation to several pragmatic phenomena (simple and complex standard communication acts, irony, and deceit) and several expressive means (linguistic, extralinguistic, paralinguistic). Our study involved 390 Italian-speaking children divided into three age groups: 5;0-5;6, 6;6-7;0, and 8;0-8;6. Children's performance on all tasks improved with their age. Within each age group, children responded more accurately to tasks involving standard communication than to those involving deceit and irony, across all expressive means and for both comprehension and production. Within each pragmatic phenomenon, children responded more accurately to simple acts than to complex ones, regardless of age group and expressive means, i.e., linguistic or extralinguistic. Overall results fit well with the Cognitive Pragmatics theory (Bara, 2010).

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Section: Complexity Of Mental Representations : Standard Deceitful mentioning

confidence: 62%

Section: Length Of the Inferential Chain : Simple And Complex Communimentioning

confidence: 93%

Communicative abilities in children: An assessment through different phenomena and expressive means

et al. 2013

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“…Language development is often delayed in deaf children of hearing parents ( Lederberg and Everhart, 1998 ) because the majority of hearing parents of deaf children have no prior experience using sign language to communicate ( DeMarco et al, 2007 ) and must adjust to their child’s hearing status. Parents may choose to learn sign language, they may choose to have their deaf child evaluated for cochlear implant candidacy, or they may do both of these things.…”

Section: Introductionmentioning

confidence: 99%

Modality use in joint attention between hearing parents and deaf children

et al. 2015

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The present study examined differences in modality use during episodes of joint attention between hearing parent-hearing child dyads and hearing parent-deaf child dyads. Hearing children were age-matched to deaf children. Dyads were video recorded in a free play session with analyses focused on uni- and multimodality use during joint attention episodes. Results revealed that adults in hearing parent-deaf child dyads spent a significantly greater proportion of time interacting with their children using multiple communicative modalities than adults in hearing parent-hearing child dyads, who tended to use the auditory modality (e.g., oral language) most often. While these findings demonstrate that hearing parents accommodate their children’s hearing status, we observed greater overall time spent in joint attention in hearing parent-hearing child dyads than hearing parent-deaf child dyads. Our results point to important avenues for future research on how parents can better accommodate their child’s hearing status through the use of multimodal communication strategies.

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“…In this population, comprehension and production of linguistic macrostructures are disturbed [4,5]. The available reports about impairment in pragmatic level of language after head trauma are more related to extralinguistic and paralinguistic facets [6][7][8][9]. Post-trauma linguistic disorder is accompanied by deficit in some cognitive skills including problem solving, working memory, and executive functions [10][11][12][13][14][15][16].…”

Section: Introductionmentioning

confidence: 99%