
Contents
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20.1 Introduction 20.1 Introduction
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20.2 Building a lexicon: pragmatics in word learning 20.2 Building a lexicon: pragmatics in word learning
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20.2.1 Pragmatic sensitivity in early word learning 20.2.1 Pragmatic sensitivity in early word learning
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20.2.2 Using common ground in word learning 20.2.2 Using common ground in word learning
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20.2.3 Word learning and speaker belief 20.2.3 Word learning and speaker belief
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20.2.4 Pragmatic and discourse principles in word learning 20.2.4 Pragmatic and discourse principles in word learning
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20.3 Using the lexicon: pragmatics in early language comprehension 20.3 Using the lexicon: pragmatics in early language comprehension
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20.3.1 Reference comprehension 20.3.1 Reference comprehension
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20.3.2 Implicature comprehension 20.3.2 Implicature comprehension
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20.4 Conclusion 20.4 Conclusion
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Acknowledgments Acknowledgments
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20 Contributions of pragmatics to word learning and interpretation
Get accessMyrto Grigoroglou is Assistant Professor in the Department of Linguistics and the Cognitive Science Program at the University of Toronto. She obtained her PhD in Linguistics and Cognitive Science at the University of Delaware and was a postdoctoral fellow in the Department of Applied Psychology and Human Development at the University of Toronto (OISE). Her research focuses on understanding how children acquire meaning in their native language, and how children and adults produce and comprehend language in conversation.
Anna Papafragou is Professor in the Department of Linguistics at the University of Pennsylvania and the Director of the University’s interdisciplinary graduate program in Language and Communication Sciences. Her research focuses on how children acquire meaning in language, how language is used and understood, and how language interfaces with human perception and cognition. Papafragou is currently Associate Editor of Language Learning and Development and serves on the editorial board of Language Acquisition, Semantics and Pragmatics, and the Yearbook of Linguistic Variation. She is an elected fellow of the Association for Psychological Science and serves on the Governing Board of the Cognitive Science Society.
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Published:14 February 2022
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Abstract
This chapter focuses on the role of pragmatic reasoning in language learning and interpretation. The first half of the chapter assesses the extent to which young children use pragmatic mechanisms of intention recognition to build a mental lexicon (i.e., to learn new words). The second half discusses the extent to which children use pragmatic inference to employ their mental lexicon in conversation (i.e., to interpret known words). The evidence reviewed points to rich and massive effects of pragmatic reasoning in both domains. The sophistication of children’s pragmatic system and its relation to the mature adult system are discussed throughout the chapter.
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