10. Components of pragmatic ability and children’s pragmatic language development

O’Neill, Daniela K.

doi:10.1515/9783110214215.261

Cited by 23 publications

(21 citation statements)

References 50 publications

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“…This view has also been supported by empirical research in children with and without communication disorders, suggesting that, for some kinds of pragmatics, a sentence may be fully interpretable based on pragmatic norms and the context as provided from the listeners' egocentric point of view, without the need to infer the speakers' mental state (de Villiers et al, 2007; Kissine, 2012; O'Neill, 2012; Kissine et al, 2015; Janke and Perovic, 2016). …”

Section: Two Different Pragmatic Skills: Linguistic- Vs Social-pragmmentioning

confidence: 91%

The Contribution of Grammar, Vocabulary and Theory of Mind in Pragmatic Language Competence in Children with Autistic Spectrum Disorders

Andrés‐Roqueta

Katsos

2017

Front. Psychol.

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Section: Two Different Pragmatic Skills: Linguistic- Vs Social-pragmmentioning

confidence: 91%

The Contribution of Grammar, Vocabulary and Theory of Mind in Pragmatic Language Competence in Children with Autistic Spectrum Disorders

Andrés‐Roqueta

Katsos

2017

Front. Psychol.

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“…QCEL. The QCEL (Camaioni et al, 1991; translation of the original Italian version; see Supplemental Material S3 for a full description) is designed to assess the development of children's verbal and nonverbal communicative abilities, especially use of gestures and words (see Dromi, 2003;Longobardi, Rossi-Arnaud, & Spataro, 2011, 2012. We used only Form II of QCEL.…”

Section: Methodsmentioning

confidence: 99%

“…The "Language Use Inventory: An Assessment for Young Children's Pragmatic Language Development" (LUI;O'Neill, 2009O'Neill, , 2012) is a standardized parent report instrument that provides a detailed picture of the order of emergence of pragmatic language abilities in children between 18 and 47 months of age. Pragmatics is defined as the ability to use language effectively and appropriately in social interactions with others (Bates, 1976;O'Neill, 2012O'Neill, , 2014. The LUI aims at measuring the emergence of these skills via 14 subscales, amounting to a total of 180 questions with 95% of the items having a yes/no answer format.…”

Section: The Lui and Its Advantagesmentioning

confidence: 99%

Ratunku! or Just Tunku! Evidence for the Reliability and Concurrent Validity of the Language Use Inventory–Polish

Białecka‐Pikul

Filip

Stępień–Nycz

et al. 2019

J Speech Lang Hear Res

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Purpose: To date, there is no tool for assessing early pragmatic development of Polish-speaking children. This study aimed to adapt to Polish a standardized parent report measure, the Language Use Inventory (LUI; O'Neill, 2009, in order to enable cross-cultural comparisons and to use the LUI-Polish to screen for pragmatic development in children 18-47 months of age. We concentrated on the sociocultural and functional adaptation of LUI and aimed to demonstrate its reliability, developmental sensitivity, and concurrent validity. Method: Parents completed an online version of LUI-Polish, longitudinally at 3 time points (when the child was 20, 32, and 44 months old). In addition, parents completed the Polish adaptations of the Questionnaire for Communication and Early Language at 22 months and the Language Development Survey at 24 months. Children's spontaneous speech was assessed at 24 months, and their expressive and receptive vocabulary was assessed at 36 months. Results: All 3 parts of the LUI-Polish (Gestures, Words, and Sentences) showed very good levels of internal consistency at each time point. Significant correlations were observed between all parts of the LUI-Polish at all 3 measurement time points. The expected developmental trajectory was observed for boys and girls providing evidence of its developmental sensitivity for children between the ages of 2 and 4 years: an increase with age in the total score (due to an increase in Words and Sentences) and a decrease in Gestures. Supporting concurrent validity, significant correlations were found between children's performance on (a) the LUI-Polish at 20 months and the Questionnaire for Communication and Early Language at 22 months as well as the Language Development Survey and spontaneous speech measures at 24 months and (b) the LUI-Polish at 32 months and the 2 measures of vocabulary comprehension and production at 36 months. Conclusion: The Polish adaptation of the LUI demonstrated good psychometric properties that provide a sound basis for cross-cultural comparisons and further research toward norming of the LUI-Polish. Moreover, the expected developmental trajectory in the pragmatic development of Polish children was observed.

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“…Bezuidenhout & Stroda, 1998;Spencer, 2001), there is still a need for systematic and detailed research focused on the development of children's ability to utilize different kinds of contextual information in social-pragmatic comprehension (see also: O'Neill, 2012). Moreover, it is important to develop new, research-based social-pragmatic comprehension tasks in order to assess the ability to utilize contextual cues and understand intentions (see also: O'Neill, 2012O'Neill, , 2014.…”

Section: The Present Studymentioning

confidence: 99%

“…During daily communication people also need to be aware that individuals may possess differing mental perspectives and expectations that must be taken into account in order to effectively understand the meaning of the utterance (O'Neill, 2012). The ability to take into account the mental perspective of others is traditionally called Theory of Mind (ToM), defined as a person's ability to infer one's own and others' mental states, such as beliefs and intentions, and behave accordingly (Baron- Cohen, 2000;Premack & Woodroff, 1978).…”

Section: Introductionmentioning

confidence: 99%

Understanding Contextual and Social Meaning in Typically Developing Finnish-Speaking Four- To Eight-Year-Old Children

Loukusa

Mäkinen

Gabbatore

et al. 2017

Psychology of Language and Communication

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This study examined the development of social-pragmatic comprehension in 170 Finnish four-to eight-year-old children. The children were asked to respond to socially and contextually demanding questions targeting their social-pragmatic language processing, and to explain their correct answers in order to elicit their awareness of how they had derived the answers from the context. The results showed that the number of correct answers increased especially between the ages of four and seven years. We found that questions demanding contextual processing without mind-reading were the easiest to understand, followed by questions demanding processing of feelings of others and false beliefs. The questions demanding understanding of relevant language use and processing of contextual factors including mental states and intentions were the most challenging for the children. Between four and five years of age there was a remarkable developmental phase in children's ability to give proper explanations.

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10. Components of pragmatic ability and children’s pragmatic language development

Cited by 23 publications

References 50 publications

The Contribution of Grammar, Vocabulary and Theory of Mind in Pragmatic Language Competence in Children with Autistic Spectrum Disorders

The Contribution of Grammar, Vocabulary and Theory of Mind in Pragmatic Language Competence in Children with Autistic Spectrum Disorders

Ratunku! or Just Tunku! Evidence for the Reliability and Concurrent Validity of the Language Use Inventory–Polish

Understanding Contextual and Social Meaning in Typically Developing Finnish-Speaking Four- To Eight-Year-Old Children

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