Development of the Intention to Communicate

Abstract

The development of the intention to communicate is examined. The process through which prelanguage infants learn to use communication as a goal is related to the coordination of three dimensions of causal knowledge, i.e., knowledge of means-end relationships, objective causality, and knowledge of causal agents. A development model of intention is proposed which identifies components of intention formation and intentional behavior which develop gradually in a hierarchical fashion related to causal development. Using this model as a conceptual framework, interpretations and predictions about communication development are made.

A Developmental Model for the Invention of Dilemmas

“…A model for describing the develop mental process of intention has been pro posed elsewhere [Harding, 1982]. This model is based on various components or facets of the concept 'intention' [Anscombe, 1957;Ryan, 1970;Eckensberger and Meacham, 1984] which may have distinct devel opmental courses dependent on the cogni tive abilities necessary for their occurrence.…”

“…The model based on these components has been used to examine the developmental process of the ontogenetic emergence of in tentional behaviors and their prerequisite cognitive abilities [Harding, 1982] and to examine the development of communication as a goal [Harding, 1984], This model may also be useful in examining the development of the recognition of dilemmas. Although the question remains whether we can find em pirical verification for the developmental se quence described below, the model can pro vide a framework for understanding what is required in the interpretation of dilemmas.…”

Desarrollo cognitivo y comunicación intencional preverbal: un estudio longitudinal multivariado

“…El análisis de la comunicación intencional como una relación medios-fines en la que interviene un adulto (al que el niño debe atribuir causalidad independiente como agente) y su paralelismo con el uso de instrumentos físicos ha llevado a algunos autores a postular su relación en términos de «prerrequisitos»: el desarrollo de la noción de causalidad del estadio V prerrequisito necesario para la aparición de la comunicación intencional (Bates, Camaioni y Volterra, 1975;Camaioni, Volterra y Bates, 1976;Harding y Golinkoff, 1979;Harding, 1982).…”

Infant Intentionality and the Attribution of Intentions to Infants

“…70ff. ;Chap pell and Sander, 1979, p. 107;Clark, 1978, p. 237;Harding, 1982;Hopkins, 1983;Newson, 1977Newson, , 1978Newson, , 1979Packer, 1983;Schaf fer, 1977], The ability to communicate is learned through the parent's use of the in fant's own spontaneous expressions of feel ings and other behaviors, prone to be social, as a basis for his or her own communication. Certain infant behaviors are thus given, through the 'as if condition, a context of social interaction eventually making them meaningful also to the infant.…”