Eye Gaze Provides a Window on Children's Understanding of Verbal Irony

Climie, Emma A.; Pexman, Penny M.

doi:10.1080/15248370802247939

Cited by 38 publications

(49 citation statements)

References 33 publications

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“…In a previous study, we presented the same puppet shows (with the same intonation cues as in the present study) to a group of 20 adults in order to verify that these shows were interpreted as intended (Climie and Pexman, 2008). We present the irony comprehension task results for that group of adults in Tables 3 and 4.…”

Section: Resultsmentioning

confidence: 85%

“…The design could, however, be tested for each dependent measure item-wise with repeated-measures ANOVA, in which items was treated as a random factor, because several participants' responses contributed to each cell in the design by items. As such, we adopted this item-wise approach to our analyses (see also Climie and Pexman 2008). Significant effects are followed up with contrasts using Bonferroni correction and significant contrasts are reported.…”

Section: Resultsmentioning

confidence: 99%

“…Twenty-four child-like puppets comprised the cast for the puppet shows, and small-scale props were used for each scenario (e.g., ski jump, tree). The scenarios involved activities familiar to the children in our sample (e.g., snowboarding, hide and seek) and the same scripts were used in a previous study (Climie and Pexman 2008). Both puppets were introduced to the participant before each show began.…”

Section: Methodsmentioning

confidence: 98%

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Processing of Ironic Language in Children with High-Functioning Autism Spectrum Disorder

Pexman

Rostad

McMorris

et al. 2010

J Autism Dev Disord

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We examined processing of verbal irony in three groups of children: (1) 18 children with high-functioning Autism Spectrum Disorder (HFASD), (2) 18 typically- developing children, matched to the first group for verbal ability, and (3) 18 typically-developing children matched to the first group for chronological age. We utilized an irony comprehension task that minimized verbal and pragmatic demands for participants. Results showed that children with HFASD were as accurate as typicallydeveloping children in judging speaker intent for ironic criticisms, but group differences in judgment latencies, eye gaze, and humor evaluations suggested that children with HFASD applied a different processing strategy for irony comprehension; one that resulted in less accurate appreciation of the social functions of irony.

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Section: Resultsmentioning

confidence: 85%

Section: Resultsmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 98%

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Processing of Ironic Language in Children with High-Functioning Autism Spectrum Disorder

Pexman

Rostad

McMorris

et al. 2010

J Autism Dev Disord

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“…Diversas investigaciones (Climie & Pexman, 2008;Dews, Winner, Kaplan, Rosenblatt, Hunt, Lim, McGovern, Qualter & Smarsh, 1996;Filippova & Astington, 2008, 2010Kümmerling Meibauer, 1999;Winner & Leekam, 1991, entre otras) señalan que a partir de los 5-6 años de edad los niños son capaces de prestar atención a rasgos de personalidad de los hablantes y a pistas sociales, lo que les permite identificar que en una expresión irónica las palabras no coinciden con la intención del hablante. Empiezan a entender que hay enunciados con los que el hablante no quiere dar a entender lo que dice literalmente sino que se propone transmitir algo más que el sentido literal de sus palabras (Creusere, 2000;Loukusa & Leinonen, 2008;Nilsen, Glenwright & Huyder, 2011; Nippold, 2007).…”

Section: La Ironía Verbal En El Desarrollo Lingüístico Tardíounclassified

“…A su vez, se sabe que la comprensión de la ironía mejora conforme el individuo avanza en edad. En este sentido, autores como Filippova (2014), Filippova y Astington (2008( ), Milosky (1994, Pexman y Glenwright (2007, 2010), Pexman y Harris (2003) y Winner y Leekam (1991), entre otros, plantean que existe un claro patrón de desarrollo en la capacidad para interpretar expresiones irónicas por parte de los niños que no termina a los 9 años de edad, lo que confirma que el progresivo cambio previsto en la interpretación de los componentes involucrados en la ironía se da muy entrado en la adolescencia.Diversas investigaciones (Climie & Pexman, 2008;Dews, Winner, Kaplan, Rosenblatt, Hunt, Lim, McGovern, Qualter & Smarsh, 1996;Filippova & Astington, 2008, 2010Kümmerling Meibauer, 1999;Winner & Leekam, 1991, entre otras) señalan que a partir de los 5-6 años de edad los niños son capaces de prestar atención a rasgos de personalidad de los hablantes y a pistas sociales, lo que les permite identificar que en una expresión irónica las palabras no coinciden con la intención del hablante. Empiezan a entender que hay enunciados con los que el hablante no quiere dar a entender lo que dice literalmente sino que se propone transmitir algo más que el sentido literal de sus palabras (Creusere, 2000;Loukusa & Leinonen, 2008;Nilsen, Glenwright & Huyder, 2011; Nippold, 2007).…”

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Algunas exploraciones en torno a la reflexión metalingüística sobre la ironía verbal en los años escolares

Zimmermann

Ruiz

Alcantar

2018

ELA

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Resumen El objetivo de esta investigación es observar la manera en que niños y adolescentes de edad escolar identifican y reflexionan sobre la ironía verbal. Para ello se trabajó con 30 participantes de tres edades distintas (9, 12 y 15 años; 10 participantes por grupo de edad). A cada participante se le presentaron de manera escrita cuatro enunciados iróni-cos y dos no-irónicos. Después de leer cada texto se le cuestionaba sobre lo que había querido decir el hablante con la expresión irónica y se le pedía que explicara por qué lo consideraba así. Los resultados del análisis señalan diferencias significativas por edad en la capacidad para identificar los textos irónicos, así como para reflexionar sobre los mismos mediante respuestas de contenido (relacionadas con el contenido del texto), forma (que hacen mención a la manera en que está construido el texto) y actuación (reflexiones en torno al impacto del texto sobre un potencial auditorio).Palabras clave: desarrollo lingüístico tardío; desarrollo pragmático; metalenguaje; distinción uso / mención; interpretación de la ironía AbstractThe present study addresses the way in which school-age children and adolescents identify and reflect on verbal irony. To this end, we worked with 30 participants (9, 12 and 15 years old, 10 participants per age group), each of whom was presented with four ironic and two non-ironic written expressions. After reading each text, participants were asked to state what they thought the speaker had meant with the ironic expression, and to provide an explanation for their answers. Our results showed significant differences between age groups in the ability to identify ironic texts and reflect on them using content responses (i. e. related with text content), form (referring to how the text is constructed), and performance (thoughts on the impact of the text on a potential recipient).Keywords: later language development; pragmatic development; metalanguage; use/ mention distinction; interpretation of irony La correspondencia relacionada con este artículo debe dirigirse a: Karina Hess Zimmermann karinahess@hotmail.com Algunas exploraciones en torno a la reflexión metalingüística sobre la ironía 11 Aplicada, año 35, número 66, diciembre de 2017, pp. 9-39 doi: 10.22201/enallt.01852647p.2017.66.827 Estudios de Lingüística1. Introducción La ironía verbal en el desarrollo lingüístico tardíoA través de los últimos años las investigaciones sobre la manera en que los niños y adolescentes interpretan la ironía verbal han aportado información importante al campo de la psicolingüística. Sin embargo, hasta la fecha los estudios que intentan explicar los aspectos involucrados en la interpretación y producción de la ironía verbal son relativamente escasos y predominan aquellos llevados a cabo con poblaciones angloparlantes. Por ende, resulta esencial analizar el desarrollo de la ironía verbal en poblaciones hispanohablantes, como se pretende hacer en esta investigación. Es sabido que la ironía verbal es una expresión lingüística compleja que para ser ...

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What Are You Really Saying? Associations between Shyness and Verbal Irony Comprehension

Mewhort-Buist

Nilsen

2012

Infant and Child Development

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Verbal irony exploits the ambiguity inherent in language by using the discrepancy between a speaker's intended meaning and the literal meaning of his or her words to achieve social goals. Irony provides a window into children's developing pragmatic competence. Yet, little research exists on individual differences that may disrupt this understanding. For example, verbal irony may challenge shy children, who tend to interpret ambiguous stimuli as being threatening and who have difficulty mentalizing in social contexts. We examined whether shyness is related to the interpretation of ironic statements. Ninety‐nine children (8–12 year olds) listened to stories wherein one character made either a literal or ironic criticism or a literal or ironic compliment. Children appraised the speaker's belief and communicative intention. Shyness was assessed using self‐report measures of social anxiety symptoms and shy negative affect. Shyness was not related to children's comprehension of the counterfactual nature of ironic statements. However, shyness was related to children's ratings of speaker meanness for ironic statements. Thus, although not related to the understanding that speakers intended to communicate their true beliefs, shyness was related to children's construal of the social meaning of irony. Such subtle differences in language interpretation may underlie some of the social difficulties facing shy children. Copyright © 2012 John Wiley & Sons, Ltd.

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Eye Gaze Provides a Window on Children's Understanding of Verbal Irony

Cited by 38 publications

References 33 publications

Processing of Ironic Language in Children with High-Functioning Autism Spectrum Disorder

Processing of Ironic Language in Children with High-Functioning Autism Spectrum Disorder

Algunas exploraciones en torno a la reflexión metalingüística sobre la ironía verbal en los años escolares

What Are You Really Saying? Associations between Shyness and Verbal Irony Comprehension

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