Learning conventions and conventionality through conversation
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Maureen A. Callanan
Abstract
Despite assumptions that children learn linguistic and behavioral conventions through socialization, a systematic account of this developmental process is lacking. We ask how well existing evidence supports a sociocultural account explaining how children learn what is conventional, and that meanings are conventional. Specifically, we consider empirical support for two hypotheses: that parents provide systematic cues regarding conventions and conventionality to children, and that children learn from these cues. Considering research involving conventional word meanings, object uses, and social behaviors, we find impressive support for both hypotheses. Parent-child conversations may support children’s expectation that people within a community tend to know and use the same words, and have similar knowledge and expectations. Finally we discuss ongoing controversies and future research ideas.
Abstract
Despite assumptions that children learn linguistic and behavioral conventions through socialization, a systematic account of this developmental process is lacking. We ask how well existing evidence supports a sociocultural account explaining how children learn what is conventional, and that meanings are conventional. Specifically, we consider empirical support for two hypotheses: that parents provide systematic cues regarding conventions and conventionality to children, and that children learn from these cues. Considering research involving conventional word meanings, object uses, and social behaviors, we find impressive support for both hypotheses. Parent-child conversations may support children’s expectation that people within a community tend to know and use the same words, and have similar knowledge and expectations. Finally we discuss ongoing controversies and future research ideas.
Chapters in this book
- Prelim pages i
- Table of contents v
- Introduction 1
- The communicative infant from 0-18 months 13
- The development of speech acts 37
- Turn-taking 53
- Conversation Analysis and pragmatic development 71
- Ontogenetic Constraints on Grice’s Theory of Communication 87
- Two Pragmatic Principles in Language Use and Acquisition 105
- Learning conventions and conventionality through conversation 121
- The pragmatics of word learning 139
- The production and comprehension of referring expressions 161
- Scalar Implicature 183
- Children’s pragmatic use of prosodic prominence 199
- The Pragmatic Development of Humor 219
- “The elevator’s buttocks” 239
- Irony production and comprehension 261
- Narrative Development across Cultural Contexts 279
- Children’s understanding of linguistic expressions of certainty and evidentiality 295
- Crosslinguistic and crosscultural approaches to pragmatic development 317
- Atypical pragmatic development 343
- Assessing pragmatic language functioning in young children 363
- Developmental pragmatics 387
- Index 393
Chapters in this book
- Prelim pages i
- Table of contents v
- Introduction 1
- The communicative infant from 0-18 months 13
- The development of speech acts 37
- Turn-taking 53
- Conversation Analysis and pragmatic development 71
- Ontogenetic Constraints on Grice’s Theory of Communication 87
- Two Pragmatic Principles in Language Use and Acquisition 105
- Learning conventions and conventionality through conversation 121
- The pragmatics of word learning 139
- The production and comprehension of referring expressions 161
- Scalar Implicature 183
- Children’s pragmatic use of prosodic prominence 199
- The Pragmatic Development of Humor 219
- “The elevator’s buttocks” 239
- Irony production and comprehension 261
- Narrative Development across Cultural Contexts 279
- Children’s understanding of linguistic expressions of certainty and evidentiality 295
- Crosslinguistic and crosscultural approaches to pragmatic development 317
- Atypical pragmatic development 343
- Assessing pragmatic language functioning in young children 363
- Developmental pragmatics 387
- Index 393
