Please use this identifier to cite or link to this item: https://doi.org/10.21256/zhaw-24260
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dc.contributor.authorPronina, Mariia-
dc.contributor.authorHübscher, Iris-
dc.contributor.authorVilà-Giménez, Ingrid-
dc.contributor.authorPrieto, Pilar-
dc.date.accessioned2022-02-25T12:15:17Z-
dc.date.available2022-02-25T12:15:17Z-
dc.date.issued2021-
dc.identifier.issn1664-1078de_CH
dc.identifier.urihttps://digitalcollection.zhaw.ch/handle/11475/24260-
dc.description.abstractWhile it is well known that prosodic features are central in the conveyance of pragmatic meaning across languages, developmental research has assessed a narrow set of pragmatic functions of prosody. Research on prosodic development has focused on early infancy, with the subsequent preschool ages and beyond having received less attention. This study sets out to explore how young preschoolers develop the ability to use prosody to express pragmatic meanings while taking into account children's Theory of Mind (ToM) development. Though ToM has been suggested to be linked to the development of receptive prosody, little is known about its relationship with expressive prosodic skills. A total of 102 3- to 4-year-old Catalan-speaking children were assessed for their pragmatic prosody skills using 35 picture-supported prompts revolving around a variety of social scenarios, as well as for their ToM skills. The responses were analyzed for prosodic appropriateness. The analyses revealed that 3- to 4-year-olds successfully produced prosody to encode basic expressive acts and unbiased speech acts such as information-seeking questions. Yet they had more trouble with complex expressive acts and biased speech acts such as the ones that convey speakers' beliefs. Further analyses showed that ToM alone is not sufficient to explain children's prosodic score, but the prosodic performance in some pragmatic areas (unbiased pragmatic meanings) was predicted by the interaction between ToM and age. Overall, this evidence for the acquisition of pragmatic prosody by young preschoolers demonstrates the importance of bridging the gap between prosody and pragmatics when accounting for prosodic developmental profiles, as well as taking into account the potential influence of ToM and other socio-cognitive and language skills in this development.de_CH
dc.language.isoende_CH
dc.publisherFrontiers Research Foundationde_CH
dc.relation.ispartofFrontiers in Psychologyde_CH
dc.rightshttp://creativecommons.org/licenses/by/4.0/de_CH
dc.subjectTheory of Mind (ToM)de_CH
dc.subjectAcquisitionde_CH
dc.subjectDevelopmentde_CH
dc.subjectPragmaticsde_CH
dc.subjectPreschoolerde_CH
dc.subjectProsodyde_CH
dc.subject.ddc401.4: Terminologie, Diskursanalyse, Pragmatikde_CH
dc.titleBridging the gap between prosody and pragmatics : the acquisition of pragmatic prosody in the preschool years and its relation with Theory of Mindde_CH
dc.typeBeitrag in wissenschaftlicher Zeitschriftde_CH
dcterms.typeTextde_CH
zhaw.departementAngewandte Linguistikde_CH
zhaw.organisationalunitInstitute of Language Competence (ILC)de_CH
dc.identifier.doi10.3389/fpsyg.2021.662124de_CH
dc.identifier.doi10.21256/zhaw-24260-
dc.identifier.pmid34335373de_CH
zhaw.funding.euNode_CH
zhaw.issue662124de_CH
zhaw.originated.zhawYesde_CH
zhaw.publication.statuspublishedVersionde_CH
zhaw.volume12de_CH
zhaw.publication.reviewPeer review (Publikation)de_CH
zhaw.webfeedInterkulturalität und Sprachdiversitätde_CH
zhaw.author.additionalNode_CH
zhaw.display.portraitYesde_CH
Appears in collections:Publikationen Angewandte Linguistik

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