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Statements

Subject Item
n2:RIV%2F00216208%3A11210%2F10%3A10071279%21RIV11-GA0-11210___
rdf:type
skos:Concept n12:Vysledek
dcterms:description
To bridge the social-reasoning focus of developmental research on irony understanding and the pragmatic focus of research with adult populations, this cross-sectional study examines 5-, 7-, and 9-year-olds' (n=72) developing understanding of both social-cognitive and social-communicative aspects of discourse irony, when compared with adults (n=24). Although 5-year-olds lag behind the other age groups in their reasoning about the speaker's meaning, belief, intention, and motivation, adults are consistently superior to children of all ages on these social-cognitive measures. In contrast, limited age-related differences were found in participants' judgment of the social-communicative functions of irony (how nice, mean, and funny irony is). Our findings help to reconcile previous discrepant claims as to the age when children come to understand irony. To bridge the social-reasoning focus of developmental research on irony understanding and the pragmatic focus of research with adult populations, this cross-sectional study examines 5-, 7-, and 9-year-olds' (n=72) developing understanding of both social-cognitive and social-communicative aspects of discourse irony, when compared with adults (n=24). Although 5-year-olds lag behind the other age groups in their reasoning about the speaker's meaning, belief, intention, and motivation, adults are consistently superior to children of all ages on these social-cognitive measures. In contrast, limited age-related differences were found in participants' judgment of the social-communicative functions of irony (how nice, mean, and funny irony is). Our findings help to reconcile previous discrepant claims as to the age when children come to understand irony.
dcterms:title
Children's Understanding of Social-Cognitive and Social-Communicative Aspects of Discourse Irony Children's Understanding of Social-Cognitive and Social-Communicative Aspects of Discourse Irony
skos:prefLabel
Children's Understanding of Social-Cognitive and Social-Communicative Aspects of Discourse Irony Children's Understanding of Social-Cognitive and Social-Communicative Aspects of Discourse Irony
skos:notation
RIV/00216208:11210/10:10071279!RIV11-GA0-11210___
n3:aktivita
n16:P
n3:aktivity
P(GP406/09/P305)
n3:cisloPeriodika
81
n3:dodaniDat
n11:2011
n3:domaciTvurceVysledku
n15:2025817
n3:druhVysledku
n13:J
n3:duvernostUdaju
n10:S
n3:entitaPredkladatele
n4:predkladatel
n3:idSjednocenehoVysledku
250603
n3:idVysledku
RIV/00216208:11210/10:10071279
n3:jazykVysledku
n18:eng
n3:klicovaSlova
Pragmatics; Irony; Discourse; Communication; Theory of Mind; Social Reasoning; Understanding; Children; Development
n3:klicoveSlovo
n6:Understanding n6:Development n6:Theory%20of%20Mind n6:Children n6:Irony n6:Discourse n6:Communication n6:Social%20Reasoning n6:Pragmatics
n3:kodStatuVydavatele
GB - Spojené království Velké Británie a Severního Irska
n3:kontrolniKodProRIV
[F73E57E61ED8]
n3:nazevZdroje
Child Development
n3:obor
n9:AN
n3:pocetDomacichTvurcuVysledku
1
n3:pocetTvurcuVysledku
2
n3:projekt
n17:GP406%2F09%2FP305
n3:rokUplatneniVysledku
n11:2010
n3:svazekPeriodika
2010
n3:tvurceVysledku
Filippová, Eva Astington, Janet W.
s:issn
0009-3920
s:numberOfPages
16
n8:organizacniJednotka
11210