The DOI matches its Crossref record; 2 of the 2 references it cites were found in a registry or an index.
Further Development in Social Reasoning Revealed in Discourse Irony Understanding
Abstract
This study describes the development of social reasoning in school-age children. An irony task is used to assess 5-, 7-, and 9-year-olds’ (N= 72) and adults’ (N= 24) recursive understanding of others’ minds. Guttman scale analysis demonstrates that in order to understand a speaker’s communicative intention, a child needs to recognize the speaker’s belief, the detection of which depends on the ability to identify the discrepancy between the intended and the expressed meaning. Only children who understand these aspects of mind are able to reflect on the speaker’s attitude. Theory of mind and language ability make unique contributions to children’s interpretation of irony over and above the impact of age and memory, but attunement to expressive prosody does not.
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Cites
Baron-Cohen, S., O'Riordan, M., Stone, V., Jones, R., & Plaisted, K. (1999) · Journal of Autism and Developmental Disorders · doi:10.1023/a:1023035012436 · Cited by 1,211
Relevance: Communication and Cognition
Meara, P., Sperber, D., & Wilson, D. (1989) · The Modern Language Review · doi:10.2307/3731158 · Cited by 1,189
Cited by
Children’s understanding of second-order mental states.
Miller, S. A. (2009) · Psychological Bulletin · doi:10.1037/a0016854 · Cited by 360
Development of the social brain from age three to twelve years
Richardson, H., Lisandrelli, G., Riobueno-Naylor, A., & Saxe, R. (2018) · Nature Communications · doi:10.1038/s41467-018-03399-2 · Cited by 336
Silent Films and Strange Stories: Theory of Mind, Gender, and Social Experiences in Middle Childhood
Devine, R. T., & Hughes, C. (2013) · Child Development · doi:10.1111/cdev.12017 · Cited by 332
Matthews, D., Biney, H., & Abbot-Smith, K. (2018) · Language Learning and Development · doi:10.1080/15475441.2018.1455584 · Cited by 284
It's Fascinating Research: The Cognition of Verbal Irony
Pexman, P. M. (2008) · Current Directions in Psychological Science · doi:10.1111/j.1467-8721.2008.00591.x · Cited by 254
Metadata
- Authors
- Filippova, E., & Astington, J. W.
- Venue
- Child Development
- Publisher
- Oxford University Press (OUP)
- Published
- 2008-01-01
- Volume
- 79
- Issue
- 1
- Pages
- 126-138
- ISSN
- 0009-3920 (ISSN-L)
- 1467-8624
- OpenAlex
- W1972782921
- Cited by
- 361
- References
- 2
- FWCI
- 15.69
- Type
- journal article
- Language
- en
- Open access
- closed
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