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Children’s development of humour in everyday interactions: two case-studies in French and Brazilian Portuguese

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Del Ré A., Dodane C., Morgenstern A., Vieira A. J.
The European Journal of Humour Research
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2020
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vol. 8
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issue 4
EN
In order to understand how children learn to recognize and use humor in their own cultural environment, we have chosen to study their production in two different languages and cultures. We studied a French-speaking monolingual child and a Brazilian Portuguese-speaking child, video-recorded once a month up to seven years old. The detailed multimodal linguistic coding of our data enabled us to draw the multimodal paths the two children followed from the first instances of shared amusement initiated by the adult, expressed mainly through reactive behavior such as laughing, to the children’s own verbal production of successful humor in dialogue. Our study demonstrates that the production of children’s humor is closely linked to the family input (their micro-culture), and to children’s multimodal linguistic and meta-cognitive development. We did not observe important differences between the two children at the macro-cultural level, but there were noticeable inter-individual differences.
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Pointing and Self-reference in French and French Sign Language

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Morgenstern A., Caët S., Limousin F.
Open Linguistics
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2016
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vol. 2
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issue 1
EN
The aim of this paper is to conduct an exploratory study and compare the development of pointing and its specific use as self-reference in French sign language (LSF) with the development of pointing and self reference in French. Personal reference is expressed through nominal expressions and pronouns in French. In LSF, the signs used for personal reference have the same form as pointing gestures, which are present in children’s communication system from the age of 10-11 months (Bates et. al 1977, Clark 1978). Continuity between pointing gestures and signs is questioned by Bellugi & Klima (1981) and Petitto (1986), who indicate that signing children’s pre-linguistic pointing gestures are different from signs and correspond to two distinct categories: indexical and symbolic. We present arguments for a continuity hypothesis between pointing gestures and signs. We coded two longitudinal datasets of a French-speaking child and a French Sign Language signing child aged seven months to three years, filmed at home with their mothers once a month. Our analyses enabled us to underline the continuity between the deaf child’s pointing gestures and their incorporation as markers of personal reference into the child’s sign language system.
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