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Non-literal speech comprehension in preschool children – an example from a study on verbal irony

100%

Banasik N.

Psychology of Language and Communication

2013

vol. 17

issue 3

309-324

The study aims to answer questions about the developmental trajectories of irony comprehension. The research focuses on the problem of the age at which ironic utterances can first be understood. The link between ironic utterance comprehension and early Theory of Mind (ToM) is examined as well. In order to approach the topic, 46 preschool children were tested with the Irony Comprehension Task (Banasik & Bokus, 2013) and the Reflection on Thinking Test (Białecka-Pikul, 2012) in three age groups: four-year-olds, five-year-olds and six-year-olds. The study showed no age effect in the Irony Comprehension Task and a significant effect in the Reflection on Thinking Test. On some of the measures, irony comprehension correlates with theory of mind. Also, an analysis of children’s narratives was conducted to observe how children explain the intention of the speaker who uttered the ironic statement. The children’s responses fall into four categories, one of which involves a function similar to a white lie being ascribed to the utterance.

Dwujęzyczność u progu edukacji szkolnej – interdyscyplinarny projekt badawczy

26%

Otwinowska A., Banasik N., Białecka-Pikul M., Kiebzak-Mandera D., Kuś K., Miękisz A., Szewczyk J., Cywińska M., Kacprzak A., Karwala M., Kołak J., Łuniewska M., Mieszkowska K., Wodniecka Z., Haman E.

Neofilolog

2012

issue 39/1

7-29

The paper describes a Polish research project which aims at creating a cognitive and linguistic profile of the Polish-English bilingual child at the school entrance age. With the increase in the number of bilingual children due to economic migrations, researchers, educators and practitioners are often faced with diagnostic dilemmas which arise from similarities in bilingual language acquisition in natural settings and Specific Language Impairment (SLI). The study, which aims at disentangling the effects of bilingualism from those of SLI, is a part of European cooperation programme COST Action IS0408/Bi-SLI. The aim of the Polish team is to create and test a set of tools which can be used for developing norms of typical bilingual development for Polish-English children entering school education.

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1 Neofilolog

1 Psychology of Language and Communication

2 Banasik N.

1 Białecka-Pikul M.

1 Cywińska M.

1 Haman E.

1 Kacprzak A.

1 Karwala M.

1 Kiebzak-Mandera D.

1 Kołak J.

1 Kuś K.

1 Mieszkowska K.

1 Miękisz A.

1 Otwinowska A.

1 Szewczyk J.

1 Wodniecka Z.

1 Łuniewska M.

1 2013

1 2012

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Non-literal speech comprehension in preschool children – an example from a study on verbal irony

Dwujęzyczność u progu edukacji szkolnej – interdyscyplinarny projekt badawczy