Ingrid Lossius Falkum
Biographic Data
| ID | 1102206 |
|---|---|
| NAME | Ingrid Lossius Falkum |
| GIVEN NAMES | Ingrid Lossius |
| FAMILY NAME | Falkum |
| SIGNATURE | FALKUM I L |
| AFFILIATIONS | University of Oslo |
| ORCID | 0000-0002-1203-8036 |
| VERIFIED | Yes |
| TOTAL WORKS | 8 |
| TOTAL CITATIONS | 12 |
| WORKS AS AUTHOR | 8 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2020 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
The development of irony and epistemic vigilance
Understanding irony requires epistemic vigilance towards both the content and source of communication. We conducted two experiments to investigate whether children’s early epistemic vigilance abilities aid in detecting verbal irony. The first experiment focused on children’s vigilance towards utterance content, hypothesizing that utterances whose explicit (or literal) content is more inappropriate in the context would be easier to recognize as ir…
Parodic irony comprehension
Studies find that irony comprehension emerges around the ages of 6–7, aligning with second-order theory of mind (ToM) abilities. This study follows up on previous research suggesting that children younger than this age might be to some extent sensitive to irony uttered with a parodic tone of voice. Using picture selection and eye gaze measures, 4–7-year-old children were tested on a parodic irony comprehension task. We also investigated the propo…
Accounting for the preference for literal meanings in autism spectrum conditions
Pragmatic difficulties are considered a hallmark of autism spectrum conditions (ASC), but remain poorly understood. We discuss and evaluate existing hypotheses regarding the literalism of ASC individuals, that is, their tendency for literal interpretations of non‐literal communicative intentions. We present evidence that reveals a developmental stage at which neurotypical children also have a tendency for literalism and suggest an explanation for…
The development of non-literal uses of language
‘ The moustache ’ returns
Referential metonymy, e.g. ‘ the moustache (= man with a moustache) sits down first’, appears early in L1 acquisition (Falkum, Recasens & Clark, 2017). Yet how does it emerge in pragmatically mature but linguistically developing adult L2 learners? We used one comprehension and two production tasks, based on Falkum and colleagues (2017), to investigate metonymy abilities in 34 Japanese adult learners of English as an additional language (EAL) and …
The acquisition of figurative meanings
The pragmatics of possession
Children's metonymy comprehension
In this paper we investigate children's processing and comprehension of metonymy, a type of figurative use of language where an object or individual is referred to via a salient property (e.g., The beard used to refer to a man with a big beard). We tested 126 children aged 3 to 8 years and an adult control group, using a novel methodology which combines an online (eye-tracking) and an offline (picture selection) measure. The results from the pict…
Children's metonymy comprehension
In this paper we investigate children's processing and comprehension of metonymy, a type of figurative use of language where an object or individual is referred to via a salient property (e.g., The beard used to refer to a man with a big beard). We tested 126 children aged 3 to 8 years and an adult control group, using a novel methodology which combines an online (eye-tracking) and an offline (picture selection) measure. The results from the pict…
The acquisition of figurative meanings
The development of non-literal uses of language
The pragmatics of possession
The acquisition of figurative meanings
The pragmatics of possession
Children's metonymy comprehension
In this paper we investigate children's processing and comprehension of metonymy, a type of figurative use of language where an object or individual is referred to via a salient property (e.g., The beard used to refer to a man with a big beard). We tested 126 children aged 3 to 8 years and an adult control group, using a novel methodology which combines an online (eye-tracking) and an offline (picture selection) measure. The results from the pict…
‘ The moustache ’ returns
Referential metonymy, e.g. ‘ the moustache (= man with a moustache) sits down first’, appears early in L1 acquisition (Falkum, Recasens & Clark, 2017). Yet how does it emerge in pragmatically mature but linguistically developing adult L2 learners? We used one comprehension and two production tasks, based on Falkum and colleagues (2017), to investigate metonymy abilities in 34 Japanese adult learners of English as an additional language (EAL) and …
The development of non-literal uses of language
Accounting for the preference for literal meanings in autism spectrum conditions
Pragmatic difficulties are considered a hallmark of autism spectrum conditions (ASC), but remain poorly understood. We discuss and evaluate existing hypotheses regarding the literalism of ASC individuals, that is, their tendency for literal interpretations of non‐literal communicative intentions. We present evidence that reveals a developmental stage at which neurotypical children also have a tendency for literalism and suggest an explanation for…
The development of irony and epistemic vigilance
Understanding irony requires epistemic vigilance towards both the content and source of communication. We conducted two experiments to investigate whether children’s early epistemic vigilance abilities aid in detecting verbal irony. The first experiment focused on children’s vigilance towards utterance content, hypothesizing that utterances whose explicit (or literal) content is more inappropriate in the context would be easier to recognize as ir…
Parodic irony comprehension
Studies find that irony comprehension emerges around the ages of 6–7, aligning with second-order theory of mind (ToM) abilities. This study follows up on previous research suggesting that children younger than this age might be to some extent sensitive to irony uttered with a parodic tone of voice. Using picture selection and eye gaze measures, 4–7-year-old children were tested on a parodic irony comprehension task. We also investigated the propo…
Language, Metaphor, and Cognition (7 works) · Child and Animal Learning Development (6 works) · Linguistics (6 works) · Psychology (6 works) · Cognitive psychology (4 works) · Comprehension (4 works) · Literal and figurative language (4 works) · Philosophy (4 works) · Cognition (3 works) · Metaphor (3 works)