Children’s Illusory Transparency of Intention
Construal versus Pragmatic View
Bibliographic Data
| ID | 11273089 |
|---|---|
| Authors | Cristina Gordo (0000-0003-4934-5838, Centro de Investigación Mente, Cerebro y Comportamiento Campus Universitario de La Cartuja, Granada, Spain, corresponding author), Sergio Moreno‐Ríos (0000-0001-5553-207X, Facultad de Psicología Campus Universitario de La Cartuja, Granada, Spain) |
| Year | 2019 |
| Volume | 56 |
| Issue | 4 |
| Pages | 331-344 |
| Publication date | 2019-05-19 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Discourse Processes (JOURNAL) |
| Journal identifiers | ISSN: 0163-853X • E-ISSN: 1532-6950 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/0163853x.2018.1508264 |
| OpenAlex | W2889136840 |
| Language | EN |
| References cited | 37 |
This article explores the illusory transparency phenomenon in childhood and tests two accounts of the phenomenon: the construal and the naïve (pragmatic) accounts. One hundred nine children between 8 and 13 years old participated in an adapted task of illusory transparency. Children read a story in which a character wrote an ambiguous message to another (addressee) that could be interpreted as sarcastic, which was dependent on information known only to the writer (privileged knowledge). The reader of the message could be the addressee or an accidental reader. We asked children about the intention of the writer to be sarcastic and whether the reader interpreted it as sarcastic. Also, we asked explicitly whether the reader could have had access to the privileged knowledge. The results showed illusory transparency of intention in children, as had been shown in adults. Moreover, while attribution of sarcastic intention increased with age, the magnitude of the illusory transparency did not. The results from an explicit measure support the pragmatic account: Children attributed more capacity of knowledge to the addressee than to the accidental reader. However, the implicit (traditional) measure suggests the implication of construal operations. We propose that these results are due to the fact that information processing operates in two different ways, consistent with each approach. The developmental results are discussed
Attribution · Cognitive psychology · Construal level theory · Epistemology · Phenomenon · Transparency (behavior · Advanced Text Analysis Techniques · Child and Animal Learning Development · Computer Science · Language, Metaphor, and Cognition · Psychology · Social Psychology
Further Development in Social Reasoning Revealed in Discourse Irony Understanding
Hindsight is not equal to foresight
How Children Understand Sarcasm
Judgment under Uncertainty
Dual-Process Theories of Higher Cognition
A Developmental Test of Theoretical Perspectives on the Understanding of Verbal Irony
Exploring the role of conventionality in children's interpretation of ironic remarks
Development of children's ability to distinguish sarcasm and verbal irony
Bias in perspective-taking during reading
Context Incongruity and Irony Processing
Illusory Transparency Revisited
The Illusory Transparency of Intention
Children's Perceptions of the Social Functions of Verbal Irony
The Curse of Knowledge in Economic Settings
A multiprocess account of hindsight bias in children
The closeness-communication bias
Perspective Taking as Egocentric Anchoring and Adjustment
| Highly cited | No |
|---|