Preschoolers’ Sensitivity to the Maxims of the Cooperative Principle
Scaffolds and Developmental Trends
Bibliographic Data
| ID | 11273663 |
|---|---|
| Authors | Elizabeth Skarakis-Doyle, Elizabeth Skarakis‐Doyle (Western University, corresponding author), Kristen Izaryk (0000-0001-5640-1549, Western University), Wenonah Campbell (0000-0003-1579-0271, Western University), Alexandra Terry (Western University) |
| Year | 2014 |
| Volume | 51 |
| Issue | 4 |
| Pages | 333-356 |
| Publication date | 2014-05-19 |
| Peer Reviewed | Yes |
| 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.2013.867196 |
| OpenAlex | W2058975051 |
| Language | EN |
| Citations received | 1 |
| References cited | 20 |
This study examines preschoolers' acquisition of the maxims of the Cooperative Principle and the sociocognitive scaffolds that support this acquisition. In Study 1, 84 children between 3 and 5 years old were required to make passive judgments of violations of the Cooperative Principle. Results showed that children consistently identified violations of the Cooperative Principle and their performance improved with age. In Study 2, a subgroup of 38 children between 3 and 4 years old completed a standard false belief (Theory of Mind) task. Both groups identified violations of the Cooperative Principle at a level better than chance, although neither age group passed the false belief task at a level better than chance. This study joins previous research in placing the emergence of the Cooperative Principle in the preschool years. Results also suggest that false belief understanding is not a prerequisite for recognizing violated maxims of the Cooperative Principle in routine conversational exchanges
Cognition · Cognitive psychology · Cooperative principle · Developmental psychology · False belief · Joins · Linguistics · Pragmatics · Task (project management · Theory of mind · Action Observation and Synchronization · Child and Animal Learning Development · Computer Science · Cultural Differences and Values · Psychology · Social Psychology
Young Minds in Social Worlds
Adult-child discourse
Scaling of Theory-of-Mind Tasks
Constructing an understanding of mind
Two-Year-Old Children's Sensitivity to a Parent's Knowledge State When Making Requests
Logic and Conversation
Origins of verbal logic
Sensitivity to conversational maxims in deaf and hearing children
Children’s Theory of Mind
Young Children's Detection of Violations in Familiar Stories and Emerging Comprehension Monitoring
Children's conversational competence with their parents
Infant attention to intentional action predicts preschool theory of mind
Use of Context in Question Answering by 3-, 4- and 5-Year-Old Children
Pragmatics, Modularity and Mind-reading
| Unique citing works | 1 |
|---|---|
| Citations per year | 0,2 |
| Citation span | 2021 - 2021 (1) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 1 |