PRAGMATICS AT ISSUE -- Editorial page -- Title page -- Copyright page -- Table of contents -- Preface -- Preschoolers' active search for pragmatic knowledge -- Method -- Subjects -- Procedure -- Results -- Discussion -- NOTE -- Children's pragmatic knowledge of narrative tasks -- 1. Introduction -- 1.1 Interactional approach to the analysis of children's narration -- 1.2 Pragmatic knowledge of narration interaction (narrative tasks and presuppositions about the listener) -- 2. Study I. Experiment and data characterization -- 2.1 Experimental design -- 2.2 Results -- 2.2.1 Content of narrative text: Choice of reference situations -- 2.2.2 Informational organization of narration: Category choice -- 2.3 Conclusion -- 3. Study II. The test study. Design and data characterization -- 3.1 The test situation: Hypothesis -- 3.2 The text study -- 3.3 Results -- 3.3.1 Picture content and narrative strategy -- 3.3.2 Narrative strategy distribution across situations -- 3.3.3 Constancy and change in individual children's narrative strategy -- 3.4 Conclusion -- 4. Discussion -- NOTES -- Appendix 1 -- Appendix 2 -- Psychopragmatics vs. sociopragmatics: the function of pragmatic markers in thinking-aloud protocols -- 1. Psycholinguistic processes in problem-solving protocols -- 1) Lexical choices -- b) Modal and illocutionary markers ("Prise en charge") -- c) Topic/comment structure -- d) Connectives -- 2. Psychopragmatics and mental models -- 3. Psychopragmatics and sociopragmatics -- Semantics, pragmatics, and situated meaning -- Some aspects of hyponymy -- Categories and cognitive models -- Yankee kinship terminology -- The concept of [mother] -- The concept of [physician] -- Conclusion -- NOTE -- Conceptual and semantic co-ordination in children's dialogue -- Introduction -- Referential communicative skills of childre -- Coordination in adult dialogue.

Co-ordination in children -- 1. Comparison of intra-dialogue co-ordination -- 2. Improvements in co-ordination across games -- 3. Convergence and change of description schemes across games -- Discussion of results -- How much pragmatics and how much grammar: the case of Haruai -- 1. Introduction -- 2. Noun phrase relations in Haruai -- 3. Avoiding multiple unmarked noun phrases -- 4. Other evidence for Haruai as a "pragmatic" language -- 5. Conclusions -- NOTES -- A sociolinguistic model of successful speech act construction -- 1. Introduction: Limitations of traditional speech act theory -- 2. Analysis -- 2.1 The form of speech acts: The notion of 'success' -- 2.2 Distinguishing between Searle's 'differences' -- 2.3 The notion of STRENGTH -- 2.4 A model of speech act construction -- 2.5 Motivations for the analysis -- 3. Conclusion: Predictive results -- NOTES -- Towards a model for generating cleft sentences -- 1. Introduction -- 1.1. Some terms -- 2. The discourse functions of clefts -- 2.1 The correction move -- 2.2 The continuation move -- 2.3 The fill move -- 3. Generating corrections -- 3.1 A general principle for corrections -- 3.2 Types of correction move -- 3.2.1 Relating a different argument to an existing predicate -- 3.2.2 Relating a different predicate to an existing argument -- 3.3 Arranging propositions as correction clefts -- 3.4 Correcting directly and indirectly -- 3.5 Knowledge required for correction moves -- 4. Generating continuations -- 4.1 The types of continuation move -- 4.1.1 Simple continuations -- 4.1.2 Complex continuations -- 4.1.3 Information arrangement in continuations -- 4.2 Knowledge required for continuation moves -- 5. Summary and additional issues -- NOTES -- Four properties of speech-in-interaction and the notion of translocutionary act -- 1. Introduction -- 2.1 Multifunctionality -- 2.2 Reflexivity.

2.3 Interactivity -- 2.4 Sequentiality -- 3.1 An Italian narrative -- 3.2 Narrative structure -- 3.3 Evaluation -- 3.3.1 Italian subject pronouns -- 3.3.2 Negative evaluation -- 3.3.3 Explicit evaluation -- 3.4 Properties of the demonstrative -- 4. Translocutionary acts -- NOTES -- The study of argumentation from a speech act perspective -- Introduction -- 1. The speech act perspective in the Philosophical Estate -- 2. The speech act perspective in the Theoretical Estate -- 3. The speech act perspective in the Reconstruction Estate -- 4. The speech act perspective in the Empirical Estate -- 5. The speech act perspective in the Practical Estate -- NOTES -- Intentional ascription, autism and troubles with content -- Introduction -- 1. Intentional ascription ability -- 2. Intentional ascription and language -- 3. Content and language of thought -- 4. Ascription and asymmetry -- 5. Intentional ascription and interaction -- 6. Towards a non-representationalist methodology -- 7. Conclusion -- NOTES -- Children's referential communication in a game situation -- 1. Introduction -- 2. Method -- 2.1 Subjects -- 2.2 Material -- 2.3 Design and procedure -- 2.4 Scoring -- 3. Results -- 3.1 Speaker's use of unambiguous/ambiguous messages -- 3.2 Speaker's completion of information in response to the adequacy question -- 3.3 Listener's request for clarification -- 3.4 The listener's choice of card -- 3.5. Choice of ambiguously described card in relation to "expected" choice -- 3.6 Information from previous game rounds -- 4. Discussion -- NOTE -- Towards a computational theory of speech acts -- 1. Speech act generation -- 1.1 Knowing what to say -- 1.2 Knowing how to say it -- 2. Speech act representations -- 2.1. Illocutionary acts and the discourse dimension -- 2.1.1 The pervasiveness of discourse relations -- 2.1.2 Representations and discourse structure.

2.2 Illocutionary acts and speech acts -- 3. Speech act recognition -- NOTES -- The description of utterances in conversation -- 1. Introduction -- 2. Criteria of characterization -- 3. Actual function and potential functions -- 4. Nature of categorial labels -- 5. Descriptive criteria -- 5.1 Structural location -- 5.2 Prospected response -- 6. A taxonomy of discourse acts -- 6.1 Primary classes -- 6.2 Secondary classes -- 7. Concluding remarks -- NOTES -- Primal content and actual content: an antidote to literal meaning -- 1. Introduction -- 2. The right-wing orthodoxy -- 2.1 The left-wing challenge -- 2.2 The right-wing defense -- 2.2.1 A note on polysemy -- 3. The new problem -- 4. The new picture -- 4.1 Primal content, logical form, and semantic form -- 4.2 The sensible speaker/hearer -- 4.3 Ordinary content -- 4.4 Idiomaticity and indirect speech acts -- 4.5 Conventionalized metaphor -- 4.6 Inferring actual content -- 5. Other objections to literal meaning -- 5.1 An example -- 5.2 Psychological considerations -- 5.3 Vagueness -- 6. Summary -- 7. Acknowledgments -- NOTES -- REFERENCES -- Index of names -- Index of subjects.