Lexical Pragmatics and Theory of Mind -- Editorial page -- Title page -- LCC data -- Table of content -- Acknowledgments -- Introduction -- 1. The concept of theory of mind in pragmatics -- 1.1 Defining theory of mind -- 1.1.1 The false belief task -- 1.1.2 Problems and controversies related to the false belief task -- 1.1.3 Acquired concept or innate mental module? -- 1.1.4 Arguments from the neuroscience of theory of mind -- 1.2 Theory of mind and theories of verbal communication -- 1.2.1 The code model of communication -- 1.2.2 Grice's model of communication -- 1.2.3 Relevance theory -- 1.2.4 A specialized sub-module of theory of mind dedicated to verbal communication? -- 1.3 Summary -- 2. The co-acquisition of language and theory of mind -- 2.1 The main stages of language acquisition -- 2.2 The development of theory of mind abilities -- 2.2.1 The main stages of theory of mind development -- 2.2.2 What do the developmental stages of theory of mind tell us about the nature of this cognitive ability? -- 2.2.3 Individual differences in theory of mind development -- 2.3 Interdependence of language and theory of mind -- 2.3.1 Pragmatic competence: Between language and theory of mind -- 2.3.2 The role of language in theory of mind development -- 2.3.3 Theory of mind development as a pre-requisite for language acquisition -- 2.3.4 The development of language and theory of mind: A mutual influence scenario -- 2.4 Summary -- 3. Insights from autism on language and theory of mind -- 3.1 Autism: A definition -- 3.1.1 The biological basis of autism -- 3.1.2 The autistic spectrum -- 3.2 Language and communication impairments in autism -- 3.2.1 Handling the formal aspects of language -- 3.2.2 Pragmatic abilities -- 3.3 The mindblindness hypothesis -- 3.3.1 The nature of theory of mind impairment in autism.

3.3.2 Language and communication deficits related to theory of mind -- 3.4 The weak central coherence hypothesis -- 3.4.1 A cognitive style biased towards the treatment of details -- 3.4.2 Communicative impairments due to weak central coherence -- 3.5 Other pathologies associated with a deficit in theory of mind -- 3.5.1 Schizophrenia -- 3.5.2 Right hemisphere damage -- 3.6 Summary -- 4. Language as a window into children's developing theory of mind -- 4.1 Theory of mind in language -- 4.1.1 Evidentials -- 4.1.2 Modal verbs -- 4.1.3 Words for mental states -- 4.1.4 Syntax and theory of mind -- 4.2 Acquiring the language of theory of mind -- 4.2.1 Methodological considerations -- 4.2.2 The acquisition of mental state terms -- 4.2.3 The acquisition of modal verbs -- 4.2.4 The acquisition of evidential morphology -- 4.2.5 The acquisition of embedded structures -- 4.3 Summary -- 5. Discourse connectives and theory of mind -- 5.1 The notion of domains of use -- 5.1.1 Sweetser's tripartite division -- 5.1.2 Alternative proposals -- 5.2 A cognitive analysis of domains of use -- 5.2.1 Domains of use and theory of mind -- 5.2.2 Domains of use and processing cost -- 5.2.3 Previous empirical data on processing cost -- 5.3 Hypotheses regarding the acquisition of domains of use -- 5.4 The domains of use of French causal connectives -- 5.5 The procedural meaning of puisque -- 5.5.1 Previous analyses of puisque -- 5.5.2 Puisque as a marker of echoic use of language -- 5.5.3 Puisque and theory of mind abilities -- 5.6 Summary -- 6. Empirical study on the acquisition of the French connective parce que -- 6.1 The acquisition of domains of use -- 6.1.1 Kyratzis, Guo and Ervin-Tripp -- 6.1.2 Spooren and Sanders -- 6.1.3 Evers-Vermeul -- 6.1.4 Comparison of results -- 6.2 The acquisition of the French connective parce que: A corpus study -- 6.2.1 Data.

6.2.2 Methodology -- 6.2.3 Results -- 6.3 Discussion of results -- 6.3.1 Order of acquisition and cognitive complexity -- 6.3.2 The acquisition of epistemic uses and theory of mind development -- 6.3.3 Cognitive complexity or parental input? -- 6.4 The use of parce que by autistic children -- 6.5 Summary -- 7. Empirical study on the acquisition of the French connective puisque -- 7.1 Corpus data for the acquisition of puisque -- 7.1.1 Production of puisque between age two and four -- 7.1.2 Parental input for the connective puisque -- 7.2 The acquisition of irony -- 7.2.1 Developmental data -- 7.2.2 Measures used to test the comprehension of irony -- 7.3 The development of second-order theory of mind abilities -- 7.3.1 The Perner and Wimmer test -- 7.3.2 The earliest age of success for second-order theory of mind tests -- 7.4 Design of an experiment on the acquisition of puisque -- 7.4.1 Subjects -- 7.4.2 Material -- 7.4.3 Procedure -- 7.5 Results -- 7.6 Discussion -- 7.6.1 Comparison with previous studies -- 7.6.2 Puisque versus parce que -- 7.6.3 Correlations between puisque and second-order theory of mind -- 7.6.4 The role of puisque for the comprehension of irony -- 7.6.5 Developmental effect -- 7.7 Summary -- Conclusion -- Bibliography -- Index -- The Pragmatics & Beyond New Series.