Pragmatic Development in First Language Acquisition -- Editorial page -- Title page -- LCC data -- Table of contents -- Introduction: An overview of research on pragmatic development -- Pragmatic foundations -- Moving to the conventional -- A focus on reference -- Non-literal language use -- Organising and marking information -- Perspectives on pragmatic development -- Discussion -- Directions for future research -- References -- The communicative infant from 0-18 months: The social-cognitive foundations of pragmatic development -- Introduction -- Birth to nine months: Dancing the tango with a hat stand? -- The caregiver's contribution: Scaffolding in dyadic communication -- The infant's contribution: Early behaviours and preferences -- Imitative behaviour -- A preference for affect -- A preference for contingency -- A preference for eye contact -- The nine month revolution? -- Joint Attention -- Responding to Joint Attention: Gaze following -- Initiating Joint Attention: Pointing and vocalizing -- Understanding intentions -- Future directions -- References -- The development of speech acts -- 1. Introduction -- 2. The origins of Speech Act Theory -- 3. The emergence of speech act repertoires -- 3.1 Speech acts and the transition from the pre-linguistic to linguistic stage -- 3.2 Longitudinal analysis of speech act emergence -- 3.3 Later emerging speech acts and associated features -- 4. The relationship between form and function -- 4.1 Direct and indirect speech acts -- 4.2 The interaction between form and function in early child speech -- 5. Future research -- 6. Conclusion -- References -- Turn-taking -- Introduction -- Conversation with children -- Contingency -- Asking and answering questions -- Question and answer types -- Repairs -- Timely turn-taking -- Summary -- References -- Conversation Analysis and pragmatic development.

Introduction -- The essence of CA: Turn-taking and sequence organisation -- Method, data and analytic approach -- Analysis and discussion -- General discussion -- References -- Appendix -- Ontogenetic constraints on Grice's Theory of Communication -- 1. What is a theory of communication? -- 1.1 What is a communicative intention? -- 2. Grice's Theory of Communication and pragmatic development -- 3. Representing communicative intentions -- 3.1 The problem of higher-order thoughts -- 3.2 The problem of belief -- 3.3 The problem of inferring goals -- 4. Potential solutions to the problem of grasping communicative intent -- 4.1 Modular approaches to communication: Relevance and Pedagogy -- 4.1.1 Relevance Theory -- 4.1.2 Pedagogy -- 4.2 Non-modular approaches to the cognition of communicative intent -- 4.3 Expressive Communication -- 5. The anti-cognitivist complaint -- References -- Two pragmatic principles in language use and acquisition -- Pragmatic principles -- Convention, contrast, and children -- Playing the original word game -- Conclusion -- References -- Learning conventions and conventionality through conversation -- What is meant by conventionality? -- Research on children's understanding of conventional labels, object uses, and behavioral rules -- Cues to conventionality in parents' speech to children -- Suggestions for future research -- References -- The pragmatics of word learning -- 1. Introduction -- 2. Theories of word learning -- 3. Pragmatic information children use in word learning -- The speaker's gaze and joint attention -- Pointing gestures -- Iconic gestures -- Action, emotion, and intonation -- Context, common ground, and information structure -- Contrast and conventionality -- The speaker's verbal behavior: Sentence frame, discourse topic, and the speaker's reliability.

The speaker's knowledge state: Reliability, ignorance and false beliefs -- 4. Current debates and future research -- How to weight associative learning versus pragmatic information in word learning? -- What are children learning when learning a word? -- References -- The production and comprehension of referring expressions -- 1. The problem of referential choice: Theoretical background -- 1.1 Linguistic frameworks -- 1.2 Psychological/psycholinguistic frameworks -- 2. Comprehending referring expressions -- 2.1 Anaphoric pronouns -- 2.2 Definiteness -- 2.3 Complex noun phrases -- 2.4 Implicit versus explicit comprehension -- 3. Producing referring expressions -- 3.1 Producing versus omitting referring expressions in the first two years of life -- 3.2 How pre-schoolers take their interlocutors perspective: Methodological challenges -- 3.3 The referential communication paradigm -- 4. The development of reference in autism -- 5. Developmental trajectory of the development of referring expressions -- 6. Conclusions and future directions -- References -- Scalar implicature -- 1. Scalar implicature and development -- 2. Accounts of the development of scalar implicature -- 2.1 Processing accounts -- 2.2 Lexicalist accounts -- 2.3 Contrast accounts -- 3. Binary judgment tasks and pragmatic tolerance -- 3.1 Binary judgments in question format -- 4. Overview and outlook -- References -- Children's pragmatic use of prosodic prominence -- Introduction -- Prosodic prominence: Children's production -- Prosodic prominence: Children's comprehension -- Future research directions -- References -- The pragmatic development of humor -- Humor and pragmatics -- Humor theories -- Humor appreciation -- Humor production -- Origins of humor -- Autism and Asperger syndrome -- Future directions -- Acknowledgments -- References.

"The elevator's buttocks": Metaphorical abilities in children -- 1. Introduction -- What is metaphor? -- Adult understanding and processing of metaphor -- The development of metaphor -- 2. A first review of the evidence -- Early metaphor production -- Early metaphor comprehension -- 3. Impeding factors -- Context -- Conceptual knowledge -- Mixing tropes -- Task complexity -- 4. A new look at early metaphorical abilities -- Recipe for early metaphor understanding -- Early metaphor production revisited -- 5. Conclusion -- References -- Irony production and understanding -- Discourse irony -- Definition challenge -- Research traditions and methodological challenges -- Situational irony -- Children's production -- Children's comprehension -- Conclusions and further directions -- Acknowledgments -- References -- Narrative development across cultural contexts: Finding the pragmatic in parent-child reminiscing -- Narrative practices in white, middle-class, Anglo families -- Narrative practices in Latino families -- The pragmatics of narrative development across cultural contexts: Some final remarks -- References -- Children's understanding of linguistic expressions of certainty and evidentiality -- 1. Introduction -- 2. Cross-linguistic variations in children's production and comprehension of epistemic and evidential markers -- 2.1 Naturalistic data -- 2.2 Experimental data -- 3. Language-cognition interface -- 3.1 Information/speaker reliability -- 3.2 Source monitoring and suggestibility -- 4. Suggestions for future research -- 4.1 We need denser and longer longitudinal data -- 4.2 Older children are also needed for experiments -- 5. Final remarks -- References -- Crosslinguistic and crosscultural approaches to pragmatic development -- Nonverbal interaction -- Development of referential communication -- Politeness and speech acts -- Extended discourse.

Language socialization -- Conclusion -- References -- Atypical pragmatic development -- 1. Introduction -- 2. A note on terminology -- 3. Assessment of pragmatic language and social communication skills -- 3.1 Parent / teacher report of children's communication -- 3.2 Conversational analysis -- 3.3 Structured assessment of pragmatic language -- 4. PLI and SCD in autism spectrum disorder -- 4.1 Social-cognitive deficit -- 4.2 Weak central coherence -- 4.3 Executive dysfunction -- 5. Pragmatic language impairments in other neurodevelopmental disorders -- 6. Is social-communication disorder a valid diagnostic category? -- 7. Conclusions and future directions for research -- References -- Assessing pragmatic language functioning in young children: Its importance and challenges -- 1. The growing importance of assessing pragmatics -- 1.1 Findings revealing the existence of pragmatic language difficulties among many, varied clinical groups -- 1.2 Shift away from rule-based conceptions of pragmatics and greater emphasis on understanding the types of knowledge underlying pragmatic competence -- 1.3 Prominence of functionalist and usage-based approaches to language acquisition and competence -- 1.4 Increased attention to children's developing theory of mind within the field of speech-language pathology -- 1.5 Increased focus on issues of school readiness and social-emotional competence -- 1.6 The World Health Organization's International Classification of Functioning, Disability and Health - Children and Youth (ICY-CY) -- 1.7 Distinct long-term outcomes of pragmatic language impairment -- 2. Challenges related to the development of pragmatic measures and the assessment of pragmatics -- 2.1 Differing definitions and approaches to pragmatics -- 2.2 Limited ecological validity of structured tests -- 2.3 Beyond appropriate as an outcome measure.

2.4 Aspects of pragmatics and cross-cultural variation.