Children's understanding of conversational principles

Sixteen preschool, first-, and third-grade children were presented with short stories ending with a verbal statement by a story character. Two alternative ending statements were provided. One alternative violated a postulate (H. P. Grice, 1975, in P. Cole & J. Morgan (Eds.), Syntax and Semantics (Vol. 3), New York: Academic Press) or a reasonable request condition (D. Gordon & G. Lakoff, 1971, Conversational postulates, papers from the seventh regional meeting of the Chicago Linguistic Society, University of Chicago, Department of Linguistics), while the other alternative did not. The child's task was to choose the “funny or silly“ ending, i.e., the violation. Data analysis showed that 100% of the third-graders, 83% of the first-graders, and 19% of the preschoolers performed with significant (P < .02) accuracy. These results suggest that children's understanding of conversational principles improves considerably between preschool and first grade. There were no significant differences among four types of conversational principles examined.     

Etcetera

Publishers interested in having their materials reviewed here are requested to send two copies to Dr. Daniel Sinick, George Washington University, Washington, D.C. 20006. Items reviewed in this column are not available from APGA.     

Development of temporal patterning and vocal hesitations in spontaneous narratives

Narratives were told aloud by 12 boys and 12 girls at each of seven age levels in response to nine cartoon pictures. Speech rate increased with age, due to corresponding decreases in both legnth and frequency of unfilled pauses (UPs), although the two measures were themselves uncorrelated. Parenthetical remarks (PRs) increased with age, while repeats (Rs) decreased. Location of UPs (81% before function words) was stable over age levels. Comparisons with other experiments are made. Interrelationships of speaking and thinking are discussed in terms of the cognitive and linguistic functions of length and frequency of UPs, respectively. Theories that neglect multiple psychological determinants of speech behavior and/or concentrate on only one level or unit of encoding are rejected as inadequate.     

WHEN THE ANTIDOTE IS THE POISON:

Abstract— The theory of ironic processes of mental control holds that both the most and the least desired effects of attempts to control one's own mental states accrue from two processes an intentional operating process (a conscious, effortful search for mental contents that mil produce a desired slate of mind) and an ironic monitoring process (an unconscious, automatic search for mental contents that signal a failure lo produce the desired Mate of mind) Although the monitoring process usually functions just to activate the operating process, during stress distraction, time urgency, or other mental load, the monitor's effects on mind can supersede those of the operator, producing the very state of mind that is least desired An individual's attempts lo gain mental control may thus precipitate the unwanted mental states.