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dc.contributor.authorLoukusa, S.
dc.contributor.authorLeinonen, E.
dc.contributor.authorRyder, N.
dc.identifier.citationLoukusa , S , Leinonen , E & Ryder , N 2007 , ' Development of pragmatic language comprehension in Finnish-speaking children ' , First Language , vol. 27 , no. 3 , pp. 279-296 .
dc.identifier.otherPURE: 189225
dc.identifier.otherPURE UUID: 2f86c76b-11e7-40d5-9b6f-7dfcd8f71cf5
dc.identifier.otherdspace: 2299/3398
dc.identifier.otherScopus: 43249132637
dc.identifier.otherORCID: /0000-0002-4509-494X/work/35043322
dc.description“The final, definitive version of this article has been published in the Journal, First Language, 27 (3) , 2007, Copyright SAGE Publications Ltd at: " DOI: 10.1177/0142723707076568 [Full text of this article is not available in the UHRA]
dc.description.abstractThis research explores the development of pragmatic comprehension within the framework of relevance theory. Participants were 210 typically developing Finnish children aged from 3 to 9 years. The children were asked questions targeting the pragmatic processes of reference assignment, enrichment and implicature, as proposed by relevance theory. Results indicate that increasing ability to use contextual information in comprehension is related to age. The largest increase in correct answers occurred between the ages of 3 and 4 years. Answering reference assignment questions was not problematic for any of the age groups. Answering enrichment and implicature questions reflected the children's increasing ability to use more complex contextual information in the comprehension process. This supports the processing model suggested by relevance theory.en
dc.relation.ispartofFirst Language
dc.titleDevelopment of pragmatic language comprehension in Finnish-speaking childrenen
dc.contributor.institutionDepartment of Psychology
dc.description.statusPeer reviewed
rioxxterms.typeJournal Article/Review

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