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Expressive pragmatics and prosody in young preschoolers are more closely related to structural language than to mentalizing

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dc.contributor.author Pronina, Mariia
dc.contributor.author Prieto Vives, Pilar, 1965-
dc.contributor.author Bischetti, Luca
dc.contributor.author Bambini, Valentina
dc.date.accessioned 2023-06-20T07:27:12Z
dc.date.available 2023-06-20T07:27:12Z
dc.date.issued 2023
dc.identifier.citation Pronina M, Prieto P, Bischetti L, Bambini V. Expressive pragmatics and prosody in young preschoolers are more closely related to structural language than to mentalizing. Lang Learn Dev. 2023;19(3):323-44. DOI: 10.1080/15475441.2022.2074852
dc.identifier.issn 1547-5441
dc.identifier.uri http://hdl.handle.net/10230/57262
dc.description.abstract Pragmatics lies at the point where language meets the social world and encompasses both the linguistic and the social dimensions of communication. However, the relationship between pragmatic abilities, other language skills, and socio-cognitive aspects such as mentalizing is still a matter of wide debate. This study sets out to investigate the status of pragmatic abilities by testing from a developmental angle their relationship with other linguistic skills and mentalizing. We examined the role of structural language and mentalizing on both expressive pragmatic and prosodic skills in typically developing preschool children. A total of 105 3-to 4-year-old children were assessed on pragmatics and prosody with the Audiovisual Pragmatic Test, as well as on structural language skills (vocabulary and syntax) and a series of mentalizing measures (false belief, emotion understanding, and metacognitive vocabulary). A combined approach including correlations, regressions, and structural equation modeling (SEM) was used. Structural language was a strong positive predictor of both pragmatic and prosodic scores, while mentalizing predicted neither pragmatic nor prosodic performance. We suggest that in preschool years, expressive pragmatics and prosodic skills are more closely related to structural language skills than to mentalizing.
dc.description.sponsorship This work was supported by the Generalitat de Catalunya [2017 SGR_971,2020 FI_B2 00192]; Ministerio de Ciencia, Innovación y Universidades [PGC2018-097007-B-I00].
dc.format.mimetype application/pdf
dc.language.iso eng
dc.publisher Taylor & Francis
dc.relation.ispartof Language Learning and Development. 2023;19(3):323-44.
dc.relation.isreferencedby https://osf.io/jy4wv
dc.rights © This is an Accepted Manuscript of an article published by Taylor & Francis in Language Learning and Development on 2023, available online: http://www.tandfonline.com/10.1080/15475441.2022.2074852
dc.subject.other Pragmàtica
dc.title Expressive pragmatics and prosody in young preschoolers are more closely related to structural language than to mentalizing
dc.type info:eu-repo/semantics/article
dc.identifier.doi http://dx.doi.org/10.1080/15475441.2022.2074852
dc.relation.projectID info:eu-repo/grantAgreement/ES/2PE/PGC2018-097007-B-I00
dc.rights.accessRights info:eu-repo/semantics/openAccess
dc.type.version info:eu-repo/semantics/acceptedVersion

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