And here are a few more:<br><br><meta http-equiv="Content-Type" content="text/html; charset=utf-8"><meta name="ProgId" content="Word.Document"><meta name="Generator" content="Microsoft Word 10"><meta name="Originator" content="Microsoft Word 10"><link rel="File-List" href="file:///C:%5CUsers%5Cowner%5CAppData%5CLocal%5CTemp%5Cmsohtml1%5C01%5Cclip_filelist.xml"><style>
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<p class="MsoNormal" style="margin-left: 0.25in; text-indent: -0.25in;"><span style="font-family: Arial; letter-spacing: -0.1pt;">Friend,
M. (2003). What should I do? Language, paralanguage, and behavior regulation in
early childhood. <u>Journal of Cognition and Development 4</u>, 161-183.</span></p>
<p class="MsoNormal" style="text-align: justify;"><span style="font-family: Arial; letter-spacing: -0.1pt;">Friend,
M. (2001). The transition from affective to linguistic meaning. <u>First
Language, 21</u>, 219-243.</span></p>
<p class="MsoNormal" style="text-align: justify;"><span style="font-family: Arial; letter-spacing: -0.1pt;">Friend,
M. (2000). Developmental changes in sensitivity to vocal paralanguage. <u>Developmental
Science, 3</u>, 148-162.</span></p>
<p class="MsoNormal" style="margin-left: 0.25in; text-align: justify; text-indent: -0.25in;"><span style="font-family: Arial; letter-spacing: -0.1pt;">Friend,
M. and Bryant, J. B. (2000) A developmental lexical bias in the interpretation
of discrepant messages. <u>Merrill-Palmer Quarterly, 46</u>, 140-167.</span></p>
<br>Best Wishes,<br>Margaret Friend<br><br><div class="gmail_quote">On Sat, Jan 23, 2010 at 5:11 AM, Dorit Ravid <span dir="ltr"><<a href="mailto:doritr@post.tau.ac.il">doritr@post.tau.ac.il</a>></span> wrote:<br><blockquote class="gmail_quote" style="border-left: 1px solid rgb(204, 204, 204); margin: 0pt 0pt 0pt 0.8ex; padding-left: 1ex;">
Dear Kristin,<br>
Here is a new paper on children's comprehension of figurative language:<br>
Berman, R.A. & D. Ravid. In press. Interpretation and recall of proverbs in<br>
three pre-adolescent populations. *First Language*.<br>
You can get it from Ruth Berman (<a href="mailto:rberman@post.tau.ac.il">rberman@post.tau.ac.il</a>) or from me.<br>
Best<br>
Dorit Ravid<br>
<br>
Professor Dorit Ravid<br>
School of Education and the Department of Communications Disorders<br>
Tel Aviv University<br>
also <a href="mailto:drtravid@gmail.com">drtravid@gmail.com</a><br>
<div><div></div><div class="h5"><br>
-----Original Message-----<br>
From: <a href="mailto:info-childes@googlegroups.com">info-childes@googlegroups.com</a> [mailto:<a href="mailto:info-childes@googlegroups.com">info-childes@googlegroups.com</a>]<br>
On Behalf Of Isenthia<br>
Sent: Saturday, January 23, 2010 12:58 PM<br>
To: Info-CHILDES<br>
Subject: Literature on children's understanding of non-literal meaning<br>
<br>
Dear All,<br>
<br>
I was wondering whether you could help me find literature (preferably<br>
articles) on children's understanding of non-literal meaning such as<br>
metaphor, idioms, metonymy and also irony, indirect speech acts or<br>
sarcasm, etc.<br>
<br>
I know of a lot of empirical studies that investigate whether there<br>
are differences in understanding of so-called `literal meaning' vs.<br>
`non-literal meaning'. However, all of those (that I know) have adult<br>
subjects. I also know that there IS literature on children's<br>
understanding non-literal meaning/language (I'm interested especially<br>
in theories on how and when it is acquired, possibly with differences<br>
for different types of non-literal meaning). However, it would<br>
probably take me quite some time finding that as I don't know where to<br>
look for it and would have to start by feeding google with rather<br>
unspecific search items ;)<br>
<br>
So, I hope you can help me cutting this 'rummaging' short.<br>
<br>
Thanks.<br>
Kristin<br>
<br>
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</div></div></blockquote></div><br>
<p></p>
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