References
- Alibali, M. W., Nathan, M. J., Church, R. B., Wolfgram, M. S., Kim, S., & Knuth, E. J. (2013). Teachers’ gestures and speech in mathematics lessons : Forging common ground by resolving trouble spots. ZDM - Mathematics Education, 45(3), 425–440. https://doi.org/10.1007/s11858-012-0476-0
- Barr, D. J., Levy, R., Scheepers, C., & Tily, H. J. (2013). Random effects structure for confirmatory hypothesis testing : Keep it maximal. Journal of Memory and Language, 68(3), 255–278. https://doi.org/10.1016/j.jml.2012.11.001
- Bates, E., & Silvern, L. (1977). Adjustment and politeness in preschoolers. Journal of Communication, 27(2), 104–111. https://doi.org/10.1111/j.1460-2466.1977.tb01834.x
- Bortfeld, H., & Brennan, S. E. (1997). Use and acquisition of idiomatic expressions in referring by native and non-native speakers. Discourse Processes, 23(2), 119–147. https://doi.org/10.1080/01638537709544986
- Branigan, H. P., Bell, J., & McLean, J. F. (2016). Do you know what I know? The impact of participant role in children’s referential communication. Frontiers in Psychology, 7, 213. https://doi.org/10.3389/fpsyg.2016.00213
- Brennan, S. E., & Clark, H. H. (1996). Conceptual pacts and lexical choice in conversation. Journal of Experimental Psychology. Learning, Memory, and Cognition, 22(6), 1482–1493. https://doi.org/10.1037/0278-7393.22.6.1482
- Brennan, S. E., & Hanna, J. E. (2009). Partner-specific adaptation in dialog. Topics in Cognitive Science, 1(2), 274–291. https://doi.org/10.1111/j.1756-8765.2009.01019.x
- Brown, P., & Levinson, S. C. (1987). Politeness. Some universals in language use. Cambridge University Press.
- Calcagni, E., & Lago, L. (2018). The three domains for dialogue : A framework for analysing dialogic approaches to teaching and learning. Learning, Culture and Social Interaction, 18, 1–12. https://doi.org/10.1016/j.lcsi.2018.03.001
- Clark, E. V. (1997). Conceptual perspective and lexical choice in acquisition. Cognition, 64(1), 1–37. https://doi.org/10.1016/S0010-0277(97)00010-3
- Clark, E. V. (2007). Young children’s uptake of new words in conversation. Language in Society, 36(2), 157–182. https://doi.org/10.1017/S0047404507070091
- Clark, E. V. (2010). Adult offer, word-class, and child uptake in early lexical acquisition. First Language, 30(3–4), 250–269. https://doi.org/10.1177/0142723710370537
- Clark, E. V. (2015). Common ground. In B. MacWhinney & W. O’Grady (Eds.), The handbook of language emergence (pp. 328–353). John Wiley & Sons.
- Clark, E. V., & Bernicot, J. (2008). Repetition as ratification: How parents and children place information in common ground. Journal of Child Language, 35(2), 349–371. https://doi.org/10.1017/S0305000907008537
- Clark, E. V., & Estigarribia, B. (2011). Using speech and gesture to introduce new objects to young children. Gesture, 11(1), 1–23. https://doi.org/10.1075/gest.11.1.01cla
- Clark, H. H. (1996). Using language. Cambridge University Press.
- Clark, H. H., & Brennan, S. E. (1991). Grounding in communication. In L. B. Resnick, J. M. Levine, & S. D. Teasley (Eds.), Perspectives on socially shared cognition (pp. 127–149). APA Books.
- Clark, H. H., & Krych, M. A. (2004). Speaking while monitoring addressees for understanding. Journal of Memory and Language, 50(1), 62–81. https://doi.org/0.1016/j.jml.2003.08.004
- Clark, H. H., & Marshall, C. (1981). Definite reference and mutual knowledge. In A. K. Joshi, B. L. Webber, & I. A. Sag (Eds.), Elements of discourse understanding (Vol. 2, pp. 10–63). Cambridge University Press.
- Clark, H. H., & Murphy, G. L. (1982). La visée vers l’auditoire dans la signification et la référence. Bulletin de Psychologie, 35(11-16), 767–776.
- Clark, H. H., & Schaefer, E. F. (1989). Contributing to discourse. Cognitive Science, 13(2), 259–294. https://doi.org/10.1207/s15516709cog1302_7
- Clark, H. H., & Wilkes-Gibbs, D. (1986). Referring as a collaborative process. Cognition, 22(1), 1–39. https://doi.org/10.1016/0010-0277(86)90010-7
- De Ruiter, J. P., Bangerter, A., & Dings, P. (2012). The interplay between gesture and speech in the production of referring expressions: Investigating the tradeoff hypothesis. Topics in Cognitive Science, 4(2), 232–248. https://doi.org/10.1111/j.1756-8765.2012.01183.x
- Epley, N., Morewedge, C., & Keysar, B. (2004). Perspective taking in children and adults: Equivalent egocentrism but differential correction. Journal of Experimental Social Psychology, 40(6), 760–768. https://doi.org/10.1016/j.jesp.2004.02.002
- Ferreira, V. S. (2019). A mechanistic framework for explaining audience design in language production. Annual Review of Psychology, 70(1), 29–51. https://doi.org/10.1146/annurev-psych-122216-011653
- Fukumura, K. (2015). Interface of linguistic and visual information during audience design. Cognitive Science, 39(6), 1419–1433. https://doi.org/10.1111/cogs.12207
- Fukumura, K. (2016). Development of audience design in children with and without ASD. Developmental Psychology, 52(1), 71–87. https://doi.org/10.1037/dev0000064
- Fussell, S. R., & Krauss, R. M. (1992). Coordination of knowledge in communication: Effects of speakers’ assumptions about what others know. Journal of Personality and Social Psychology, 62(3), 378–391. https://doi.org/10.1037/0022-3514.62.3.378
- Galati, A., & Brennan, S. E. (2010). Attenuating information in spoken communication: For the speaker, or for the addressee? Journal of Memory and Language, 62(1), 35–51. https://doi.org/10.1016/j.jml.2009.09.002
- Ganea, P. A., & Saylor, M. M. (2007). Infants’ use of shared linguistic information to clarify ambiguous requests. Child Development, 78(2), 493–502. https://doi.org/10.1111/j.1467-8624.2007.01011.x
- Golinkoff, R. (1986). ’I beg your pardon?’ : The preverbal negotiation of failed messages. Journal of Child Language, 13(3), 455–476. https://doi.org/10.1017/S0305000900006826
- Grigoroglou, M., & Papafragou, A. (2016). Are children flexible speakers? Effects of typicality and listener needs in children’s event descriptions. In A. Papafragou, D. J. Grodner, D. Mirman, & J. Trueswell (Eds.), Proceedings of the 38th Annual Conference of the Cognitive Science Society (pp. 782–787).
- Horton, W. S., & Gerrig, R. J. (2002). Speakers’ experiences and audience design: Knowing when and knowing how to adjust utterances to addressees. Journal of Memory and Language, 47(4), 589–606. https://doi.org/16/S0749-596X(02)00019-0
- Horton, W. S., & Gerrig, R. J. (2005a). Conversational common ground and memory processes in language production. Discourse Processes, 40(1), 1–35. https://doi.org/10.1207/s15326950dp4001_1
- Horton, W. S., & Gerrig, R. J. (2005b). The impact of memory demands on audience design during language production. Cognition, 96(2), 127–142. https://doi.org/10.1016/j.cognition.2004.07.001
- Horton, W. S., & Gerrig, R. J. (2016). Revisiting the memory-based processing approach to common ground. Topics in Cognitive Science, 8(4), 780–795. https://doi.org/10.1111/tops.12216
- Horton, W. S., & Keysar, B. (1996). When do speakers take into account common ground? Cognition, 59(1), 91–117. https://doi.org/10.1016/0010-0277(96)81418-1
- Isaacs, E. A., & Clark, H. H. (1987). Reference in conversations between experts and novices. Journal of Experimental Psychology. General, 116(1), 26–37. https://doi.org/10.1037/0096-3445.116.1.26
- Jaeger, T. F. (2008). Categorical data analysis : Away from ANOVAs (transformation or not) and towards logit mixed models. Journal of Memory and Language, 59(4), 434–446. https://doi.org/10.1016/j.jml.2007.11.007
- Keselman, H. J., Algina, J., Kowalchuk, R. K., & Wolfinger, R. D. (1999). The analysis of repeated measurements : A comparison of mixed-model satterthwaite F tests and a nonpooled adjusted degrees of freedom multivariate test. Communications in Statistics - Theory and Methods, 28(12), 2967–2999. https://doi.org/10.1080/03610929908832460
- Keysar, B., Barr, D. J., & Horton, W. S. (1998). The egocentric basis of language use : Insights from a processing approach. Current Directions in Psychological Science, 7(2), 46–49. https://doi.org/10.1111/1467-8721.ep13175613
- Kiernan, K., Tao, J., & Gibbs, P. (2012). Tips and strategies for mixed modelling with SAS/STAT procedures. 2012 SAS Global Forum, Orlando, FL.
- Knutsen, D., Bangerter, A., & Mayor, E. (2019). Procedural coordination in the matching task. Collabra, 5(1), 3. https://doi.org/10.1525/collabra.188
- Knutsen, D., & Le Bigot, L. (2014). Capturing egocentric biases in reference reuse during collaborative dialogue. Psychonomic Bulletin & Review, 21(6), 1590–1599. https://doi.org/10.3758/s13423-014-0620-7
- Krauss, R. M., & Weinheimer, S. (1966). Concurrent feedback, confirmation, and the encoding of referents in verbal communication. Journal of Personality and Social Psychology, 4(3), 343–346. https://doi.org/10.1037/h0023705
- Lau, I. Y., Chiu, C., & Hong, Y. (2001). I know what you know: Assumptions about others’ knowledge and their effects on message construction. Social Cognition, 19(6), 587–600. https://doi.org/10.1521/soco.19.6.587.20888
- MacLeod, C. M. (2011). I said, you said: The production effect gets personal. Psychonomic Bulletin & Review, 18(6), 1197–1202. https://doi.org/10.3758/s13423-011-0168-8
- Matthews, D., Lieven, E., & Tomasello, M. (2010). What’s in a manner of speaking? Children’s sensivity to partner-specific referential precedents. Developmental Psychology, 46(4), 749–760. https://doi.org/10.1037/a0019657
- McInnes, F., & Attwater, D. (2004). Turn-taking and grounding in spoken telephone number transfers. Speech Communication, 43(3), 205–223. https://doi.org/10.1016/j.specom.2004.04.001
- Metzing, C., & Brennan, S. E. (2003). When conceptual pacts are broken: Partner-specific effects on the comprehension of referring expressions. Journal of Memory and Language, 49(2), 201–213. https://doi.org/10.1016/S0749-596X(03)00028-7
- Nadig, A. S., & Sedivy, J. C. (2002). Evidence of perspective-taking constraints in children’s on-line reference resolution. Psychological Science, 13(4), 329–336. https://doi.org/10.1111/j.0956-7976.2002.00460.x
- Ntsame-Mba, F., & Caron, J. (1999). Construction et gestion du terrain commun chez des enfants de sept à quatorze ans et des adultes. Archives de Psychologie, 67, 37–55.
- O’Neill, D. (1996). Two-year-old children’s sensitivity to a parent’s knowledge state when making requests. Child Development, 67(2), 659–677. https://doi.org/10.1111/j.1467-8624.1996.tb01758.x
- Pickering, M. J., & Garrod, S. (2004). Toward a mechanistic psychology of dialogue. Behavioral and Brain Sciences, 27(2), 169–190. https://doi.org/10.1017/S0140525X04000056
- Rosner, Z. A., Elman, J. A., & Shimamura, A. P. (2013). The generation effect: Activating broad neural circuits during memory encoding. Cortex, 49(7), 1901–1909. https://doi.org/10.1016/j.cortex.2012.09.009
- Rossnagel, C. (2000). Cognitive load and perspective-taking: Applying the automatic-controlled distinction to verbal communication. European Journal of Social Psychology, 30(3), 429–445. https://doi.org/10.1002/(SICI)1099-0992(200005/06)30:3<429::AID-EJSP3><429::AID-EJSP3>3.0.CO;2-V
- Sachs, J., & Devin, J. (1976). Young children’s use of age-appropriate speech styles in social interaction and role-playing. Journal of Child Language, 3(1), 81–98. https://doi.org/10.1017/S030500090000132X
- Sacks, H., & Schegloff, E. (1979). Two preferences in the organisation of reference to persons in conversation and their interaction. In G. Psathas (Ed.), Everyday language : Studies in ethnomethodology (pp. 15–21). Irvington.
- Schober, M. F. (2009). Spatial dialogue between partners with mismatched abilities. In K. R. Coventry, T. Tenbrink, & J. Bateman (Eds.), Spatial language and dialogue (pp. 23–39). Oxford University Press.
- Schober, M. F., & Clark, H. H. (1989). Understanding by addressees and overhearers. Cognitive Psychology, 21(2), 211–232. https://doi.org/10.1016/0010-0285(89)90008-X
- Shatz, M., & Gelman, R. (1973). The development of communication skills : Modifications in the speech of children as a function of listener. Monographs of the Society for Research in Child Development, 38(5), 1–38. https://doi.org/10.2307/1165783
- Slamecka, N., & Graf, P. (1978). The generation effect: Delineation of a phenomenon. Journal of Experimental Psychology. Human Learning and Memory, 4(6), 592–604. https://doi.org/10.1037/0278-7393.4.6.592
- Stalnaker, R. (1978). Assertion. In P. Cole (Ed.), Syntax and semantics (Vol. 9, pp. 315–332). Academic Press.
- Warden, D. A. (1976). The influence of context on children’s use of identifying expressions and references. British Journal of Psychology, 22(1), 101–112. https://doi.org/10.1111/j.2044-8295.1976.tb01501.x
- Wilkes-Gibbs, D., & Clark, H. H. (1992). Coordinating beliefs in conversation. Journal of Memory and Language, 31(2), 183–194. https://doi.org/10.1016/0749-596X(92)90010-U