Interactional sequences: child–adult collaboration in solving referring problems (Secuencias interlocutivas: colaboración adulto-niño en la solución de problemas referenciales)

References / Referencias

• Álvarez, E. (2004). La adquisición temprana de adjetivos en niños hispanohablantes [Unpublished master’s thesis, Universidad Nacional Autónoma de México, Ciudad de México, México].
   Google Scholar
• Anselmi, D., Tomasello, M., & Acunzo, M. (1986). Young children’s responses to neutral and specific contingent queries. Journal of Child Language, 12(1), 135–144. https://doi.org/10.1017/S0305000900000349
   Google Scholar
• Arias Trejo, N., & Plunckett, K. (2009). Lexical–semantic priming effects during infancy. Philosophical Transactions of the Royal Society. B, 364(1536), 3633–3647. https://doi.org/10.1098/rstb.2009.0146
   PubMed Web of Science ®Google Scholar
• Ateş-Şen, A. B., & Küntay, A. C. (2015). Children’s sensitivity to caregiver cues and the role of feedback in the development of referential communication. In L. Serratrice, & S. Allen (Eds.), The acquisition of reference (pp. 241–262). John Benjamins.
   Google Scholar
• Auza Benavides, A. (2009). Uso de los artículos y sus funciones semánticas en niños con y sin trastorno de lenguaje [unpublished master’s thesis, Universidad Autónoma de Querétaro, Querétaro, México].
   Google Scholar
• Bel, A. (2006). The syntax of subjects in the acquisition of Spanish and Catalan. Probus, 15(1), 1–26. https://doi.org/10.1515/prbs.2003.003
   Google Scholar
• Campbell, A. L., Brooks, P., & Tomasello, M. (2000). Factors affecting young children’s use of pronouns as referring expressions. Journal of Speech and Hearing Research, 43(6), 1337–1349. https://doi.org/10.1044/jslhr.4306.1337
   Google Scholar
• Clark, E. V. (2018). Conversation and language acquisition: A pragmatic approach. Language Learning and Development, 14(3), 170–185. https://doi.org/10.1080/15475441.2017.1340843
   Web of Science ®Google Scholar
• Clark, E. V. (2020). Conversational repair and the acquisition of language. Discourse Processes, 57(5–6), 441–459. https://doi.org/10.1080/0163853X.2020.1719795
   Web of Science ®Google Scholar
• Clark, 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
   PubMed Web of Science ®Google Scholar
• Dimroth, C., & Narasimhan, B. (2012). The acquisition of information structure. In M. Krifka, & R. Musan (Eds.), The expression of information structure (pp. 319–362). Mouton de Gruyter.
   Google Scholar
• Dingemanse, M., Roberts, S. G., Baranova, J., Blythe, J., Drew, P., Floyd, S., Gisladottir, R. S., Kendrick, K. H., Levinson, S. C., Manrique, E., Rossi, G., & Enfield, N. J. (2015). Universal principles in the repair of communication problems. PLoS One, 10(9), e0136100. https://doi.org/10.1371/journal.pone.0136100
   PubMed Web of Science ®Google Scholar
• Drew, P. (2005). Conversation analysis. In K. Fitch, & R. E. Sanders (Eds.), Handbook of language and social interaction (pp. 71–102). Lawrence Erlbaum Associates.
   Google Scholar
• Drew, P., & Heritage, J. (1992). Analysing talk at work: An introduction. In P. Drew, & J. Heritage (Eds.), Talk at work. interaction in institutional settings (pp. 3–65). Cambridge University Press. https://www.sscnet.ucla.edu/soc/faculty/heritage/Site/Publications_files/DREW_HERITAGE_INTRODUCTION.pdf
   Google Scholar
• Enfield, N. J. (2009). Composite utterances. In The anatomy of meaning. Speech, gestures and composite utterances (pp. 1–22). Cambridge University Press. https://doi.org/10.1017/CBO9780511576737.002
   Google Scholar
• Enfield, N. J. (2013). Reference in conversation. In J. Sidnell, & T. Stivers (Eds.), The handbook of conversation analysis (pp. 433–454). Blackwell.
   Google Scholar
• Enfield, N. J., Dingemanse, M., Baranova, J., Blythe, J., Brown, P., Dirksmeyer, T., Drew, P., Floyd, S., Gipper, S., Gísladóttir, R. S., Hoymann, G., Kendrick, K. H., Levinson, S. C., Magyari, L., Manrique, E., Rossi, G., Roque, L. S., & Torreira, F. (2013). Huh? What? – A first survey in twenty-one languages. In M. Hayashi, G. Raymond, & J. Sidnell (Eds.), Conversational repair and human understanding (pp. 343–380). Cambridge University Press.
   Google Scholar
• Enfield, N. J., & Sidnell, J. (2014). Language presupposes an enchronic infrastructure for social interaction. In D. Dor, C. Knight, & J. Lewis (Eds.), The social origins of language (pp. 92–104). Oxford University Press. https://doi.org/10.1093/acprof:oso/9780199665327.001.0001
   Google Scholar
• Esteve-Gibert, N., & Prieto, P. (2018). Early development of the prosody meaning interface. In P. Prieto, & N. Esteve-Gibert (Eds.), The development of prosody in first language acquisition (pp. 227–246). John Benjamins.
   Google Scholar
• Fagan, M. K. (2008). Toddlers’ persistence when communication fails: Response motivation and goal substitution. First Language, 28(1), 55–69. https://doi.org/10.1177/0142723707083280
   Google Scholar
• Forrester, M. A., & Cherington, S. M. (2009). The development of other-related conversational skills: A case study of conversational repair during the early years. First Language, 29(8), 166–191. https://doi.org/10.1177/0142723708094452
   Google Scholar
• Gardner, H., & Forrester, M. (Eds.). (2009). Analysing interactions in childhood: Insights from conversation analysis. Wiley-Blackwell.
   Google Scholar
• Garvey, C. (1977). Contingent queries. In M. Lewis, & L. Rosemblum (Eds.), Interaction, conversations and the development of language (pp. 63–94). John Wiley.
   Google Scholar
• Goodwin, C., & Duranti, A. (1992). Rethinking context. An introduction. In A. Duranti, & C. Goodwin (Eds.), Rethinking context. Language as an interactive phenomenon (pp. 1–43). Cambridge University Press.
   Google Scholar
• Greenfield, P. M., & Smith, J. H. (1976). The structure of communication in early language development. Academic Press.
   Google Scholar
• Grünloh, T., Lieven, E., & Tomasello, M. (2015). Young children’s intonational marking of new, given, and contrastive referents. Language Learning and Development, 11(2), 95–127. https://doi.org/10.1080/15475441.2014.889530
   Web of Science ®Google Scholar
• Guidetti, M. (2005). Yes or no? How young French children combine gestures and speech to agree and refuse. Journal of Child Language, 32(4), 911–924. https://doi.org/10.1017/S0305000905007038
   PubMed Web of Science ®Google Scholar
• Gullberg, M., De Bot, K., & Volterra, V. (2008). Gestures and some key issues in the study of language development. Gesture, 8(2), 149–179. https://doi.org/10.1075/gest.8.2.03gul
   Web of Science ®Google Scholar
• Heritage, J. (2007). Intersubjectivity and progressivity in references to persons (and places). In T. Stivers, & N. J. Enfield (Eds.), Person reference in interaction: Linguistic, cultural and social perspectives (pp. 255–280). Cambridge University Press.
   Google Scholar
• Ito, K. (2014). Children’s pragmatic use of prosodic prominence. In D. Matthews (Ed.), Pragmatic development (pp. 199–218). John Benjamins.
   Google Scholar
• Jefferson, G. (1972). Side sequences. In D. Sudnow (Ed.), Studies in social interaction (pp. 295–338). The Free Press.
   Google Scholar
• Küntay, A., Bahtiyar, S., Sungur, A., & Özdamar, Ö. (2008). Requestive speech leads to referential clarity in Turkish preschool children. BUCLD. http://home.ku.edu.tr/~akuntay/PDF/KuntayBahtiyarSungurOzdamarBUCLD2008.pdf
   Google Scholar
• Küntay, A., & Slobin, D. (2002). Putting interaction back into child language. Examples from Turkish. Psychology of Language and Communication, 6(1), 5–14. https://www.researchgate.net/profile/Aylin-Kuentay/publication/27269187_Putting_interaction_back_into_child_language_Examples_from_Turkish/links/02bfe510cf4b82d59c000000/Putting-interaction-back-into-child-language-Examples-from-Turkish.pdf
   Google Scholar
• Levinson, S. C. (2006). On the human “interaction engine”. In N. J. Enfield, & S. C. Levinson (Eds.), Roots of human sociality: Culture, cognition and interaction (pp. 39–69). Berg.
   Google Scholar
• Levinson, S. C. (2007). Optimizing person reference: Perspectives from usage on Rossel Island. In N. J. Enfield, & T. Stivers (Eds.), Person reference in interaction: Linguistic, cultural, and social perspectives (pp. 29–72). Cambridge University Press.
   Google Scholar
• Liszkowski, U. (2018). Emergence of shared reference and shared minds in infancy. Current Opinion in Psychology, 23, 26–29. https://doi.org/10.1016/j.copsyc.2017.11.003
   PubMed Web of Science ®Google Scholar
• Liszkowski, U., Carpenter, M., & Tomasello, M. (2007). Pointing out new news, old news, and absent referents at 12 months of age. Developmental Science, 10(2), F1–F7. http://dx.doi.org/10.1111/j.1467-7687.2006.00552.x
   PubMed Web of Science ®Google Scholar
• MacWhinney, B. (2000). The CHILDES project: Tools for analyzing talk (3rd ed.). Lawrence Erlbaum Associates.
   Google Scholar
• Matthews, D. (2014). Le développement des compétences référentielles: Gestes, mots et expressions de 9 mois à 5 ans. Travaux Neuchâtelois de Linguistique, 60, 7–20. http://www.unine.ch/tranel/en/home/tous-les-numeros/tranel-60.html
   Google Scholar
• Matthews, D., Butcher, J., Lieven, E., & Tomasello, M. (2012). Two- and four-year-olds learn to adapt referring expressions to context: Effects of distracters and feedback on referential communication. Topics in Cognitive Science, 4(2), 184–210. https://doi.org/10.1111/j.1756-8765.2012.01181.x
   PubMed Web of Science ®Google Scholar
• Matthews, D., Lieven, E., Theakston, A., & Tomasello, M. (2006). The effect of perceptual availability and prior discourse on young children’s choice of referring expressions. Applied Psycholinguistics, 27(3), 403–422. https://doi.org/10.1017/S0142716406060334
   Web of Science ®Google Scholar
• Matthews, D., Lieven, E., & Tomasello, M. (2007). How toddlers and pre-schoolers learn to uniquely identify referents for others: A training study. Child Development, 78(6), 1744–1759. https://doi.org/10.1111/j.1467-8624.2007.01098.x
   PubMed Web of Science ®Google Scholar
• Moll, H., Carpenter, M., & Tomasello, M. (2014). Two- and 3-year-olds know what others have and have not heard. Journal of Cognition and Development, 15(1), 12–21. https://doi.org/10.1080/15248372.2012.710865
   Web of Science ®Google Scholar
• Montes. R. G. (2011). Respuestas infantiles a las reformulaciones maternas. In C. Rojas-Nieto, & D. Jackson-Maldonado (Eds.), Interacción y uso lingüístico en el desarrollo de la lengua materna (pp. 209–258). Universidad Nacional Autónoma de México - Universidad Autónoma de Querétaro.
   Google Scholar
• Muñetón, M., & Rodrigo López, M. (2013). The role of pointing in the immediate and displaced references in early mother-child communication. Anuario de Psicología, 43(1), 53–66. https://www.raco.cat/index.php/AnuarioPsicologia/issue/view/19899
   Google Scholar
• Resches, M., & Pérez-Pereira, M. (2007). Referential communication abilities and theory of mind development in preschool children. Journal of Child Language, 34(1), 21–52. https://doi.org/10.1017/S0305000906007641
   PubMed Web of Science ®Google Scholar
• Rojas-Nieto, C. (1995). Interacción dialógica temprana. De la reiteración a la afirmación. Discurso, 18, 1–18. http://ru.iis.sociales.unam.mx/handle/IIS/5519
   Google Scholar
• Rojas-Nieto, C. (2002). La construcción temprana de conexiones. Una mirada a las auto-reparaciones infantiles. In C. Curco, M. Colín, N. Groult, & L. Herrera (Eds.), Contribuciones a la lingüística aplicada en América Latina (pp. 41–54). Universidad Nacional Autónoma de México.
   Google Scholar
• Rojas-Nieto, C. (2007). La base de datos ETAL. Etapas tempranas en la adquisición del lenguaje. Origen, descripción y metas de un proyecto. In A. Vigueras Ávila ( Coord.) Jornadas Filológicas, 2005 (pp. 575–599). Universidad Nacional Autónoma de México.
   Google Scholar
• Rojas-Nieto, C. (2009). Starting small effects in the acquisition of early relative constructions in Spanish. In T. Givón, & M. Shibatani (Eds.), The Genesis of syntactic complexity. Diachrony, acquisition, neuro-cognition, evolution (pp. 277–310). John Benjamins.
   Google Scholar
• Rojas-Nieto, C. (2019). Expresiones locativas en la interacción: a la búsqueda del reconocimiento referencial. Lingüística, 35(2), 171–189. https://doi.org/10.5935/2079-312X.20190023
   Google Scholar
• Salazar Orvig, A., Marcos, H., Morgenstern, A., Hassan, R., Leber-Martin, J., & Parés, J. (2010). Dialogical beginnings of anaphora. The use of third person pronouns before the age of 3. Journal of Pragmatics, 42(7), 1842–1865. https://doi.org/10.1016/j.pragma.2009.09.020
   Web of Science ®Google Scholar
• Schegloff, E. A. (1996). Some practices for referring to persons in talk-in-interaction: A partial sketch of a systematics. In B. Fox (Ed.), Studies in anaphora (pp. 437–485). John Benjamins.
   Google Scholar
• Schegloff, E. A. (2007). Sequence organisation in interaction: A primer in conversation analysis. Cambridge University Press.
   Google Scholar
• Serratrice, L. (2008). The role of discourse and perceptual cues in the choice of referential expression in English pre-schoolers, school age children, and adults. Language Learning and Development, 4(4), 309–332. https://doi.org/10.1080/15475440802333619
   Google Scholar
• Serratrice, L., & Allen, S. (2015). Introduction. An overview of the acquisition of reference. In L. Serratrice, & S. Allen (Eds.), The acquisition of reference (pp. 1–24). John Benjamins.
   Google Scholar
• Sidnell, J. (2016). Conversation analysis. In M. Aronoff (Ed.) Oxford research Encyclopedia - Linguistics. Oxford University Press. https://doi.org/10.1093/acrefore/9780199384655.013.40
   Google Scholar
• Silva-Corvalán, C. (2014). Bilingual language acquisition. Spanish and English in the first six years. Cambridge University Press.
   Google Scholar
• Soler, O., & Solé Planas, M. R. (2008). El andamiaje del adulto y su papel en la producción de narraciones orales en una población infantil. In E. Díez Itza (Ed., lit), Estudios de desarrollo del lenguaje y educación (pp. 25–36). Universidad de Oviedo.
   Google Scholar
• Stephens, G., & Matthews, D. (2014). The communicative infant from 0-18 months: The social-cognitive foundations of pragmatic development. In D. Matthews (Ed.), Pragmatic development in first language acquisition (pp. 13–36). John Benjamins.
   Google Scholar
• Stivers, T., Enfield, N. J., & Levinson, S. C. (2007). Person reference. In N. J. Enfield, & T. Stivers (Eds.), Person reference in interaction: Linguistic, cultural, and social perspectives (pp. 1–20). Cambridge University Press.
   Google Scholar
• Tomasello, M. (2003). Constructing a language: A usage-based theory of language acquisition. Harvard University Press.
   Google Scholar
• Tomasello, M. (2008). Origins of human communication. MIT Press.
   Google Scholar
• Tomasello, M. (2009). Why we cooperate. The MIT Press.
   Google Scholar
• Veneziano, E. (2010). From one word to two words: Repetition patterns on the way to structured speech. Journal of Child Language, 17(3), 633–650. https://doi.org/10.1017/S0305000900010928
   Google Scholar
• Vihman, M. (1996). Phonological development: The origins of language in the child. Blackwell.
   Google Scholar
• Wittek, W., & Tomasello, M. (2005). Young children’s sensitivity to listeners’ knowledge and perceptual context in choosing referring expressions. Applied Psycholinguistics, 26(4), 541–558. https://doi.org/10.1017/S0142716405050290
   Web of Science ®Google Scholar