Workshopontheroleofpragmaticfactors
inchildlanguageprocessing
ThursdayMay19,2016
09:30-
10:00-
11:00-
11:20-
11:40-
12:00-
12:20-
14:00-
14:20-
14:40-
15:00-
16:00-
16:20-
16:40-
10:00
Welcomeandregistration
11:00 KeynoteSpeaker:ShanleyAllen
11:20
Coffeebreak
LanguageComprehension/Processing
11:40 OnlineComprehensionofsubject-
PoojaPaul,JaydenZiegler&
vs.object-onlyinEnglishspeaking
JesseSnedeker
children
12:00 TimeCourseandStrengthofVisual KatjaMünster&PiaKnoeferle
CueIntegrationinSituated
LanguageProcessinginChildren
12:20 Babystepsinpragmaticinferences: BálintForgács,EugenioParise,Gergely
neuralmarkersofcomprehending
Csibra&JuditGervain
others
14:00
LunchBreak
Beliefs
14:20 TheOntogenyandNatureof
OlivierMascaro&AgnesKovács
Toddler’sInterpretiveCharity:The
caseofassertions
14:40 OptimisticExpectationsabout
OliverMascaro,OlivierMorin&
CommunicationExplainChildren’s DanSperber
DifficultiestoLie
15:00 Whydo3-yearoldsfailtostandard PaulaRubio-Fernandez
false-belieftasks?Theroleof
discourserepresentationsand
attentionalprocesses
16:00
PosterSessionsandCoffeeBreak
TurnTakinginCommunication
16:20 Turn-takinginchildrenandadults: LauraLindsay,ChiaraGambi,
predictiveorreactive?
HughRabagliati&MartinPickering
16:40 YoungChildren’sAnswersto
SaraMoradlou&JonathanGinzburg
Questions
17:40 KeynoteSpeaker:KrisztaSzendröi
Workshopontheroleofpragmaticfactors
inchildlanguageprocessing
FridayMay20,2016
09:30- 10:30 KeynoteSpeaker:MichaelC.Frank
10:30- 10:50 “Areyouthebananasplit?”:The
MuyeZhang,KathrynDavidson&
DevelopmentofMetonymic
MariaMercedesPiñango
Processing
10:50- 11:10
Coffeebreak
Referentiality
11:10- 11:30 Referencecomprehensionandits
ChoonkyuLee,MariaRichter,LuZhang,
relationtocognitivedevelopmentin IsabellWartenburger&BarbaraHöhle
children
11:30- 11:50 MakingMeaning:ComparingAdults VeraKempe
andChildreninanExperimental
SemioticsTask
11:50- 12:10 ThePronounInterpretation
GyörgiRákosi&TóthEnikő
Probleminandoutofcontext:
Experimentalevidencefrom
Hungarian
12:10- 14:00
LunchBreak
Metaphors
14:00- 14:20 Doesmetaphoricalpriming
SobhChahboun,ValentinVulchanov,David
influencelanguageprocessing?
Saldaña,RikEshuis&MilaVulchanova
14:20- 14:40 Metaphorsassecondlabels:Difficult PaulaRubio-Fernandez&Susanne
forpreschoolchildren?
Grassmann
14:40- 15:00 Comprehensionofnovelmetaphor NausicaaPouscoulous&
inautismandDownsyndrome
AlexandraPerovic
15:00- 15:20
CoffeeBreak
LearningProcesses
15:20- 15:40 WordLearningfromreferential
JanetBang&AparnaNadig
gazeversusamovingarrowin
childrenwithorwithoutautism
15:40- 16:00 Theeffectsofwalkingthrough
KatharinaRohlfing,LisaWarning,Jana
doorwaysonchildren’slong-term
Koke&MartinaHielscher-Fastabend
wordlearning
16:00- 17:00 KeynoteSpeaker:JesseSnedeker
Workshopontheroleofpragmaticfactors
inchildlanguageprocessing
PosterPresentations
Becomingacompetentcomprehender:The
interactionbetweenpragmaticsandepistemic
vigilanceindevelopment
Children’sunderstandingofirony:Newevidence
fromapictureselectiontask
Generalizingwordcategoriesforspatialprepositions
frompicturesin28-month-olds
Influenceofdepictedactionsandinformation
structureonpronounresolutioninGermanchildren
Scalarimplicaturesinchildren:acorpusstudy
DianaMazzarella&Nausicaa
Pouscoulous
FranziskaKöder&IngridFalkum
KatharinaRohlfing&Kerstin
Nacjhtigäller
FriederikeVoß,MilaVulchanova,Pia
Knoeferle&RikEshuis
SarahEiteljörge,NausicaaPouscoulous&
ElenaLieven
Semanticsfacilitateschildren’spragmaticprocessing: Chia-YingChu&UtakoMinai
Chinese-speakingchildren’suseofsemantics
Shy19-month-oldsusepragmaticallydifferentmeans FranziskaKrause&KatharinaRohlfing
thantheirnon-shypeersinmasteringLevel1
perspective-talking
TheinfluenceofintonationonNorwegianchildren’s CamillaHellumFoyn,MilaVulchanova&
pronounresolution
RikEshuis
Theinfluenceofprosodyonthematicroleassignment JuliaKröger,KatjaMünster&Pia
duringreal-timespokenlanguagecomprehension:a Knoeferle
comparisonbetweenGermanyoungadultsandfiveyearoldGermanchildren
TheRiseandFallofIronyComprehension
FrancescaPanzeri&FrancescaFoppolo
Theroleofmetalinguisticawarenessinfigurative
IngridFalkum
languagecomprehension
Wordorder,casemarking,andinformationstructure FilipSmolík
inCzech3-and4-year-old’scomprehension