How children comprehend speech acts and communicative gestures

We propose a framework for explaining difference in difficulty of various pragmatic phenomena. In particular, we investigate the ability to comprehend direct, indirect, deceitful, and ironic communicative acts. Our main prediction is that there is a gradation of difficulty in their comprehension. Such a prediction is grounded on the assumptions that the various phenomena involve both mental representations of different complexity and different inferential load. A further prediction is that a communicative act has in principle the same difficulty of comprehension, whether performed through speech acts or communicative gestures. The underlying assumption is that the construction of the meaning of a communicative act is independent of the input modalities. We validate our predictions through an experiment on 160 children, with 40 in each of the following age groups: 2.6 to 3 years, 3.6 to 4 years, 4.6 to 5.6 years, and 6 to 7 years. The results confirm the predicted gradation of difficulty both for the different sorts of speech acts and for the communicative gestures. Also, the results, when broken down by each phenomenon, show that participants performed equally well in speech acts and in communicative gestures. We conclude with a discussion of the possible implications of our results for linguistic and gestural communication research.