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Markers of Topical Discourse in Child-Directed Speech
2014
Cognitive Science
Although the language we encounter is typically embedded in rich discourse contexts, many existing models of processing focus largely on phenomena that occur sentence internally. Similarly, most work on children's language learning does not consider how information can accumulate as a discourse progresses. Research in pragmatics, however, points to ways in which each subsequent utterance provides new opportunities for listeners to infer speaker meaning. Such inferences allow the listener to
doi:10.1111/cogs.12121
pmid:24731080
fatcat:3dkh5ssvjrcclosehvk3auglse