Abstract
Children's comprehension of literal and nonliteral falsehood was examined to determine (a) the role of memory demands and (b) the role of intonation and the relationship between sentence and speaker meaning in comprehension, in Experiment 1, 5-year-olds' comprehension of sarcasm, errors, and lies was assessed in high- and low-memory-demand conditions. Memory affected only comprehension of errors. In Experiment 2, comprehension of sarcasm, hyperbole, and understatement was assessed in 6-, 8-, and 10-year-olds. These utterances differ in the relationship between sentence and speaker meaning: opposition (sarcasm), exaggeration (hyperbole), and minimization (understatement). Presence of intonation did not facilitate comprehension, hut type of underlying relationship did.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
