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Voice Quality

By John H. Esling, Scott R. Moisik, Allison Benner, Lise Crevier-Buchman

Voice Quality "The first description of voice quality production in forty years, this book provides a new framework for its study: The Laryngeal Articulator Model. Informed by instrumental examinations of the laryngeal articulatory mechanism, it revises our understanding of articulatory postures to explain the actions, vibrations and resonances generated in the epilarynx and pharynx."


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Let's Talk

By David Crystal

Let's Talk "Explores the factors that motivate so many different kinds of talk and reveals the rules we use unconsciously, even in the most routine exchanges of everyday conversation."



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Dissertation Information


Title: The Interdependence of Modality and Theory of Mind Add Dissertation
Author: Danielle Alfandre Update Dissertation
Email: click here to access email
Institution: Louisiana State University, Interdepartmental Program in Linguistics
Completed in: 2010
Linguistic Subfield(s): Semantics; Language Acquisition;
Subject Language(s): English
Director(s): Michael Hegarty

Abstract: Modality is traditionally defined as the expression of possibility or necessity. In English, modality is expressed by the modal auxiliaries such as can, would, should, or might; adjectives and adverbs such as possible, necessary, maybe, and absolutely; or phrasal verbs such as going to or have to. Theory of Mind (ToM) is broadly defined as the ability to attribute thoughts and beliefs to other people. ToM is usually expressed using
propositional attitude verbs such as 'think' as in Mary thinks that it will rain.

Hegarty (2006, 2010) proposes that propositional attitude verbs are covertly modalized and can be analyzed using the same apparatus as modals. If this theory is correct, then attitude ascriptions that are used to express ToM should be acquired by children after the child has a command of modality.

Previous research shows that modality emerges in children as young as two years of age (Choi, 1999), but that children do not reach adult proficiency until around twelve years of age (Coates, 1987). Similarly, ToM begins to emerge when children can pass the standard false belief task near their fourth birthday (Wimmer & Perner, 1983; Baron-Cohen, Leslie & Frith, 1985), but children lack the necessary interpretation of the thoughts and beliefs of other people until they are approximately twelve years old (Lalonde & Chandler, 2002).

This study evaluates the acquisition of both modality and ToM in eighty-six first, third, and fifth graders, using elicitation tasks for modality and question-answer tasks to test for higher-order ToM. The data was then analyzed indicating the approximate age of the acquisition of different types of modality such as epistemic (both strong and weak), alethic, priority, and dynamic. These results were then compared to those of the ToM
tasks which indicate the age at which first, second, third, and fourth order ToM are acquired. The data suggests that modality and ToM are interdependent. Based on the results, a strong sense of modality emerges before the appropriate use of expressions of the second-order ToM, and third and fourth order ToM are mastered before the more difficult expressions of modality.