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ORCID
https://orcid.org/0000-0003-4914-9562
Date of Graduation
12-14-2024
Semester of Graduation
Fall
Degree Name
Doctor of Philosophy (PhD)
Department
Department of Communication Sciences and Disorders
First Advisor
Emily Zane
Second Advisor
Geralyn Timler
Third Advisor
Geralyn Timler
Abstract
This dissertation investigates how syntax, semantics, and context interact in the comprehension of indirect requests across developmental stages and neurotypes. Through a multimethod approach in three papers, this research encompasses: (1) an experimental study investigating how autistic and neurotypical adults utilize discourse context to interpret ambiguous indirect requests, (2) a comprehensive literature review on indirect request comprehension in typically developing, English-speaking children, proposing both an adapted version of Ervin-Tripp (1976)’s classic speech act framework and a new developmental model, and (3) an experimental study examining toddlers’ reliance on syntax versus semantics during the interpretation of indirect requests. Findings from these studies reveal that while autistic adults and typically developing children rely on different interpretative strategies, both groups demonstrate an understanding of indirect requests that involves a complex interplay of linguistic and pragmatic skills. The results from this dissertation provide a foundation for future research that could inform theoretical models and lead to more targeted approaches for supporting non-literal language development across diverse populations.
Included in
First and Second Language Acquisition Commons, Semantics and Pragmatics Commons, Syntax Commons
