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Expressives, directives and assertions: Cognitive dimensions of speech acts

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Title: Expressives, directives and assertions: Cognitive dimensions of speech acts
Authors: Hågemark, Hubert, Gärdenfors, Peter
Contributors: Lund University, Joint Faculties of Humanities and Theology, Departments, Department of Philosophy, Theoretical Philosophy, Lunds universitet, Humanistiska och teologiska fakulteterna, Institutioner, Filosofiska institutionen, Teoretisk filosofi, Originator, Lund University, Joint Faculties of Humanities and Theology, Departments, Department of Philosophy, Cognitive Science, Lunds universitet, Humanistiska och teologiska fakulteterna, Institutioner, Filosofiska institutionen, Kognitionsvetenskap, Originator, Lund University, Joint Faculties of Humanities and Theology, Departments, Department of Philosophy, Cognitive modeling, Lunds universitet, Humanistiska och teologiska fakulteterna, Institutioner, Filosofiska institutionen, Kognitiv modellering, Originator, Lund University, Profile areas and other strong research environments, Lund University Profile areas, LU Profile Area: Natural and Artificial Cognition, Lunds universitet, Profilområden och andra starka forskningsmiljöer, Lunds universitets profilområden, LU profilområde: Naturlig och artificiell kognition, Originator
Source: Language and Communication. 101:84-104
Subject Terms: Humanities and the Arts, Languages and Literature, Comparative Language Studies and Linguistics, Humaniora och konst, Språk och litteratur, Jämförande språkvetenskap och allmän lingvistik
Description: Despite the considerable amount of research devoted to speech act theory, relatively little attention has been paid to the cognitive foundations underlying different speech act classes. This article addresses this gap by introducing a framework of cognitive dimensions associated with the performance of expressives, directives and assertions. Drawing on empirical data, we argue that each class requires distinct cognitive capacities related to acquisition, intention-involvement, intersubjectivity, involvement, detachment, cooperation and natural meaning. In addition, we propose a set of pragmatic criteria that can be used to structure rudimentary instances of speech acts in both primates and human infants.
Access URL: https://doi.org/10.1016/j.langcom.2025.02.003
Database: SwePub
Description
Abstract:Despite the considerable amount of research devoted to speech act theory, relatively little attention has been paid to the cognitive foundations underlying different speech act classes. This article addresses this gap by introducing a framework of cognitive dimensions associated with the performance of expressives, directives and assertions. Drawing on empirical data, we argue that each class requires distinct cognitive capacities related to acquisition, intention-involvement, intersubjectivity, involvement, detachment, cooperation and natural meaning. In addition, we propose a set of pragmatic criteria that can be used to structure rudimentary instances of speech acts in both primates and human infants.
ISSN:02715309
DOI:10.1016/j.langcom.2025.02.003