The development of non-literal uses of language: Sense conventions and pragmatic competence

A growing body of developmental evidence suggests that the cognitive abilities enable expression and comprehension communicative intentions – so-called pragmatic which underlie language use understanding, develop early. However, a puzzling feature development is children's difficulties with non-literal uses (e.g., ‘I love you so much I could eat up!’). outline research program aims to provide input novel theoretical account resolves this puzzle. Rather than investigating different types in isolation, we should adopt global perspective on difficulties. On basis experimental from metonymy irony, hypothesise sensitivity sense conventions impedes their reasoning during preschool years. According hypothesis, ‘literalism’ does not result poor abilities, but arises because attending particular - serves an important function at stage social learning. The aim open new direction for empirical into language, more generally.