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A discourse-analytical approach to children's knowledge is offered, focusing on extracts of classroom talk between a teacher and a kindergarten class. After rejecting the possibility of defining concepts and memories as cognitive states prior to or underlying discourse, the talk is examined for...
Interpersonal conflicts and sequences of misunderstandings of the interpretative frame (as "real" or "pretend") were examined in the videotaped interactions of 19 pairs of preschool-age children. Several linguistic/pragmatic devices employed for disambiguating frame and for handling opposition...
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