Difficulties understanding implicitness in French elementary priority education classes

Béatrice Godart-Wendling (1) , Frédéric Isel (1) , Maria Kihlstedt (1) , Maria Pia Bucci (1)

1 MoDyCo - Modèles, Dynamiques, Corpus

The comprehension of written or oral language is a complex cognitive activity which results for the individual from the construction of a coherent mental representation of what is written or said (Van Dijk & Kintsch, 1983). To construct this representation, the reader or listener must not only consider what the writer or speaker expresses explicitly, but also what he or she prefers to convey implicitly. International and national assessments (Andreu et al. 2016; OECD, 2019; Mullis et al., 2017) show that pupils from a low socioeconomic status encounter more difficulties detecting and interpreting implicitness. Consequently, the children's cognitive development is delayed. Our goal was to compare the understanding of three forms of implicitness (i.e., presupposition, implicatures, and irony) that begin to be cognitively accessible to pupils as early as age 5-6

Mots clés: Implicitness; presupposition; implicature; irony

Domaines: Sciences de l'Homme et Société; Sciences cognitives

Béatrice Godart-Wendling, Frédéric Isel, Maria Kihlstedt, Maria Pia Bucci. Difficulties understanding implicitness in French elementary priority education classes. Colloque PIAGET-RIPSYDEVE 2023, Psychologie du développement et de l’éducation : enjeux actuels et défis pour le XXIème siècle, Université de Genève, Jun 2023, Genève (CH), Switzerland. ⟨hal-04262692⟩