Skip to main content

Influence of Voice Intonation on Understanding Irony by Polish-Speaking Preschool Children

Zajączkowska, Maria Katarzyna (2017) Influence of Voice Intonation on Understanding Irony by Polish-Speaking Preschool Children. Psychology of Language and Communication, 20 (3). pp. 278-291. ISSN 2083-8506. (doi:10.1515/plc-2016-0017)

Abstract

The main aim of the presented study was to investigate the influence of voice intonation on the comprehension of ironic utterances in 4- to 6-year-old Polish-speaking children. 83 preschool children were tested with the Irony Comprehension Task (Banasik & Bokus, 2012). In the Irony Comprehension Task, children are presented with stories in which ironic utterances were prerecorded and read by professional speakers using an ironic intonation. Half of the subjects performed the regular Irony Comprehension Task while the other half were given a modified version of the Irony Comprehension Task (ironic content was uttered using a non-ironic intonation). Results indicate that children from the ironic intonation group scored higher on the Irony Comprehension Task than children who heard ironic statements uttered using a neutral voice. Ironic voice intonation appeared to be a helpful cue to irony comprehension.

Item Type: Article
DOI/Identification number: 10.1515/plc-2016-0017
Uncontrolled keywords: intonation; irony; non-literal language
Subjects: B Philosophy. Psychology. Religion > BF Psychology
Divisions: Faculties > Social Sciences > School of Psychology > Developmental Psychology
Depositing User: M.K. Zajaczkowska
Date Deposited: 27 Feb 2017 15:37 UTC
Last Modified: 19 Jul 2019 14:42 UTC
Resource URI: https://kar.kent.ac.uk/id/eprint/60566 (The current URI for this page, for reference purposes)
  • Depositors only (login required):

Downloads

Downloads per month over past year