Abstract
Obviously school-age children do not acquire speech and language in a vacuum but rather in the context of the total communicative situation. This situation involves: (1) the children, their friends, classmates, parents, and teachers; (2) the inherent functions of the communicative act including intent; (3) the interests and knowledge of the participants; and (4) the setting. This paper is concerned primarily with the various functions of the communicative act.
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© 1984 Springer Science+Business Media New York
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Ogilvie, M. (1984). Why Do Children Talk?. In: Raphael, L.J., Raphael, C.B., Valdovinos, M.R. (eds) Language and Cognition. Cognition and Language: A Series in Psycholinguistics. Springer, Boston, MA. https://doi.org/10.1007/978-1-4899-0381-5_21
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DOI: https://doi.org/10.1007/978-1-4899-0381-5_21
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