Developmental studies of irony comprehension: Relations between theory and practice

Deirdre Wilson

UCL and CSMN, Oslo

Abstract

Fifteen years ago, Marlena Creusere (1999: 256-8) noted that while there were clear links between theory and experimental work in some studies of irony comprehension in adults, these links were largely absent in developmental studies:

While many of the studies related to children’s understanding of irony may be consistent with and possibly influenced by theories of adults’ understanding of verbal irony, few developmental investigations have specifically tested the claims made within these perspectives.) … Just as consideration of theories concerning adults’ use and processing of irony and sarcasm is likely to inform researchers interested in pragmatic language development, attention to the results of developmental studies of non-literal speech-act comprehension is certain to enlighten those interested in pragmatic theory.

In this paper, I will consider what light the growing literature on the development of irony comprehension can shed on theoretical debates about the nature of irony, and how such debates might point out worthwhile directions for future developmental research.

Creusere, Marlena, 1999. Theories of adults’ understanding and use of irony and sarcasm: Applications to and evidence from research with children. Developmental Review 19, 213-262.