To send content items to your account,
please confirm that you agree to abide by our usage policies.
If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account.
Find out more about sending content to .
To send content items to your Kindle, first ensure firstname.lastname@example.org
is added to your Approved Personal Document E-mail List under your Personal Document Settings
on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part
of your Kindle email address below.
Find out more about sending to your Kindle.
Note you can select to send to either the @free.kindle.com or @kindle.com variations.
‘@free.kindle.com’ emails are free but can only be sent to your device when it is connected to wi-fi.
‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply.
A most fundamental kind of knowing is that which is based on what someone sees or experiences. Direct perceptual access to an event informs our knowledge and understanding of something that has transpired, and both entitles and obligates us to act and to tell others about it in particular ways. As the chapters in this volume demonstrate, one of the most basic and pervasive features of language use has to do with how participants design and implement their talk by reference to their own entitlements to knowledge, and what they figure others' to be. In this chapter, I examine how children aged 14 to 30 months, who are in the early stages of language use, come to have a practiced grasp of how knowledge matters for the organization of interaction – in particular, for how their own and others' differential access to an event motivates and shapes the lines of action they take.
For very young children, an understanding of the relationship between what someone sees and what they know is considered a developmental milestone, one that indexes a major cognitive shift in the way we understand other persons as intentional agents. A long line of research in developmental and cognitive psychology has been concerned with children's abilities to assess another person's knowledge based on his or her perceptual access to an event.
Email your librarian or administrator to recommend adding this to your organisation's collection.