Abstract and Keywords
A common assumption is that communicative competence simply flows from some possibly innate by-product of vocal development. Understanding the dimensions of competence, or what in this chapter is called “communicative pragmatics,” can be summed up as answering the “wh” questions, the “who,” “what,” “where,” “when,” and “why” of vocal performance. This chapter shows that songbirds and infants have to (a) learn how to use their signals though social modeling and social operant learning and (b) learn to lengthen their attention span so as to be able to acquire critical feedback from social companions. Of particular importance is the convergence of directed attention and vocalizations because individuals are able to receive both vocal and visual feedback to their behaviors.
Oxford Handbooks Online requires a subscription or purchase to access the full text of titles within the service. Public users can however freely search the site and view restricted versions of this content, plus any full text content that is freely available.
If you think you should have access to this title, please contact your librarian.
To troubleshoot, please check our FAQs, and if you can't find the answer there, please contact us .