Stanka A. Fitneva
How do children learn the evidential system of their language? The primary goal of this chapter is to summarize existing research on this topic. Its secondary goal is to position this research within a broader framework of investigating language development focusing on the learner, the target language, and the environment as key explanatory factors. The chapter reviews both observational and experimental studies, the latter exploring the production and comprehension of evidentials as well as their use in assessing the reliability of information. This research provides insight primarily into the contributions of cognitive processes to children’s learning of evidentials. The data, however, also hint at how the environment, in particular socialization processes, could help children break the code of evidentials, suggesting that this may be the next frontier of research in the area.