Abstract

This paper investigates the gradual transformation of prelinguistic joint attention routines into resources of referential communication. It is argued that the child uses linguistic means of reference to recode and re-represent joint attention procedures in various ways. While semanticists stress the fact that pronouns, proper nouns, and definite descriptions may refer to the same entity, various modes of establishing, identifying and tracking discourse referents are considered here to be structural amplifications of joint attention routines, actively reorganized by the child in language acquisition.