Tabla de Contenidos: “…Table of contents -- List of Tables and Figures xi -- Acknowledgements xiii -- General introduction xv -- Part I Commitment: A literature review -- 1 Enunciation Theory and Linguistic Polyphony 3 -- 1.1 Introduction 3 -- 1.2 Enunciation Theory 4 -- 1.2.1 Enunciation Theory and endorsement 5 -- 1.3 Linguistic polyphony 8 -- 1.3.1 Ducrot's (1984) linguistic polyphony 9 -- 1.3.2 The ScaPoLine: Linguistic polyphony and responsibility 12 -- 1.4 Conclusion 15 -- 2 Speech Act Theory 17 -- 2.1 Introduction 17 -- 2.2 Definitions of commitment in Speech Act Theory 19 -- 2.3 Speech acts and commitment 20 -- 2.3.1 Commissives 21 -- 2.3.2 Assertives 22 -- 2.3.3 Directives 25 -- 2.4 Illocutionary-force indicators and commitment 26 -- 2.5 Conclusion 28 -- 3 Studies on dialogue and argumentation 33 -- 3.1 Introduction 33 -- 3.2 Approaches and definitions of commitment 34 -- 3.2.1 Hamblin 34 -- 3.2.2 Walton 37 -- 3.2.3 Beyssade and Marandin 39 -- 3.2.4 Gunlogson 40 -- 3.2.5 Malamud and Stephenson 43 -- 3.2.6 Becker 45 -- 3.3 Conclusion 47 -- 4 Relevance Theory 51 -- 4.1 Introduction 51 -- 4.2 Relevance Theory 51 -- 4.2.1 Relevance and cognition 52 -- 4.2.2 Relevance and communication 54 -- 4.3 Relevance-theoretic approaches to commitment 60 -- 4.3.1 Indirect approaches: Assertion 61 -- 4.3.2 Indirect approaches: Modality and evidentiality 64 -- 4.3.2.1 Epistemic modality 64 -- 4.3.2.2 Evidentiality 69 -- 4.3.3 Direct approaches 75 -- 4.4 Conclusion 79 -- 5 Commitment in linguistics: A summary 83 -- 5.1 Literature on commitment 83 -- 5.2 Remaining questions 84 -- 5.3 The need for a unified account of commitment 85 -- Part II A new take on commitment -- 6 Modelling commitment 89 -- 6.1 Introduction 89 -- 6.2 A hearer-oriented approach 90 -- 6.3 Focusing on explicatures: A graded conception 90 -- 6.4 A relevance-theoretic perspective 92 -- 6.4.1 Higher-level explicatures 94 -- 6.4.2 Strength of assumptions 97 -- 6.5 Epistemic vigilance 108 -- 6.5.1 Graded mechanisms 109 -- 6.5.2 Understanding and believing 109 -- 6.5.3 Epistemic vigilance and the relevance-guided -- comprehension procedure 112 -- 6.5.4 Vigilance towards the content 113 -- 6.5.5 Vigilance towards the source of information 118 -- 6.5.6 Concluding remarks 119 -- 6.6 An alternative account of commitment 120 -- 6.7 A commitment typology 123 -- 6.8 Conclusion 126 -- 7 Theoretical predictions of the model 129 -- 7.1 Introduction 129 -- 7.2 Linguistic markers of certainty 129 -- 7.2.1 Plain assertions, epistemic modals and evidential expressions 130 -- 7.2.2 Experimental literature on linguistic markers of certainty 134 -- 7.2.3 Prediction 139 -- 7.3 The source of information's reliability 141 -- 7.3.1 Competence and benevolence 142 -- 7.3.2 Reported speech and the ad verecundiam fallacy 146 -- 7.3.3 Experimental literature on the source of information's perceived reliability 149 -- 7.3.4 Prediction 154 -- 7.4 The salience of the piece of information 158 -- 7.4.1 Manifestness, accessibility and salience 159 -- 7.4.2 The linguistic literature on salience 160 -- 7.4.3 An alternative definition of salience 161 -- 7.4.4 Experimental literature on salience 166 -- 7.4.5 Prediction 168 -- 7.5 Conclusion 170 -- Part III Testing a new model of commitment -- 8 Experimental pragmatics and memory tasks 173 -- 8.1 Experimental pragmatics 173 -- 8.2 Literature review on memory tasks 174 -- 8.2.1 Memory 174 -- 8.2.2 Remembering and memory tasks 175 -- 8.2.3 Recall and recognition paradigms: A survey 176 -- 8.3 Linguistic phenomena affecting recall and recognition 178 -- 8.4 Conclusion 181 -- 9 Three experimental studies 185 -- 9.1 Linguistic markers of certainty 185 -- 9.1.1 Study 1a 185 -- 9.1.2 Study 1b 191 -- 9.2 The source of information 194 -- 9.2.1 Study 2a 194 -- 9.2.2 Study 2b 197 -- 9.2.3 Study 2c 200 -- 9.3 The salience of the piece of information 204 -- 9.3.1 Study 3a 204 -- 9.3.2 Study 3b 207 -- 9.4 Conclusion 209 -- 10 General discussion 211 -- 10.1 Commitment from a pragmatic perspective 211 -- 10.2 Commitment from a cognitive perspective 213 -- 10.3 Commitment from an experimental perspective 214 -- 10.4 Three predictions about commitment 215 -- 10.5 The results of the three recognition studies 216 -- 10.6 Conclusion 219 -- General conclusion 221 -- References 227.…”

“…Este álbum de cromos y actividades completa al álbum 'Vamos alegres a la casa del Señor. Ciclos B y C (2021-2022)'. Es una sencilla herramienta que ayuda a padres, catequistas y demás educadores en la fe para ir acercando a sus hijos o catecúmenos a la celebración de la misa. …”

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