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Deixis is said to be organised in an egocentric way, in other words there are points of
anchorage in an utterance that constitute the ‘deictic centre’. These are assumed to be
the following: (i) the central person is the speaker, (ii) the central time is the time at
which the speaker produces the utterance, (iii) the central place is the speaker’s
location at the time of utterance, (iv) the discourse centre is the point which the
speaker is currently at in the production of his utterance, and (v) the social centre is
the speaker’s social status and rank, to which the status or rank of addressees or
referents is relative (Levinson, 1995). Ironically, this egocentrism contributes to a
child’s difficulty in dealing with deixis; Children are said to be cognitively egocentric
(Tanz, 1980) and as such, they show an inability to take someone else’s perspective in
either a spatial or a figurative sense, and thus, their failure in dealing with deictic
terms such as personal pronouns. Prior to their learning to use personal pronouns they
will use their name to refer to themselves. When they do start to use them they often
produce errors where they fail to shift reference, such as in Tanz (1980, p52), in this
extract of an exchange between Adam and his mother after Adam fell (age 2;6):
Mother: Did you hurt yourself?
Adam: Yeah.
M: What did you hurt?
A: Hurt your elbow.
The personal pronoun ‘I’ refers to the self from the speaker’s point of view but not
from the hearer’s. Therefore Tanz suggests that the acquisition of deictic categories
would be dependent on developing the concepts of ‘speaker reference’ and ‘hearer
reference’.
The word deixis derives from the Greek word for indicating. In spoken languages
deixis is considered to be a verbal substitute for the act of pointing. But in visual-
gestural languages such as American Sign Language (ASL), deixis actually is
pointing. For example, the signer indicates himself (first person) by pointing towards
his own torso, and he indicates the addressee by pointing towards the torso of the
addressee. All reference is made within a specially divided space with specific
horizontal planes used for specific references. This cuts down on the type of
ambiguity present in spoken languages because it allows ‘specific co-reference’
(Jarvella and Klein, 1982, p301). For example, the sentence ‘she said she paid her and
then she went shopping’ doesn’t specify which of these personal pronouns are co-
referent, if any, whereas ASL doesn’t allow for this type of ambiguity because the
distinctions are made by pointing to different points in space. This type of spatial
indexing also allows for relatively more freedom of word order than English. It should
be safe to assume from this that deaf children acquiring deictic terms should
encounter less difficulties than hearing children, due to the problems already
mentioned that hearing children face with shifting reference. However, evidence
suggests that deaf children parallel hearing children in their acquisition of deictic
terms. This could be due to the fact that indexicals in ASL share the same properties
as other ASL signs: there are many signs in ASL that are produced by pointing
towards the torso, so there is nothing in the form of indexicals that singles them out as
being different.
Part of the philosophical interest in the area of deixis arises from the question of
whether all indexical expressions can be reduced to a single primary one. Russell
(Levinson, 1995) thought that all indexicals could be translated into expressions
containing this, with the pronoun I translating into the expression ‘the person who is
experiencing this’. but Levinson argues that there is nothing to be gained from this
view. Interestingly, however, Lyons (Tanz, 1980) feels that there may be a pure
deictic particle used by children. In English it can take on forms like /di/ or /da/, and
appears to derive from the demonstratives this and that. This particle reflects the focus
of the child’s attention and serves to direct the attention of the listener. Its meaning,
according to Lyons, is merely ‘look!’ or ‘there!’.
One aspect of deixis that Levinson questions is whether it belongs within the area of
semantics or within that of pragmatics. Certainly, Tanz states that ‘in the type of
semantic theory which focuses on meaning as it resides in words and sentences,
deictic terms are a marginal category, of no special theoretical interest’ (Tanz, 1980,
p10). On the other hand, Levinson argues that as deixis is so deeply grammaticalized,
and if semantics is taken to include all ‘conventional aspects of meaning’, then deixis
should perhaps be considered semantic. He then goes on to argue that it really belongs
within the area of pragmatics because it concerns the relationship between the
structure of language and the context in which it is used. However, he finally suggests
that, as such categorisations are theory-dependent, ‘deixis will probably be found to
straddle the semantics/pragmatics border.