The authors deal with information structure, which initially refers to pragmatic functional areas such as topic, focus, and the distinction between accessible vs. new information. Generally, they aim for a communicatively efficient design of everyday utterances. In this context, not only is the discourse context relevant, but also the intended listener or reader and their comprehension difficulties must be anticipated - an adequate design of everyday utterances is based on complex processes of social cognition. The book includes, on one hand, contributions from a linguistic systematic perspective. Additionally, it addresses first language acquisition: How do children acquire the ability to react (re)appropriately in terms of information structure? And what does this look like in children with developmental disorders?.