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| Autor/inn/en | Ryskin, Rachel; Kurumada, Chigusa; Brown-Schmidt, Sarah |
|---|---|
| Titel | Information Integration in Modulation of Pragmatic Inferences during Online Language Comprehension |
| Quelle | In: Cognitive Science, 43 (2019) 8, (35 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1551-6709 |
| DOI | 10.1111/cogs.12769 |
| Schlagwörter | Language Processing; Pragmatics; Eye Movements; Inferences; Comprehension; Cues; Interpersonal Communication |
| Abstract | Upon hearing a scalar adjective in a definite referring expression such as "the big…," listeners typically make anticipatory eye movements to an item in a contrast set, such as a big glass in the context of a smaller glass. Recent studies have suggested that this rapid, contrastive interpretation of scalar adjectives is malleable and calibrated to the speaker's pragmatic competence. In a series of eye-tracking experiments, we explore the nature of the evidence necessary for the modulation of pragmatic inferences in language comprehension, focusing on the complementary roles of top-down information - (knowledge about the particular speaker's pragmatic competence) and bottom-up cues (distributional information about the use of scalar adjectives in the environment). We find that bottom-up evidence alone (e.g., the speaker says "the big dog" in a context with one dog), in large quantities, can be sufficient to trigger modulation of the listener's contrastive inferences, with or without top-down cues to support this adaptation. Further, these findings suggest that listeners track and flexibly combine multiple sources of information in service of efficient pragmatic communication. (As Provided). |
| Anmerkungen | Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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