Ich sehe was was du nicht siehst: Common ground and contrastive information in childrens and adults reference resolution

我看到了一些你看不到的东西：儿童和成人参考分辨率中的共同点和对比信息

• 批准号: 254858842
• 负责人: Professorin Dr. Barbara Höhle
• 金额: --
• 依托单位: Department für Linguistik
• 依托单位国家: 德国
• 项目类别: Priority Programmes
• 财政年份: 2014
• 资助国家: 德国
• 起止时间: 2013-12-31 至 2020-12-31
• 项目状态: 已结题
• 来源: https://gepris.dfg.de/gepris/projekt/254858842?language=en
• 关键词: Ich; sehe; was; du; nicht

The meaning of a linguistic utterance does not only depend on the lexico-semantic content and its syntactic structure but also on the speakers intention. In human communication, common ground knowledge and the presence of alternatives in the common ground efficiently guide the choice of referring expressions of the speaker. For the hearer an utterance with a specific linguistic form can have different interpretations and the hearer must regularly integrate pragmatic principles to determine which of the possible interpretations has been intended by the speaker.There is a large body of experimental research showing that referring expressions mostly are optimally tailored by the speaker to provide sufficient but no redundant information to uniquely identify a referent. However, over- and under-informative utterances still occur in communicative settings; they lead to higher processing costs and are judged as less appropriate than optimal utterances. The use of experimental approaches to better understand the mechanisms underlying pragmatic processing is a relatively recent enterprise. Hence, the online time-course of the interaction of lexical-semantic, syntactic, and pragmatic processes is still under debate. Time-sensitive online measures of linguistic processing such as the visual-world eye-tracking paradigm or event related brain potentials provide fine-grained insights how the (automatic) interpretation of utterances unfolds over time. Moreover, these methods can be applied to adults and very young children alike to shed light on the development and the underlying common mechanisms.The proposed project will investigate how common ground knowledge and the presence of contrastive information affects reference resolution during the comprehension of utterances. In line with the goals of XPrag.de, the project will pursuit an experimental approach in different populations, namely 3 to 5 year old children and adults. Specifically we are interested in the question WHEN pragmatic knowledge is integrated in the construction of sentence meaning during comprehension. The question of WHEN will be considered from two different perspectives: first, we will ask whether pragmatic knowledge can constrain the parsing of utterances immediately or whether pragmatic knowledge is only relevant in later processing stages in which different information sources are integrated to form a representation of the utterance meaning. Second we will ask WHEN children acquire the relevant pragmatic principles in this area and how this pragmatic development is related to the development of non-linguistic socio-cognitive skills. In summary, the overall goal of our project is to understand when pragmatic information interacts with syntactic and lexical-semantic information in language comprehension, when this competence is developed in childhood, and if and how the understanding of pragmatic information depends on theory of mind capacities.

语言话语的意义不仅取决于词汇语义内容及其句法结构，还取决于说话者的意图。在人类交流中，共同点知识和共同点中替代方案的存在有效地指导了说话者所指表达的选择。对于听者来说，具有特定语言形式的话语可以有不同的解释，听者必须定期整合语用原则来确定说话者想要哪种可能的解释。大量的实验研究表明，指称表达大多是由说话者进行最佳定制，以提供足够但无冗余的信息来唯一地识别所指对象。然而，在交际环境中，信息过多或信息不足的话语仍然存在；它们会导致更高的处理成本，并且被认为不如最佳话语合适。使用实验方法来更好地理解语用处理背后的机制是一个相对较新的事业。因此，词汇语义、句法和语用过程相互作用的在线时间进程仍然存在争议。对语言处理的时间敏感的在线测量，例如视觉世界的眼球追踪范式或事件相关的大脑电位，提供了对话语的（自动）解释如何随着时间的推移而展开的细粒度见解。此外，这些方法可以应用于成人和幼儿，以阐明发展和潜在的共同机制。拟议的项目将研究共同基础知识和对比信息的存在如何影响话语理解过程中的参考分辨率。根据 XPrag.de 的目标，该项目将在不同人群（即 3 至 5 岁的儿童和成人）中寻求实验方法。具体来说，我们对“何时将语用知识融入理解过程中句子意义的构建”这一问题感兴趣。 WHEN 的问题将从两个不同的角度来考虑：首先，我们会问语用知识是否可以立即约束话语的解析，或者语用知识是否只在稍后的处理阶段相关，在这些阶段中，不同的信息源被整合以形成表达的表示。言语的意思。其次，我们将询问儿童何时获得该领域的相关语用原则，以及这种语用发展与非语言社会认知技能的发展有何关系。总之，我们项目的总体目标是了解语用信息何时与语言理解中的句法和词汇语义信息相互作用，这种能力何时在儿童时期发展，以及对语用信息的理解是否以及如何依赖于心理理论能力。