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.

语言话语的含义不仅取决于词典语义内容及其句法结构，而且还取决于说话者的意图。在人类的交流中，共同的知识和在共同基础上的替代方案有效地指导说话者的表达方式。对于听众来说，具有特定语言形式的发言人可以具有不同的解释，而听众必须定期整合务实的原理，以确定说话者打算使用哪种解释。有一系列大量的实验研究表明，参考表达式主要是由扬声器量身定制的，但没有由扬声器量身定制的，但没有提供足够的信息，但没有提供足够的信息向独特的介绍提供给出的参议员。但是，在交流环境中仍然存在过度和信息不足的话语。它们导致更高的处理成本，并被认为不如最佳话语合适。使用实验方法更好地了解实用处理的机制是相对较新的企业。因此，词汇语义，句法和务实过程的在线时间课程仍在争论中。时间敏感的在线度量语言处理，例如视觉世界的眼球传播范式或与事件相关的大脑电位，提供了精细的颗粒见解，可以随着时间的流逝（自动）解释话语的解释如何展开。此外，这些方法可以应用于成年人和非常小的孩子，以阐明发展和潜在的共同机制。拟议的项目将调查在理解话语期间，共同基础知识和对比度信息的存在如何影响参考分辨率。根据Xprag.de的目标，该项目将在不同人群中采用实验方法，即3至5岁的儿童和成人。具体来说，当务实知识纳入理解过程中的句子含义时，我们对这个问题感兴趣。何时将从两个不同的角度考虑的问题：首先，我们将询问务实知识是否可以立即限制话语的解析，或者务实知识仅在以后的处理阶段中相关，在此阶段中，将不同的信息源整合在一起以形成话语含义的表示。其次，我们将询问儿童何时获得该领域的相关务实原则，以及这种务实的发展与非语言社会认知技能的发展有关。总而言之，我们项目的总体目标是了解务实信息何时与语言理解中的句法和词汇语义信息相互作用，何时在童年时期发展了这种能力，以及对实用信息的理解是否以及如何取决于思维能力理论。