Experimental approaches to referential domains and the on-line processing of referring expressions in unscripted conversation

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One of a kind. The processing of indefinite one-anaphora in spoken Danish

It is a hallmark of natural language use that the way we talk about something reflects how it is represented in the mind of our conversation partner. This thesis studies the use and cognitive processing of referring expressions like one in comparison with other expression types in spoken Danish. The cognitive status of referents in other people’s minds can be understood in terms or referential givenness. The common view of givenness is that it constitutes a one-dimensional scale or continuum of cognitive prominence. In opposition to this view, the present thesis assumes that givenness is partly composed of the dynamic referential features of accessibility and identifiability, two fundamental dimensions of givenness that are essentially free to vary independently of each other. A small corpus study of spoken Danish shows no differences between referent accessibility in indefinite and definite pronominal forms. Furthermore, referents of definite and indefinite forms clearly tend to differ with respect to identifiability. An experimental eye-tracking study provides evidence that there is no difference in the timecourse of the initiation of anaphoric reference resolution processes between expressions differing in definiteness marking and lexical explicitness. It is also shown, however, that the referential commitment of pronouns---both indefinite and definite---lag behind that of full noun phrases. Finally, an explorative dyadic eye-tracking study suggests that the moment-by-moment activation of referents in both speaker and listener vary as a function of lexical explicitness in indefinite forms. This result is consistent with the assumption that givenness differences associated with accessibility marking generalize to indefinite forms. All of these findings provide support for the new view of givenness proposed in the thesis. The dyadic eye-tracking methodology eventually arrived at in the thesis proves that it is possible to study language processing in unscripted, relatively natural dialogue in both speaker and listener simultaneously, and that interesting results can be obtained that are well worth the effort

Lexical differentiation in language production and comprehension

This paper presents the results of three experiments that explore the breadth of the relevant discourse context in language production and comprehension. Previous evidence from language production suggests the relevant context is quite broad, based on findings that speakers differentiate new discourse referents from similar referents discussed in past contexts (Van Der Wege, 2009). Experiment 1 replicated and extended this “lexical differentiation” effect by demonstrating that speakers used two different mechanisms, modification, and the use of subordinate level nouns, to differentiate current from past referents. In Experiments 2 and 3, we examine whether addressees expect speakers to differentiate. The results of these experiments showed no evidence of an expectation for differentiation, for either lexically differentiated modified expressions (Experiment 2), nor for subordinate level nouns (Experiment 3). Taken together, the present findings suggest that the breadth of relevant discourse context differs across language production and comprehension. Speakers show more sensitivity to things they have said before, possibly due to better knowledge of the relevant context. In contrast, listeners have the task of inferring what the speaker believes is the relevant context; this inferential process may be more error-prone

Probabilistic weighting of perspectives in dyadic communication

In successful communication, speakers tailor their language tothe context and listeners make inferences about the speaker’sknowledge. Several current accounts propose that both speak-ers and listeners accomplish this by rational analysis of thestatistics in the environment, including their partner. Here weexamine perspective-taking behaviour in a dyadic conversationtask, where the same individuals act in the role of both speakerand listener. We model perspective-taking in both productionand comprehension, taking into account the dyadic situation.Our findings suggest that conversational partners weight theirown perspective more than the partner’s when speaking, andthe partner’s perspective more than their own when listening.We also find that in both production and comprehension, con-versational partners change the weighting of perspectives overtime, moving towards relying more on the partner’s perspec-tive at the expense of their own perspective. Surprisingly, wefind little evidence that listeners or speakers adapt to the id-iosyncratic statistics of their partner’s linguistic behaviour

This is it ! : Indicating and looking in collaborative work at distance

Little is known of the interplay between deixis and eye movements in remote collaboration. This paper presents quantitative results from an experiment where participant pairs had to collaborate at a distance using chat tools that differed in the way messages could be enriched with spatial information from the map in the shared workspace. We studied how the availability of what we defined as an Explicit Referencing mechanism (ER) affected the coordination of the eye movements of the participants. The manipulation of the availability of ER did not produce any significant difference on the gaze coupling. However, we found a primary relation between the pairs recurrence of eye movements and their task performance. Implications for design are discussed

The Use of Lexical and Referential Cues in Children’s Online Interpretation of Adjectives

Recent research on moment-to-moment language comprehension has revealed striking differences between adults and preschool children. Adults rapidly use the referential principle to resolve syntactic ambiguity, assuming that modification is more likely when there are 2 possible referents for a definite noun phrase. Young children do not. We examine the scope of this phenomenon by exploring whether children use the referential principle to resolve another form of ambiguity. Scalar adjectives (big, small) are typically used to refer to an object when contrasting members of the same category are present in the scene (big and small coins). In the present experiment, 5-year-olds and adults heard instructions like “Point to the big (small) coin” while their eye-movements were measured to displays containing 1 or 2 coins. Both groups rapidly recruited the meaning of the adjective to distinguish between referents of different sizes. Critically, like adults, children were quicker to look to the correct item in trials containing 2 possible referents compared with 1. Nevertheless, children's sensitivity to the referential principle was substantially delayed compared to adults', suggesting possible differences in the recruitment of this top- down cue. The implications of current and previous findings are discussed with respect to the development of the architecture of language comprehension.LinguisticsPsycholog