Reasoning About Pragmatics with Neural Listeners and Speakers

We present a model for pragmatically describing scenes, in which contrastive behavior results from a combination of inference-driven pragmatics and learned semantics. Like previous learned approaches to language generation, our model uses a simple feature-driven architecture (here a pair of neural "listener" and "speaker" models) to ground language in the world. Like inference-driven approaches to pragmatics, our model actively reasons about listener behavior when selecting utterances. For training, our approach requires only ordinary captions, annotated _without_ demonstration of the pragmatic behavior the model ultimately exhibits. In human evaluations on a referring expression game, our approach succeeds 81% of the time, compared to a 69% success rate using existing techniques

Taxonomy for Humans or Computers? Cognitive Pragmatics for Big Data

Criticism of big data has focused on showing that more is not necessarily better, in the sense that data may lose their value when taken out of context and aggregated together. The next step is to incorporate an awareness of pitfalls for aggregation into the design of data infrastructure and institutions. A common strategy minimizes aggregation errors by increasing the precision of our conventions for identifying and classifying data. As a counterpoint, we argue that there are pragmatic trade-offs between precision and ambiguity that are key to designing effective solutions for generating big data about biodiversity. We focus on the importance of theory-dependence as a source of ambiguity in taxonomic nomenclature and hence a persistent challenge for implementing a single, long-term solution to storing and accessing meaningful sets of biological specimens. We argue that ambiguity does have a positive role to play in scientific progress as a tool for efficiently symbolizing multiple aspects of taxa and mediating between conflicting hypotheses about their nature. Pursuing a deeper understanding of the trade-offs and synthesis of precision and ambiguity as virtues of scientific language and communication systems then offers a productive next step for realizing sound, big biodiversity data services

The positive side of a negative reference: the delay between linguistic processing and common ground

Interlocutors converge on names to refer to entities. For example, a speaker might refer to a novel looking object as the jellyfish and, once identified, the listener will too. The hypothesized mechanism behind such referential precedents is a subject of debate. The common ground view claims that listeners register the object as well as the identity of the speaker who coined the label. The linguistic view claims that, once established, precedents are treated by listeners like any other linguistic unit, i.e. without needing to keep track of the speaker. To test predictions from each account, we used visual-world eyetracking, which allows observations in real time, during a standard referential communication task. Participants had to select objects based on instructions from two speakers. In the critical condition, listeners sought an object with a negative reference such as not the jellyfish. We aimed to determine the extent to which listeners rely on the linguistic input, common ground or both. We found that initial interpretations were based on linguistic processing only and that common ground considerations do emerge but only after 1000 ms. Our findings support the idea that-at least temporally-linguistic processing can be isolated from common ground

A Bayesian framework for cross-situational word-learning

For infants, early word learning is a chicken-and-egg problem. One way to learn a word is to observe that it co-occurs with a particular referent across different situations. Another way is to use the social context of an utterance to infer the intended referent of a word. Here we present a Bayesian model of cross-situational word learning, and an extension of this model that also learns which social cues are relevant to determining reference. We test our model on a small corpus of mother-infant interaction and find it performs better than competing models. Finally, we show that our model accounts for experimental phenomena including mutual exclusivity, fast-mapping, and generalization from social cues

Pitch enhancement facilitates word learning across visual contexts

This study investigates word-learning using a new model that integrates three processes: a) extracting a word out of a continuous sound sequence, b) inferring its referential meanings in context, c) mapping the segmented word onto its broader intended referent, such as other objects of the same semantic category, and to novel utterances. Previous work has examined the role of statistical learning and/or of prosody in each of these processes separately. Here, we combine these strands of investigation into a single experimental approach, in which participants viewed a photograph belonging to one of three semantic categories while hearing a complex, five-syllable utterance containing a one-syllable target word. Six between-subjects conditions were tested with 20 adult participants each. In condition 1, the only cue to word-meaning mapping was the co-occurrence of word and referents. This statistical cue was present in all conditions. In condition 2, the target word was sounded at a higher pitch. In condition 3, random one-syllable words were sounded at a higher pitch, creating an inconsistent cue. In condition 4, the duration of the target word was lengthened. In conditions 5 and 6, an extraneous acoustic cue and a visual cue were associated with the target word, respectively. Performance in this word-learning task was significantly higher than that observed with simple co-occurrence only when pitch prominence consistently marked the target word. We discuss implications for the intentional value of pitch marking as well as the relevance of our findings to language acquisition and language evolution

The interpretative options of anaphoric complex demonstratives

In this paper, we present experimental evidence from a ‘yes’/‘no’ judgement task and two acceptability rating studies (Experiments 1a-c) for the claim made in Hinterwimmer (2019) that sentences with two anaphorically interpreted complex demonstratives are less acceptable than sentences with two anaphorically interpreted definite descriptions and sentences where one of the two previously introduced referents is picked up by a complex demonstrative, while the other one is picked up by a definite description. The results of Experiment 1a and 1b are in principle compatible with the account argued for in Hinterwimmer (2019), according to which the (potentially abstract) demonstrations presupposed by demonstratives may not have overlapping trajectories. However, sentences with two anaphorically interpreted complex demonstratives are not judged as unacceptable as would be expected if they involved a presupposition violation. Therefore, we propose an alternative, economy-based pragmatic account that builds on Ahn (2019) and Nowak (2019). The question of whether the observed pattern is more compatible with the account proposed by Hinterwimmer (2019) or the alternative pragmatic account is directly addressed in a further acceptability rating study (Experiment 1c). The design of that study is similar to that of Experiment 1b, but it includes as fillers both sentences clearly violating a presupposition and sentences violating a pragmatic constraint. Since the ratings for sentences containing two anaphorically interpreted complex demonstratives are closer to the ratings for sentences violating a pragmatic constraint than for sentences violating a presupposition, we conclude that the alternative pragmatic account is preferable to the account by Hinterwimmer (2019)

NOMINATIVE AND ATTRIBUTIVE EXOPHORIC REFERENCE IN FOREIGN PRESCRIPTION MEDICATION INSTRUCTIONS AS TEXT REFERENTIAL IDENTITY MEANS IN SPECIALIZED TRANSLATION

Purpose of the study: The present paper examined nominative and attributive exophoric reference and their textual referents in the English prescription medication instructions (henceforth is PMI).In the focus of research, there were the key referents that define the translator’s referential knowledge for the PMIs and the cognitive features of the referents verbalized in PMIs by means of nominative and attributive exophoric reference. Nominative and attributive types of exophoric reference and their textual referents ensuring the referential identification of a foreign text and facilitating its understanding are in the focus of this research. Methodology: The methodology of this study includes the following key methods: the method of contextual analysis; distributional analysis; descriptive method; quantitative evaluation method. The texts of prescription medication instructions, e.g. for “Nurofen For Children”, “Ibuprofen 400mg Tablets”, “Panadol”, etc., displayed on the Internet sites of pharmaceutical companies /pharmacies make the corpus of our observation material. Main findings: Using English PMIs as the object of specialized translation, it is established that the PMI text exophoric referential net is created primarily by means of medical terms verbalizing objects and subjects of a PMI text (nominative exophoric reference) and verbal referents of their qualities and features (attributive exophoric reference), actualizing a foreign specialist text referential identity and thus facilitating its understanding. Applications of this study: The study is intended for translators, translation students, ESP researchers. The education of specialized translation professionals should incorporate special text referential analysis as part of pre-translation analysis facilitating special text decoding and optimizing its understanding and subsequent translation. Novelty/Originality of this study: the Nominative Exophoric Reference and Attributive Exophoric Reference creating the Text Exophoric Referential Net are described for English Prescription Medication Instructions as specialist texts intended for translation. It has been found out that both the source and target PMI texts relate to the same three entities of objective reality: MEDICINAL PRODUCT, HEALTH DISORDER, and PATIENT constituting the PMI’s referential identity

Children’s development of Quantity, Relevance and Manner implicature understanding and the role of the speaker’s epistemic state

In learning language, children have to acquire not only words and constructions, but also the ability to make inferences about a speaker’s intended meaning. For instance, if in answer to the question, ‘what did you put in the bag?’, the speaker says, ‘I put in a book’, then the hearer infers that the speaker put in only a book, by assuming that the speaker is informative. On a Gricean approach to pragmatics, this implicated meaning – a quantity implicature – involves reasoning about the speaker’s epistemic state. This thesis examines children’s development of implicature understanding. It seeks to address the question of what the relationship is in development between quantity, relevance and manner implicatures; whether word learning by exclusion is a pragmatic forerunner to implicature, or based on a lexical heuristic; and whether reasoning about the speaker’s epistemic state is part of children’s pragmatic competence. This thesis contributes to research in experimental and developmental pragmatics by broadening the focus of investigation to include different types of implicatures, the relationship between them, and the contribution of other aspects of children’s development, including structural language knowledge. It makes the novel comparison of word learning by exclusion with a clearly pragmatic skill – implicatures – and opens an investigation of manner implicatures in development. It also presents new findings suggesting that children’s early competence with quantity implicatures in simple communicative situations belies their ongoing development in more complex ones, particularly where the speaker’s epistemic state is at stake. I present a series of experiments based on a sentence-to-picture-matching task, with children aged 3 to 7 years. In the first study, I identify a developmental trajectory whereby word learning by exclusion inferences emerge first, followed by ad hoc quantity and relevance, and finally scalar quantity inferences, which reflects their increasing complexity in a Gricean model. Then, I explore cognitive and environmental factors that might be associated with children’s pragmatic skills, and show that structural language knowledge – and, associated with it, socioeconomic status – is a main predictor of their implicature understanding. In the second study, I lay out some predictions for the development of manner implicatures, find similar patterns of understanding in children and adults, and highlight the particular challenges of studying manner implicatures experimentally. Finally, I focus on children’s ability to take into account the speaker’s epistemic state in pragmatic inferencing. While adults do not derive a quantity implicature appropriately when the speaker is ignorant, children tend to persist in deriving implicatures regardless of speaker ignorance, suggesting a continuing challenge of integrating contextual with linguistic information in utterance interpretation.ESRC studentshi