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Talking it up: How the function of rising declaratives depends on prolongations and listeners' expectations

2009· article· en· W2767453778 sur OpenAlexaboutno aff
Jean Fox Tree, John M. Tomlinson

Notice bibliographique

RevueProceedings of the Annual Meeting of the Cognitive Science Society · 2009
Typearticle
Langueen
DomainePsychology
ThématiquePhonetics and Phonology Research
Établissements canadiensnon disponible
Organismes subventionnairesnon disponible
Mots-clésContext (archaeology)Variation (astronomy)PsychologyAustralian EnglishPhraseLinguisticsComprehensionFunction (biology)Geography
DOInon disponible

Résumé

récupéré en direct d'OpenAlex

Talking it up: How the function of rising declaratives depends on prolongations and listeners’ expectations John M. Tomlinson, Jr. (otomlins@ucsc.edu) University of California - Santa Cruz Department of Psychology, SSII Rm. 273 Santa Cruz, CA 95064 USA Jean E. Fox Tree (foxtree@ucsc.edu) University of California - Santa Cruz Department of Psychology, SSII Rm. 273 Santa Cruz, CA 95064 USA Abstract (“yeah, because people can separate reality from uh like video games”), a forward-looking function (Allen, 1986; Pierrehumbert & Hirschberg, 1991; Fletcher et al. 2002; House, 2007). Rising declarative pitch, or uptalk (McLemore, 1991), is sometimes considered a restricted dialectical variation. In fact, however, uptalk is common in Australian English (Allen, 1986), Southern British English (Cruttenton, 1998), and Canadian English (Shokeir, 2008). This suggests that uptalk is a productive linguistic phenomenon. We propose that listeners disambiguate the proposed two functions of uptalk using (1) the temporal context of prolongations and (2) expectations about the speakers’ knowledge states. In Experiment 1, we tested listeners’ off- line interpretations of prolongations and uptalk with respect to speaker knowledgeableness. In Experiment 2, we tested the speed at which listeners can monitor for words following prolongations or uptalk. In Experiment 3, we tested how listeners’ beliefs about speakers’ knowledge states influenced their on-line word monitoring performance. Listeners’ comprehension of phrase final rising pitch on declarative utterances, or uptalk, was examined to test the hypothesis that prolongations might differentiate conflicting functions of rising pitch. In Experiment 1 we found that listeners rated prolongations as indicating more speaker uncertainty, but that rising pitch was unrelated to ratings. In Experiment 2 we found that prolongations interacted with rising pitch when listeners monitored for words in the subsequent utterance. Words preceded by prolonged uptalk were monitored faster than words preceded by non-prolonged uptalk. In Experiment 3 we found that the interaction between rising pitch and prolongations depended on listeners’ beliefs about speakers’ mental states. These results demonstrate that form/function mappings may need to take temporal information into account. They also demonstrate that form/ function mappings are not predetermined, but can vary depending on listener expectations. Keywords: Prosody; Intonational Meaning; Pragmatics; Speech Comprehension; Prolongations; Uptalk Introduction In the following exchange, Stephanie makes a blanket statement about violence in video games. What is unusual about this declarative utterance is that it ends with something more indicative of interrogative utterances: rising pitch (* = pitch accent, / = rising pitch): Stephanie: Marcus: Stephanie: I don’t think* that video games* make you become violent/ Uh-huh Yeah, because people* can separate reality* from, uh, like, video games Two reasons why Stephanie might raise her pitch at end of her stated opinion are that (1) she is indicating that she is unsure of the truth propositional content of her utterance, either whether she believes it or whether Marcus believes it, or (2) she believes what she is saying but has yet to provide further information bolstering her claim. As spelled out in the literature, these two functions can be differentiated as to whether they apply to the utterance she just stated (“I don’t think that video games make you become violent”), a backward-looking function, or to the subsequent utterance Intonation in time A long standing goal of intonational meaning research has been to make one-to-one mappings between forms and functions (Pierrehumbert & Hirschberg, 1991). In the autosegmental approach, intonational events are represented as tones that combine to form phrasal tunes which are interpreted similarly regardless of temporal realization. We argue, as do others, that intonation is inherently temporal (Clark, 2002; Kohler, 2004; Ramus & Mehler, 1999). As a consequence, how intonation is expressed temporally might affect its interpretation. The function of uptalk has been elusive. Gunlogson (2001) argued that uptalk allows speakers to distance themselves from the truth-propositional content of their utterances, shifting the burden of affirming or disconfirming truthfulness to addressees. This account might explain the backward-looking function of uptalk, but it does not explain the forward-looking function. House (2007) proposed that uptalk has two functions: (1) questioning or testing the relevance of the speech act to the current discourse context and (2) indicating continuity, specifically that more information is pending. Both of these accounts highlight the Track 2 (Clark, 1996) or procedural (Wilson & Wharton,

Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.

Comment cette classification a été obtenuedéplier

Prédiction distillée sur la base complète

Imitation des enseignants

Ni prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.

score de la tête « metaresearch » (Codex)0,001
score de la tête « metaresearch » (Gemma)0,001
Version: codex-gemma-dda1882f352aStatut de validation: machine_predicted_unvalidated
Catégories candidatesaucune
Catégories consensuellesaucune
DomaineSignal candidat: aucune · Signal consensuel: aucune
Devis d'étudeSignal candidat: Qualitatif · Signal consensuel: aucune
GenreSignal candidat: Empirique · Signal consensuel: Empirique
Score de désaccord entre enseignants0,505
Score d'incertitude au seuil0,861

Scores Codex et Gemma par catégorie

CatégorieCodexGemma
Métarecherche0,0010,001
Méta-épidémiologie (sens strict)0,0000,000
Méta-épidémiologie (sens large)0,0000,000
Bibliométrie0,0000,001
Études des sciences et des technologies0,0010,002
Communication savante0,0000,000
Science ouverte0,0010,000
Intégrité de la recherche0,0000,000
Charge utile insuffisante (le modèle a refusé de juger)0,0000,000

Scores machine (provisoires)

Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.

Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.

Tête enseignante Opus0,035
Tête enseignante GPT0,335
Écart entre enseignants0,300 · la distance entre les deux têtes enseignantes sur ce seul travail
Statut de validationscore_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découle

Classification

machine, non validée

Prédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.

Les modèles n’ont appliqué aucune catégorie : rien dans la taxonomie ne correspondait à ce travail.
Devis d'étudeQualitatif
Domainenon disponible
GenreEmpirique

Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».

En bref

Citations16
Publié2009
Routes d'admission1
Résumé présentoui

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