Factors in the perception of speaker politeness<b>: the effect of linguistic structure, imposition and prosody</b>
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Abstract Although linguistic politeness has been studied and theorized about extensively, the role of prosody in the perception of (im)polite attitudes has been somewhat neglected. In the present study, we used experimental methods to investigate the interaction of linguistic form, imposition, and prosody in the perception of (im)polite requests. A written task established a baseline for the level of politeness associated with certain linguistic structures. Then stimuli were recorded in polite and rude prosodic conditions and in a perceptual experiment they were judged for politeness. Results revealed that, although both linguistic structure and prosody had a significant effect on politeness ratings, the effect of prosody was much more robust. In fact, rude prosody led in some cases to the neutralization of (extra)linguistic distinctions. The important contribution of prosody to (im)politeness inferences was also revealed by a comparison of the written and auditory tasks. These findings have important implications for models of (im)politeness and more generally for theories of affective speech. Implications for the generation of Particularized Conversational Implicatures (PCIs) of (im)politeness are also discussed.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it