Experimental Pragmatics: Towards Testing Relevance-Based Predictions about Anaphoric Bridging Inferences

Author(s):  
Tomoko Matsui
2011 ◽  
Author(s):  
Catherine M. Bohn-Gettler ◽  
Frances K. Daniel ◽  
Melinda K. Mueller ◽  
Nate J. Mcgee

2021 ◽  
pp. 1-20
Author(s):  
Matthew T. McCrudden ◽  
Linh Huynh ◽  
Bailing Lyu ◽  
Jonna M. Kulikovich
Keyword(s):  

Author(s):  
Raymond W. Gibbs

This chapter describes some of the important research in experimental pragmatics, most notably studies related to recovering speakers’ intentions, inferring conversational implicatures, and the role of common ground in discourse understanding. My aim is to demonstrate the utility of different experimental methods for studying pragmatics, and how research findings in the field are relevant to traditional concerns within the linguistic pragmatics community. But I will also argue that experimental pragmatic studies show great regularities and significant variation, both within and across individuals, in the ways people speak and understand language. My alternative view claims that dynamical, self-organizing processes form the critical background from which meaningful pragmatic actions emerge. The implications of this position for interdisciplinary pragmatic research will be discussed.


2013 ◽  
pp. 1-30
Author(s):  
Ira Noveck ◽  
Nicola Spotorno

Author(s):  
Florian Schwarz

While both pragmatic theory and experimental investigations of language using psycholinguistic methods have been well-established subfields in the language sciences for a long time, the field of Experimental Pragmatics, where such methods are applied to pragmatic phenomena, has only fully taken shape since the early 2000s. By now, however, it has become a major and lively area of ongoing research, with dedicated conferences, workshops, and collaborative grant projects, bringing together researchers with linguistic, psychological, and computational approaches across disciplines. Its scope includes virtually all meaning-related phenomena in natural language comprehension and production, with a particular focus on what inferences utterances give rise to that go beyond what is literally expressed by the linguistic material. One general area that has been explored in great depth consists of investigations of various ‘ingredients’ of meaning. A major aim has been to develop experimental methodologies to help classify various aspects of meaning, such as implicatures and presuppositions as compared to basic truth-conditional meaning, and to capture their properties more thoroughly using more extensive empirical data. The study of scalar implicatures (e.g., the inference that some but not all students left based on the sentence Some students left) has served as a catalyst of sorts in this area, and they constitute one of the most well-studied phenomena in Experimental Pragmatics to date. But much recent work has expanded the general approach to other aspects of meaning, including presuppositions and conventional implicatures, but also other aspects of nonliteral meaning, such as irony, metonymy, and metaphors. The study of reference constitutes another core area of research in Experimental Pragmatics, and has a more extensive history of precursors in psycholinguistics proper. Reference resolution commonly requires drawing inferences beyond what is conventionally conveyed by the linguistic material at issue as well; the key concern is how comprehenders grasp the referential intentions of a speaker based on the referential expressions used in a given context, as well as how the speaker chooses an appropriate expression in the first place. Pronouns, demonstratives, and definite descriptions are crucial expressions of interest, with special attention to their relation to both intra- and extralinguistic context. Furthermore, one key line of research is concerned with speakers’ and listeners’ capacity to keep track of both their own private perspective and the shared perspective of the interlocutors in actual interaction. Given the rapid ongoing growth in the field, there is a large number of additional topical areas that cannot all be mentioned here, but the final section of the article briefly mentions further current and future areas of research.


2009 ◽  
Vol 1 (1) ◽  
pp. 84-117 ◽  
Author(s):  
Robert Harnish ◽  
Merrill Garrett

AbstractElements of communicative content that are not expressed by constituents of the sentence uttered, what we will call "unexpressed elements of content" (UECs), played an important role in the history and development of generative grammar. In the 80's and 90's, mostly inspired by the work of Grice, UECs and mechanisms for recovering them not contemplated by linguistic theory of the time, began to surface under a variety of labels. We will collectively refer to these phenomena as 'impliciture' (extending Bach: 1994). Impliciture phenomena raise some interesting questions, only some of which is the field in a position to say anything about at present. Levinson (2000) has taken the useful step of distinguishing what we call "Q-phenomena", mostly related to linguistic scales, from "I-phenomena", mostly related to stereotypical information. Starting in the late 80's, experimental work began on the nature of these unspoken contents and their attendant mechanisms. In a recent study, Garrett and Harnish (2007) looked at I-phenomena, that have been proposed to depend on stereotypical background information. We asked whether these contents really are delivered by such mechanisms as "default heuristics", operating on general background knowledge, or whether they might be more tied to language via something like the "standardization" of a form for a certain use. Initial results for the materials tested seem to favor standardization as a mechanism for delivering this content. Completed research by Orjada (2007) and Rybarova (2007) extends the study of impliciture to additional examples and new populations. One assesses performance in RH damaged populations. The other contrasts performance for populations with high and low frontal lobe function.


Author(s):  
Paula Rubio-Fernández

Current accounts of Theory of Mind development have tried to explain the results of false-belief tasks with infants and children, but failed to account for the evidence of early belief reasoning reported in the experimental pragmatics literature. This chapter reviews a number of studies on the acquisition of the mental state verb know; toddlers’ understanding of factivity (or the difference between knowing and thinking); early referential communication and toddlers’ reliance on others’ engagement as a proxy for their knowledge, and the emergence of preschoolers’ understanding of the seeing-knowing relation. The results of these studies reveal a more nuanced picture than those of false-belief tasks, with some Theory of Mind abilities emerging earlier in conversation than in laboratory tasks, while children’s epistemic theories continue to develop beyond their passing of standard Theory of Mind tasks.


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