Motivated Search for Common Ground: Need for Closure Effects on Audience Design in Interpersonal Communication

1999 ◽  
Vol 25 (9) ◽  
pp. 1101-1114 ◽  
Author(s):  
Linda Richter ◽  
Arie W. Kruglanski
Keyword(s):  
Interpersonal Communication ◽  
Common Ground ◽  
Need For Closure ◽  
Audience Design

Bilingual referential choice in cognitively demanding situations

2020 ◽  
Vol 24 (1) ◽  
pp. 83-95
Author(s):  
Carla Contemori ◽  
Iva Ivanova
Keyword(s):  
Common Ground ◽  
Cognitive Demand ◽  
Automatic Processing ◽  
Audience Design ◽  
Cognitive Demands ◽  
Interface Hypothesis ◽  
Referential Choice

AbstractUnder the Interface Hypothesis, bilinguals’ non-nativelike referential choices may be influenced by the increased cognitive demands and less automatic processing of bilingual production. We test this hypothesis by comparing pronoun production in the L2 of nonbalanced Spanish–English bilinguals to that of English monolinguals in two cognitively challenging contexts. In Experiment 1, both monolinguals and bilinguals produced more explicit references when part of the information was unavailable to their addressee (privileged ground) than when all information was shared (common ground), evidencing audience design. In Experiment 2, verbal load led to more unspecified references than visual load and no load (an effect statistically indistinguishable between groups but numerically driven by the monolingual group). While bilinguals produced overall more pronouns than monolinguals in both experiments, there was no indication that bilinguals’ referential choice was disproportionally affected by increased cognitive demand, contrary to the predictions of the Interface Hypothesis.

Style-shifting and accommodative competence in Late Middle English written correspondence: Putting Audience Design to the test of time

2018 ◽  
Vol 39 (2) ◽  
pp. 383-420 ◽  
Author(s):  
Juan M. Hernández-Campoy ◽  
Tamara García-Vidal
Keyword(s):  
Interpersonal Communication ◽  
Audience Design ◽  
Language Variation And Change ◽  
Historical Sociolinguistics ◽  
Speech Communities ◽  
Communicative Practice ◽  
Style Shifting ◽  
Late Medieval England ◽  
Shed Light ◽  
Linguistic Material

Abstract Style constitutes an essential component for the non-referential indexicality of speakers’ sociolinguistic behaviour in interpersonal communication. Historical Sociolinguistics applies tenets and findings of present-day research to the interpretation of linguistic material from the past, but without giving intra-speaker variation the same relevance as to inter-speaker variation. The aim of this paper is to show results obtained from the investigation of style-shifting processes in late medieval England by applying contemporary models of Audience Design to diaphasic variation from historical corpora of written correspondence. The study is carried out through the analysis of the use of the orthographic variable (TH) by male members of the Paston family from the Paston Letters corpus when addressing recipients from different social ranks. The data show both addressee and referee-based accommodation patterns in the communicative practice of medieval individuals. In addition to tracing language variation and change in speech communities, private letters may also shed light onto the motivations and mechanisms for intra-speaker variation in individuals and their stylistic choices in past societies.

Comparison of Common Ground Models for Human--Computer Dialogue

2021 ◽  
Vol 28 (2) ◽  
pp. 1-35
Author(s):  
Clayton D. Rothwell ◽  
Valerie L. Shalin ◽  
Griffin D. Romigh
Keyword(s):  
Human Computer Interaction ◽  
Interface Design ◽  
Common Ground ◽  
The Other ◽  
Audience Design ◽  
Improve Performance ◽  
Design Variant ◽  
Alignment Model ◽  
Complementarity Theory ◽  
Computer Interaction

Common ground processes [26] can improve performance in communication tasks [72, 42, 43, 24], and understanding these processes will likely benefit human--computer dialogue interfaces. However, there are multiple proposed theories with different implications for interface design. Fusaroli and Tylén [40] achieved a direct comparison by designing two models: one based on alignment theory and the other based on complementarity theory that encapsulated interpersonal synergy and audience design. The current research used these models, extending them to differentiate between interpersonal synergy and audience design. Few studies have tested multiple common ground models against tasks representative of envisioned human--computer interaction (HCI) applications. We report on four such tests, which allowed examination of generalizability of findings. Results supported the complementarity models over the alignment model, and were suggestive of the audience design variant of complementarity, providing guidance for HCI design that differs from contemporary approaches.

Shared Reality: Experiencing Commonality with others' Inner States about the World

2009 ◽  
Vol 4 (5) ◽  
pp. 496-521 ◽  
Author(s):  
Gerald Echterhoff ◽  
E. Tory Higgins ◽  
John M. Levine
Keyword(s):  
Theory Of Mind ◽  
Interpersonal Communication ◽  
Perspective Taking ◽  
Common Ground ◽  
Distributed Knowledge ◽  
Shared Reality ◽  
Relevant Evidence ◽  
The World ◽  
Social Sharing ◽  
The Creation

Humans have a fundamental need to experience a shared reality with others. We present a new conceptualization of shared reality based on four conditions. We posit (a) that shared reality involves a (subjectively perceived) commonality of individuals' inner states (not just observable behaviors); (b) that shared reality is about some target referent; (c) that for a shared reality to occur, the commonality of inner states must be appropriately motivated; and (d) that shared reality involves the experience of a successful connection to other people's inner states. In reviewing relevant evidence, we emphasize research on the saying-is-believing effect, which illustrates the creation of shared reality in interpersonal communication. We discuss why shared reality provides a better explanation of the findings from saying-is-believing studies than do other formulations. Finally, we examine relations between our conceptualization of shared reality and related constructs (including empathy, perspective taking, theory of mind, common ground, embodied synchrony, and socially distributed knowledge) and indicate how our approach may promote a comprehensive and differentiated understanding of social-sharing phenomena.

scholarly journals Measuring Collaboration Load With Pupillary Responses - Implications for the Design of Instructions in Task-Oriented HRI

2021 ◽  
Vol 12 ◽  
Author(s):  
Dimosthenis Kontogiorgos ◽  
Joakim Gustafson
Keyword(s):  
Cognitive Load ◽  
Cognitive Processing ◽  
Common Ground ◽  
Eye Gaze ◽  
Cognitive Resources ◽  
Audience Design ◽  
Face To Face ◽  
Pupillary Responses ◽  
Gaze Behaviour ◽  
Task Oriented

In face-to-face interaction, speakers establish common ground incrementally, the mutual belief of understanding. Instead of constructing “one-shot” complete utterances, speakers tend to package pieces of information in smaller fragments (what Clark calls “installments”). The aim of this paper was to investigate how speakers' fragmented construction of utterances affect the cognitive load of the conversational partners during utterance production and comprehension. In a collaborative furniture assembly, participants instructed each other how to build an IKEA stool. Pupil diameter was measured as an outcome of effort and cognitive processing in the collaborative task. Pupillometry data and eye-gaze behaviour indicated that more cognitive resources were required by speakers to construct fragmented rather than non-fragmented utterances. Such construction of utterances by audience design was associated with higher cognitive load for speakers. We also found that listeners' cognitive resources were decreased in each new speaker utterance, suggesting that speakers' efforts in the fragmented construction of utterances were successful to resolve ambiguities. The results indicated that speaking in fragments is beneficial for minimising collaboration load, however, adapting to listeners is a demanding task. We discuss implications for future empirical research on the design of task-oriented human-robot interactions, and how assistive social robots may benefit from the production of fragmented instructions.

Partner-Specific Communication Deficits in Individuals With Alzheimer's Disease

2020 ◽  
pp. 1-15
Author(s):  
Eun Jin Paek ◽  
Si On Yoon
Keyword(s):  
Alzheimer’S Disease ◽  
Older Adults ◽  
Alzheimer's Disease ◽  
Referential Communication ◽  
Sorting Task ◽  
Audience Design ◽  
Healthy Older Adults ◽  
Communication Task ◽  
Design Skills ◽  
Referential Expressions

Purpose Speakers adjust referential expressions to the listeners' knowledge while communicating, a phenomenon called “audience design.” While individuals with Alzheimer's disease (AD) show difficulties in discourse production, it is unclear whether they exhibit preserved partner-specific audience design. The current study examined if individuals with AD demonstrate partner-specific audience design skills. Method Ten adults with mild-to-moderate AD and 12 healthy older adults performed a referential communication task with two experimenters (E1 and E2). At first, E1 and participants completed an image-sorting task, allowing them to establish shared labels. Then, during testing, both experimenters were present in the room, and participants described images to either E1 or E2 (randomly alternating). Analyses focused on the number of words participants used to describe each image and whether they reused shared labels. Results During testing, participants in both groups produced shorter descriptions when describing familiar images versus new images, demonstrating their ability to learn novel knowledge. When they described familiar images, healthy older adults modified their expressions depending on the current partner's knowledge, producing shorter expressions and more established labels for the knowledgeable partner (E1) versus the naïve partner (E2), but individuals with AD were less likely to do so. Conclusions The current study revealed that both individuals with AD and the control participants were able to acquire novel knowledge, but individuals with AD tended not to flexibly adjust expressions depending on the partner's knowledge state. Conversational inefficiency and difficulties observed in AD may, in part, stem from disrupted audience design skills.

Talking Across Cultures in Early Intervention: Finding Common Ground to Meet Children's Communication Needs

2009 ◽  
Vol 16 (3) ◽  
pp. 79-85 ◽  
Author(s):  
Elizabeth D. Peña ◽  
Christine Fiestas
Keyword(s):  
Early Intervention ◽  
Cultural Values ◽  
Common Ground ◽  
Service Providers ◽  
Cultural Orientation ◽  
Speech Language Pathology ◽  
Provider Perspectives ◽  
Language Pathology ◽  
Communication Needs ◽  
Caregiver Role

Abstract In this paper, we explore cultural values and expectations that might vary among different groups. Using the collectivist-individualist framework, we discuss differences in beliefs about the caregiver role in teaching and interacting with young children. Differences in these beliefs can lead to dissatisfaction with services on the part of caregivers and with frustration in service delivery on the part of service providers. We propose that variation in caregiver and service provider perspectives arise from cultural values, some of which are instilled through our own training as speech-language pathologists. Understanding where these differences in cultural orientation originate can help to bridge these differences. These can lead to positive adaptations in the ways that speech-language pathology services are provided within an early intervention setting that will contribute to effective intervention.

A Comparison of Experiential and Observational Approaches for Enhancing the Interpersonal Communication Skills of Speech-Language Pathology Students

1981 ◽  
Vol 46 (2) ◽  
pp. 208-213 ◽  
Author(s):  
Deborah R. Klevans ◽  
Helen B. Volz ◽  
Robert M. Friedman
Keyword(s):  
Interpersonal Communication ◽  
Skills Training ◽  
Speech Language Pathology ◽  
Student Speech ◽  
Verbal Skills ◽  
Interpersonal Effectiveness ◽  
Helping Relationship ◽  
Interpersonal Skills Training ◽  
Language Pathology ◽  
Clinical Interactions

The effects of two short-term interpersonal skills training approaches on the verbal behavior of student speech-language pathologists were evaluated during peer interviews. Students who had participated in an experiential program in which they practiced specific verbal skills used significantly more verbal behaviors though to facilitate a helping relationship than did students whose training had consisted of observing and analyzing these verbal skills in clinical interactions. Comparisons with results of previous research suggest that length of training may be a crucial variable as students appear to need considerable time and practice to master the complex skills necessary for interpersonal effectiveness.

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