Pub Date : 2022-09-14DOI: 10.1080/0163853X.2022.2132080
Sarah S. Hughes-Berheim, S. Cheimariou, J. Shelley-Tremblay, Margaret M. Doheny, Laura M. Morett
ABSTRACT Taken together, the Coherence Principle of Multimedia Learning Theory and the Integrated Systems Hypothesis propose that co-occurring and semantically congruent verbal and visual information should be integrated into one mental representation that enhances memory. The purpose of this paper was to examine how learning pseudowords with matching versus mismatching gestures affects subsequent identification and integration of these newly learned pseudowords into read sentential contexts. Additionally, the pseudowords were manipulated to occur in either semantically congruent or semantically incongruent read sentential contexts, based on the pseudowords’ learned definition. To investigate the research question, two experiments utilizing self-paced reading paradigms were employed. Results of Experiment 1 indicated partial support for the Integrated Systems Hypothesis. In Experiment 2, results indicated that pseudowords learned with matching gestures were identified more quickly and accurately after being read in semantically congruent sentences compared to semantically incongruent sentences, as was expected based on the Integrated Systems Hypothesis as well as the Coherence Principle of Multimedia Learning Theory. Additional results and implications are reported.
{"title":"Extending Gesture’s Impact on Word Learning to Reading: A Self-Paced Reading Study","authors":"Sarah S. Hughes-Berheim, S. Cheimariou, J. Shelley-Tremblay, Margaret M. Doheny, Laura M. Morett","doi":"10.1080/0163853X.2022.2132080","DOIUrl":"https://doi.org/10.1080/0163853X.2022.2132080","url":null,"abstract":"ABSTRACT Taken together, the Coherence Principle of Multimedia Learning Theory and the Integrated Systems Hypothesis propose that co-occurring and semantically congruent verbal and visual information should be integrated into one mental representation that enhances memory. The purpose of this paper was to examine how learning pseudowords with matching versus mismatching gestures affects subsequent identification and integration of these newly learned pseudowords into read sentential contexts. Additionally, the pseudowords were manipulated to occur in either semantically congruent or semantically incongruent read sentential contexts, based on the pseudowords’ learned definition. To investigate the research question, two experiments utilizing self-paced reading paradigms were employed. Results of Experiment 1 indicated partial support for the Integrated Systems Hypothesis. In Experiment 2, results indicated that pseudowords learned with matching gestures were identified more quickly and accurately after being read in semantically congruent sentences compared to semantically incongruent sentences, as was expected based on the Integrated Systems Hypothesis as well as the Coherence Principle of Multimedia Learning Theory. Additional results and implications are reported.","PeriodicalId":11316,"journal":{"name":"Discourse Processes","volume":null,"pages":null},"PeriodicalIF":2.2,"publicationDate":"2022-09-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48460609","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-09-12DOI: 10.1080/0163853X.2022.2116263
Caterina Artuso, P. Palladino
ABSTRACT In the current study, we investigated the role of vocabulary knowledge in the relation between working memory (WM) and reading comprehension, in a sample of 55 typically developing 8-year-old Italian children. The role of WM in comprehension is well-established, as both involve similar processes for successful task performance (i.e., active maintenance of relevant information, while inhibiting irrelevant material). Less investigated is the role of vocabulary knowledge. Here, we considered breadth, (assessed via a naming task) and depth (assessed via similarity and a vocabulary task). Our data showed the strong relation between WM and reading comprehension is mediated by vocabulary depth (but not vocabulary breadth). In addition, we also demonstrated the reverse relationship, that is WM and reading comprehension account for vocabulary depth (but not breadth). These findings have important implications for educational research and contribute to the literature on the nature of reading comprehension.
{"title":"Working Memory, Vocabulary Breadth and Depth in Reading Comprehension: A Study with Third Graders","authors":"Caterina Artuso, P. Palladino","doi":"10.1080/0163853X.2022.2116263","DOIUrl":"https://doi.org/10.1080/0163853X.2022.2116263","url":null,"abstract":"ABSTRACT In the current study, we investigated the role of vocabulary knowledge in the relation between working memory (WM) and reading comprehension, in a sample of 55 typically developing 8-year-old Italian children. The role of WM in comprehension is well-established, as both involve similar processes for successful task performance (i.e., active maintenance of relevant information, while inhibiting irrelevant material). Less investigated is the role of vocabulary knowledge. Here, we considered breadth, (assessed via a naming task) and depth (assessed via similarity and a vocabulary task). Our data showed the strong relation between WM and reading comprehension is mediated by vocabulary depth (but not vocabulary breadth). In addition, we also demonstrated the reverse relationship, that is WM and reading comprehension account for vocabulary depth (but not breadth). These findings have important implications for educational research and contribute to the literature on the nature of reading comprehension.","PeriodicalId":11316,"journal":{"name":"Discourse Processes","volume":null,"pages":null},"PeriodicalIF":2.2,"publicationDate":"2022-09-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44532880","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-09-05DOI: 10.1080/0163853X.2022.2107859
J. Holler, J. Bavelas, Jonathan Woods, Mareike Geiger, Lauren Simons
ABSTRACT The given-new contract entails that speakers must distinguish for their addressee whether references are new or already part of their dialogue. Past research had found that, in a monologue to a listener, speakers shortened repeated words. However, the notion of the given-new contract is inherently dialogic, with an addressee and the availability of co-speech gestures. Here, two face-to-face dialogue experiments tested whether gesture duration also follows the given-new contract. In Experiment 1, four experimental sequences confirmed that when speakers repeated their gestures, they shortened the duration significantly. Experiment 2 replicated the effect with spontaneous gestures in a different task. This experiment also extended earlier results with words, confirming that speakers shortened their repeated words significantly in a multimodal dialogue setting, the basic form of language use. Because words and gestures were not necessarily redundant, these results offer another instance in which gestures and words independently serve pragmatic requirements of dialogue.
{"title":"Given-New Effects on the Duration of Gestures and of Words in Face-to-Face Dialogue","authors":"J. Holler, J. Bavelas, Jonathan Woods, Mareike Geiger, Lauren Simons","doi":"10.1080/0163853X.2022.2107859","DOIUrl":"https://doi.org/10.1080/0163853X.2022.2107859","url":null,"abstract":"ABSTRACT The given-new contract entails that speakers must distinguish for their addressee whether references are new or already part of their dialogue. Past research had found that, in a monologue to a listener, speakers shortened repeated words. However, the notion of the given-new contract is inherently dialogic, with an addressee and the availability of co-speech gestures. Here, two face-to-face dialogue experiments tested whether gesture duration also follows the given-new contract. In Experiment 1, four experimental sequences confirmed that when speakers repeated their gestures, they shortened the duration significantly. Experiment 2 replicated the effect with spontaneous gestures in a different task. This experiment also extended earlier results with words, confirming that speakers shortened their repeated words significantly in a multimodal dialogue setting, the basic form of language use. Because words and gestures were not necessarily redundant, these results offer another instance in which gestures and words independently serve pragmatic requirements of dialogue.","PeriodicalId":11316,"journal":{"name":"Discourse Processes","volume":null,"pages":null},"PeriodicalIF":2.2,"publicationDate":"2022-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43202108","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-08-05DOI: 10.1080/0163853X.2022.2106402
Bien Klomberg, Irmak Hacımusaoğlu, Neil Cohn
ABSTRACT Understanding visual narratives requires readers to track dimensions of time, spatial location, and characters across a sequence. Previous work has found situational changes across adjacent panels differ cross-culturally, but few works have examined such situational dimensions across extended sequences. We therefore investigated situational “runs” – uninterrupted sequences of the situational dimensions (time, space, characters) – in a corpus of 300+ annotated comics from the United States, Europe, and Asia. We compared runs’ proportion and average lengths and found that across books, semantic information changed frequently and run length correlated with proportion. Yet, cross-cultural patterns arose, with American and European comics using more continuous runs than Asian comics. American and European comics also used more and longer temporal and character continuity, while Asian comics used more spatial continuity. These findings raise questions about comprehenders’ processing strategies of visual narratives across cultures and how general frameworks of visual narrative comprehension account for variations in situational (dis)continuity.
{"title":"Running through the Who, Where, and When: A Cross-cultural Analysis of Situational Changes in Comics","authors":"Bien Klomberg, Irmak Hacımusaoğlu, Neil Cohn","doi":"10.1080/0163853X.2022.2106402","DOIUrl":"https://doi.org/10.1080/0163853X.2022.2106402","url":null,"abstract":"ABSTRACT Understanding visual narratives requires readers to track dimensions of time, spatial location, and characters across a sequence. Previous work has found situational changes across adjacent panels differ cross-culturally, but few works have examined such situational dimensions across extended sequences. We therefore investigated situational “runs” – uninterrupted sequences of the situational dimensions (time, space, characters) – in a corpus of 300+ annotated comics from the United States, Europe, and Asia. We compared runs’ proportion and average lengths and found that across books, semantic information changed frequently and run length correlated with proportion. Yet, cross-cultural patterns arose, with American and European comics using more continuous runs than Asian comics. American and European comics also used more and longer temporal and character continuity, while Asian comics used more spatial continuity. These findings raise questions about comprehenders’ processing strategies of visual narratives across cultures and how general frameworks of visual narrative comprehension account for variations in situational (dis)continuity.","PeriodicalId":11316,"journal":{"name":"Discourse Processes","volume":null,"pages":null},"PeriodicalIF":2.2,"publicationDate":"2022-08-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42802713","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-07-11DOI: 10.1080/0163853X.2022.2096364
Lisa Scharrer, Vanessa Pape, Marc Stadtler
ABSTRACT Research has shown that laypeople tend to rely on their own evaluations when encountering scientific text information that is easy to comprehend. This easiness effect of science popularization leaves them vulnerable to uncritically accepting misinformation presented in a simplified manner. The present study investigated whether warnings of misinformation frequently used in social networks and other online services mitigate or even prevent the persuasive advantage of information easiness. Forty-one medical laypeople read brief argumentative online texts proposing fictitious health claims. Texts were either easy or difficult to comprehend, and they either were or were not labeled with a warning that independent fact-checkers dispute the information. Results showed that warnings effectively increased laypeople’s skepticism toward scientific misinformation. However, findings also suggested that warnings do not reduce the persuasive advantage of misinformation presented in an easily understandable manner, pointing to the limits of this communicative tool.
{"title":"Watch Out: Fake! How Warning Labels Affect Laypeople’s Evaluation of Simplified Scientific Misinformation","authors":"Lisa Scharrer, Vanessa Pape, Marc Stadtler","doi":"10.1080/0163853X.2022.2096364","DOIUrl":"https://doi.org/10.1080/0163853X.2022.2096364","url":null,"abstract":"ABSTRACT Research has shown that laypeople tend to rely on their own evaluations when encountering scientific text information that is easy to comprehend. This easiness effect of science popularization leaves them vulnerable to uncritically accepting misinformation presented in a simplified manner. The present study investigated whether warnings of misinformation frequently used in social networks and other online services mitigate or even prevent the persuasive advantage of information easiness. Forty-one medical laypeople read brief argumentative online texts proposing fictitious health claims. Texts were either easy or difficult to comprehend, and they either were or were not labeled with a warning that independent fact-checkers dispute the information. Results showed that warnings effectively increased laypeople’s skepticism toward scientific misinformation. However, findings also suggested that warnings do not reduce the persuasive advantage of misinformation presented in an easily understandable manner, pointing to the limits of this communicative tool.","PeriodicalId":11316,"journal":{"name":"Discourse Processes","volume":null,"pages":null},"PeriodicalIF":2.2,"publicationDate":"2022-07-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45970278","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-07-04DOI: 10.1080/0163853X.2022.2085476
Sandra Debreslioska, M. Gullberg
ABSTRACT The study aimed to disentangle the influence of information status and referential form on the distribution of gestures in sustained discourse. Previous research shows that new and less accessible rather than old and more accessible information, expressed by rich rather than lean referential forms, is more likely to be accompanied by gestures. However, earlier studies have drawn on correlational results. This study probes the relationship between information status and gesture production experimentally. Participants retold stories referring to discourse entities as normal (Control), using only lexical noun phrases (NOUN condition), or only pronouns (PRONOUN condition). The results from the experimental conditions showed that speakers tend to produce gestures with reintroduced rather than maintained referents regardless of referential form. The findings suggest a strong and direct relationship between information status and gesture production when referential forms are controlled for, lending further support to a view of speech and gesture as an integrated system.
{"title":"Information Status Predicts the Incidence of Gesture in Discourse: An Experimental Study","authors":"Sandra Debreslioska, M. Gullberg","doi":"10.1080/0163853X.2022.2085476","DOIUrl":"https://doi.org/10.1080/0163853X.2022.2085476","url":null,"abstract":"ABSTRACT The study aimed to disentangle the influence of information status and referential form on the distribution of gestures in sustained discourse. Previous research shows that new and less accessible rather than old and more accessible information, expressed by rich rather than lean referential forms, is more likely to be accompanied by gestures. However, earlier studies have drawn on correlational results. This study probes the relationship between information status and gesture production experimentally. Participants retold stories referring to discourse entities as normal (Control), using only lexical noun phrases (NOUN condition), or only pronouns (PRONOUN condition). The results from the experimental conditions showed that speakers tend to produce gestures with reintroduced rather than maintained referents regardless of referential form. The findings suggest a strong and direct relationship between information status and gesture production when referential forms are controlled for, lending further support to a view of speech and gesture as an integrated system.","PeriodicalId":11316,"journal":{"name":"Discourse Processes","volume":null,"pages":null},"PeriodicalIF":2.2,"publicationDate":"2022-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41875780","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-07-03DOI: 10.1080/0163853X.2022.2088031
Püren Öncel, S. Creer, L. Allen
ABSTRACT Despite substantive work on the cognitive processes underlying comprehension, little research has examined the “phenomenological” nature of reading. We investigated how readers’ experiences of visual and verbal thought related to their transportation into the narrative text and whether these were influenced by perspective-taking. Specifically, readers reported the nature of their thoughts while reading and then completed a transportation assessment. Study 1 (n = 147) manipulated perspective-taking via explicit instructions, whereas Study 2 (n = 200) varied point of view within the text. Additionally, Study 2 examined whether reports varied across descriptive and dialogue text segments. Results suggested that visual and verbal reports were consistently negatively correlated. Further, transportation was positively associated with visual reports and negatively associated with verbal reports. We found no differences in thought reports for dialogue and descriptive text segments or across the perspective-taking manipulations. These findings suggest that phenomenological reading experiences are stable across a variety of reading situations.
{"title":"Seeing Through the Character’s Eyes: Examining Phenomenological Experiences of Perspective-Taking During Reading","authors":"Püren Öncel, S. Creer, L. Allen","doi":"10.1080/0163853X.2022.2088031","DOIUrl":"https://doi.org/10.1080/0163853X.2022.2088031","url":null,"abstract":"ABSTRACT Despite substantive work on the cognitive processes underlying comprehension, little research has examined the “phenomenological” nature of reading. We investigated how readers’ experiences of visual and verbal thought related to their transportation into the narrative text and whether these were influenced by perspective-taking. Specifically, readers reported the nature of their thoughts while reading and then completed a transportation assessment. Study 1 (n = 147) manipulated perspective-taking via explicit instructions, whereas Study 2 (n = 200) varied point of view within the text. Additionally, Study 2 examined whether reports varied across descriptive and dialogue text segments. Results suggested that visual and verbal reports were consistently negatively correlated. Further, transportation was positively associated with visual reports and negatively associated with verbal reports. We found no differences in thought reports for dialogue and descriptive text segments or across the perspective-taking manipulations. These findings suggest that phenomenological reading experiences are stable across a variety of reading situations.","PeriodicalId":11316,"journal":{"name":"Discourse Processes","volume":null,"pages":null},"PeriodicalIF":2.2,"publicationDate":"2022-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41873386","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-07-03DOI: 10.1080/0163853X.2022.2085477
G. Trevors, Farhaan Ladhani
ABSTRACT The current study investigated the relations between gamified refutations of COVID-19 misconceptions and individuals’ emotional reactions and knowledge retention within a large-scale public health education campaign. Refutations have a substantial body of evidence supporting their use to correct misconceptions, yet reduced efficacy has been observed for some topics that generate negative emotional responses. We tested whether gamification could mitigate these limits given that it capitalizes on positive affective engagement. From May to December 2020, approximately 200,000 individuals were recruited from social media in Canada to engage with a nongame interactive survey as a control or a fully gamified platform focused on correcting COVID-19 misconceptions. Gamification was associated with a greater number of happiness and anxiety responses and fewer responses of anger and skepticism in reaction to having misconceptions corrected by refutations. Further, participants who engaged with gamified refutations retained correct information after a brief period. Finally, happiness and anxiety were positively associated with and anger and skepticism were negatively associated with retention of refutation information and support for related public health policies. Implications for scaling up and reinforcing the benefits of refutations for public engagement with science are discussed.
{"title":"It’s Contagious! Examining Gamified Refutation Texts, Emotions, and Knowledge Retention in a Real-World Public Health Education Campaign","authors":"G. Trevors, Farhaan Ladhani","doi":"10.1080/0163853X.2022.2085477","DOIUrl":"https://doi.org/10.1080/0163853X.2022.2085477","url":null,"abstract":"ABSTRACT The current study investigated the relations between gamified refutations of COVID-19 misconceptions and individuals’ emotional reactions and knowledge retention within a large-scale public health education campaign. Refutations have a substantial body of evidence supporting their use to correct misconceptions, yet reduced efficacy has been observed for some topics that generate negative emotional responses. We tested whether gamification could mitigate these limits given that it capitalizes on positive affective engagement. From May to December 2020, approximately 200,000 individuals were recruited from social media in Canada to engage with a nongame interactive survey as a control or a fully gamified platform focused on correcting COVID-19 misconceptions. Gamification was associated with a greater number of happiness and anxiety responses and fewer responses of anger and skepticism in reaction to having misconceptions corrected by refutations. Further, participants who engaged with gamified refutations retained correct information after a brief period. Finally, happiness and anxiety were positively associated with and anger and skepticism were negatively associated with retention of refutation information and support for related public health policies. Implications for scaling up and reinforcing the benefits of refutations for public engagement with science are discussed.","PeriodicalId":11316,"journal":{"name":"Discourse Processes","volume":null,"pages":null},"PeriodicalIF":2.2,"publicationDate":"2022-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45664596","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-06-29DOI: 10.1080/0163853X.2022.2068345
M. Britt, Amanda M. Durik, J. Rouet
ABSTRACT The spread of digital technology has prompted an increase in the amount of written text that gets produced and disseminated daily, together with a diversification of reading contexts and purposes. In this article, we propose that modern reading increasingly relies on readers’ ability to set up and manage their own reading goals and decisions. We outline our RESOLV theory of purposeful reading and we reflect on students’ preparedness for reading in out-of-school contexts. We stress the importance of reading strategies for disciplinary learning but also their limited transfer to out-of-school reading activities. We illustrate this point with an examination of the decisions involved in the reading of fake news. We conclude that students need to be trained to monitor information quality in contexts where neither the reading goal nor the genre and contents of the texts to be read can be expected a priori, which characterizes many current uses of the web.
{"title":"Reading Contexts, Goals, and Decisions: Text Comprehension as a Situated Activity","authors":"M. Britt, Amanda M. Durik, J. Rouet","doi":"10.1080/0163853X.2022.2068345","DOIUrl":"https://doi.org/10.1080/0163853X.2022.2068345","url":null,"abstract":"ABSTRACT The spread of digital technology has prompted an increase in the amount of written text that gets produced and disseminated daily, together with a diversification of reading contexts and purposes. In this article, we propose that modern reading increasingly relies on readers’ ability to set up and manage their own reading goals and decisions. We outline our RESOLV theory of purposeful reading and we reflect on students’ preparedness for reading in out-of-school contexts. We stress the importance of reading strategies for disciplinary learning but also their limited transfer to out-of-school reading activities. We illustrate this point with an examination of the decisions involved in the reading of fake news. We conclude that students need to be trained to monitor information quality in contexts where neither the reading goal nor the genre and contents of the texts to be read can be expected a priori, which characterizes many current uses of the web.","PeriodicalId":11316,"journal":{"name":"Discourse Processes","volume":null,"pages":null},"PeriodicalIF":2.2,"publicationDate":"2022-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43564400","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-06-06DOI: 10.1080/0163853X.2022.2077064
Zhuang Qiu, F. Ferreira
ABSTRACT This article presents a series of three experiments investigating the processing of nested epistemic expressions, utterances containing two epistemic modals in one clause, such as “he certainly may have forgotten.” While some linguists claim that in a nested epistemic expression one modal is semantically embedded within the scope of the other modal based on the word order, it is possible that in daily conversation the scope of nested modals may not be thoroughly processed, leading to a “good-enough” interpretation that is not sensitive to the word order of the two modals. This study used probability judgment tests to investigate people’s interpretation of nested epistemic expressions, and the effect of word order was not observed. This result fails to support the scope account of the nested epistemic expressions and suggests a holistic processing mechanism in line with the good-enough processing framework.
{"title":"“He May Certainly Have Forgotten”: Processing of Nested Epistemic Expressions","authors":"Zhuang Qiu, F. Ferreira","doi":"10.1080/0163853X.2022.2077064","DOIUrl":"https://doi.org/10.1080/0163853X.2022.2077064","url":null,"abstract":"ABSTRACT This article presents a series of three experiments investigating the processing of nested epistemic expressions, utterances containing two epistemic modals in one clause, such as “he certainly may have forgotten.” While some linguists claim that in a nested epistemic expression one modal is semantically embedded within the scope of the other modal based on the word order, it is possible that in daily conversation the scope of nested modals may not be thoroughly processed, leading to a “good-enough” interpretation that is not sensitive to the word order of the two modals. This study used probability judgment tests to investigate people’s interpretation of nested epistemic expressions, and the effect of word order was not observed. This result fails to support the scope account of the nested epistemic expressions and suggests a holistic processing mechanism in line with the good-enough processing framework.","PeriodicalId":11316,"journal":{"name":"Discourse Processes","volume":null,"pages":null},"PeriodicalIF":2.2,"publicationDate":"2022-06-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44938404","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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