The Processing of Coreference for Reduced Expressions in Discourse Integration

Three reading-time experiments in Chinese are reported that test contrasting views of how pronominal coreference is achieved. On the one hand, studies of reading time and eye tracking suggest that reduced expressions, such as the pronoun he, serve as critical links to integrate separate utterances into a coherent model of discourse. On the other hand, probe-word recognition studies indicate that full anaphoric expressions, such as a repeated name, are more readily interpreted than reduced expressions due to their rich lexical information, which provides effective cues to match the representation of the appropriate referent in memory. The results indicate that the ease of integrating the critical referent into a model of discourse is a function of the congruence of lexical, semantic, and discourse features conveyed by a syntactically prominent reduced expression within linguistic input. This pattern supports the view that a reduced expression is interpreted on-line and indeed plays a critical role in promoting discourse coherence by facilitating the semantic integration of separate utterances.     

Can we distinguish an “I” and “ME” during listening?—an event-related EEG study on the processing of first and second person personal and possessive pronouns

Theoretically, stimuli can be related to the self as subject (“I”) or object (“ME”) of experience. This event-related brain potential (ERP) study investigated whether listening to personal and possessive pronouns elicits different modes of self-processing regarding time-course and neural sources. Going beyond previous research, first (1PP) and second person (2PP) pronouns were included to determine the specificity of self-processing. Participants listened passively to German pronouns while the electroencephalogram was recorded. Modulation of ERPs revealed a processing advantage for the 2PP personal pronoun “du” (“you”) already in early time windows. Regarding possessive pronouns, N1 amplitudes indicated increased attention orientation to the 1PP pronoun “mein” (“my”), whereas during later time windows, processing of 1PP and 2PP possessive pronouns did not differ but differed from the third person pronoun “sein” (“his”). ERP source imaging suggests that primary sensory brain regions (auditory cortex), the insula and cortical midline structures are differentially involved into these two processing modes. The results support the idea of distinct self-processing modes (“I” and “ME”) and confirm their dynamic nature. Moreover, they demonstrate that on a neural level neither “I” or “ME” are invariantly tied to the first person, in line with the hypothesis that self-processing is relational and context-dependent.     

Taking Merleau-Ponty Literally: Reply to Dermot Moran

For most people, pronouns are just a matter for linguists. In linguistics, pronouns are classified according to the various linguistic functions they perform: for instance, deictic or anaphoric, definite or indefinite, personal or demonstrative, etc. But a closer look at the issue reveals that pronouns have a great deal to do with philosophy as well. This paper presents a brief sketch of some classical philosophical problems to show how dealing with pronouns has played a part in the formulation and advancement of important philosophical issues including spatial orientation, dialectics, cognition, existential experiences, social relationships, the philosophy of rights, and so forth.

For Elmar Holenstein on his Seventieth Birthday     

Patterns in parent–child conversations about animals at a marine science center

Parent-child conversations are a potential source of children's developing understanding of the biological domain. We investigated patterns in parent-child conversations that may inform children about biological domain boundaries. At a marine science center exhibit, we compared parent-child talk about typical sea animals with faces (fish) with talk about atypical sea animals without faces (e.g., sea stars), in particular with respect to anthropomorphic talk and use of animate pronouns. Parents talked about psychological states and used animate pronouns more often for typical than atypical animals; children showed a similar pattern for pronouns but did not differ in their property talk between typical and atypical animals. It was clearly parents who initiated the use of psychological properties and animate pronouns for typical animals. These patterns suggest that parent-child conversations draw boundaries between typical and atypical animals and could support children's inclination to anthropomorphize.     

Why do Alzheimer patients have difficulty with pronouns? Working memory, semantics, and reference in comprehension and production in Alzheimer's disease

Three experiments investigated the extent to which semantic and working-memory deficits contribute to Alzheimer patients' impairments in producing and comprehending referring expressions. In Experiment 1, the spontaneous speech of 11 patients with Alzheimer's disease (AD) contained a greater ratio of pronouns to full noun phrases than did the spontaneous speech produced by 9 healthy controls. Experiments 2 and 3 used a cross-modal naming methodology to compare reference comprehension in another group of 10 patients and 10 age-matched controls. In Experiment 2, patients were less sensitive than healthy controls to the grammatical information necessary for processing pronouns. In Experiment 3, patients were better able to remember referent information in short paragraphs when reference was maintained with full noun phrases rather than pronouns, but healthy controls showed the reverse pattern. Performance in all three experiments was linked to working memory performance but not to word finding difficulty. We discuss these findings in terms of a theory of reference processing, the Informational Load Hypothesis, which views referential impairments in AD as the consequence of normal discourse processing in the context of a working memory impairment.     

Second person thought

There are modes of presentation of a person in thought corresponding to the first and third person pronouns. This paper proposes that there is also thought involving a second person mode of presentation of another, which might be expressed by an utterance involving ‘you’, but need not be expressed linguistically. It suggests that co-operative activity is the locus for such thought. First person thought is distinctive in how it supplies reasons for the subject to act. In co-operative action there is first person plural intending and judging. So there is a way of thinking of another, when openly co-operating with him or her, which plays the distinctive role of giving reason for contribution to the co-operative activity. In slogan form, ‘you’ is ‘we minus I’. The way children learn to use second and third person pronouns is naturally explained on this view. Contrasting less sophisticated kinds of co-operative activity with more sophisticated forms, and considering some issues about common knowledge and common purpose, help to fill out the proposal.     

About the locus of the distractor frequency effect: Evidence from the production of clitic pronouns

In this study, we report results from two experiments in which pictures were shown with superimposed distractors that varied along two dimensions: frequency (high vs. low) and semantic relation with respect to the picture (related vs. unrelated). In one condition of Experiment 1, participants named pictures with a noun utterance; in the other condition of Experiment 1 and in Experiment 2 participants named pictures with a pronominal utterance. Low frequency distractor words produced greater interference with respect to high frequency words in noun production, but not in pronoun production. Critically, a semantic interference effect, greater interference in the semantically related than unrelated condition, was reported in both experiments, suggesting that distractor words were equally processed in both noun and pronoun conditions. These results are discussed in the context of current models of picture–word interference.     

Alternating Between Masculine and Feminine Pronouns: Does Essay Topic Affect Readers' Perceptions?

Authors are routinely advised to avoid using masculine pronouns to refer to both men and women. Some style guides recommend alternating between masculine and feminine pronouns instead. Unfortunately, previous research with gender-neutral text indicates that readers perceive alternating pronouns to be biased in favor of women. We tested readers' perceptions of alternating pronouns in an essay on a traditionally feminine topic, on a traditionally masculine topic, and on a gender-neutral topic. There were four versions of each essay. One version alternated between masculine and feminine pronouns, a second version used paired masculine and feminine pronouns throughout the passage (e.g., ‘he or she’), and the remaining two versions used exclusively masculine pronouns or feminine pronouns. Readers overestimated the frequency of feminine pronouns in alternating text except when they occurred in an essay on a traditionally feminine topic. Readers also thought alternating pronouns were gender-biased and low in overall quality.     

语篇理解中语境对代词理解的影响

该研究考察了语篇理解中整体语境和局部语境对代词理解的影响。向被试呈现语篇,其中包括带有语义偏向的整体语境和局部语境以及代词。要求被试判断代词的所指。结果发现,当代词和整体语境出现时,被试并不立刻判断,等局部语境也出现以后,才判断代词的先行词。这一结果支持“首先建立句子袭征,再把句子表征与语篇表征相整合”的分阶段加工观点。