In The Performance of Reading, Peter Kivy introduces, on a purely phenomenological basis, an interesting and potentially fruitful analogy between the experience of silently reading literary texts and the experience of silently reading musical scores. In Kivy’s view, both mental experiences involve a critical element of auditory mental imagery, consisting in having a performance “in the head” or the mind’s ear. This analogy might have significant implications for the ontological status of literary works, as well as for the theoretical relations (...) between music and language. Nevertheless, Kivy’s hypothesis has never been investigated and discussed in its empirical merits. In the present paper, we shall claim that neuroscience data support, at least in part, Kivy’s phenomenological observations about the relation between reading musical scores and reading texts. Despite being functionally and anatomically dissociated at the cognitive level, the two reading experiences both involve an auditory simulation of the content, which seems to be functionally critical for a deep and rich experience of literary texts and musical scores. (shrink)

This article examines the pragmatic comprehensibility of indirect reporting. The research problem is to determine how Russian EFL learners (linguists and non-linguists) are able to turn original utterances expressing the intentions of native speakers of American English in direct speech into indirect reports to a third party. Two major issues are analyzed: adequacy of semantic content and preservation of pragmatic enrichment. The study was carried out employing the framework of Kecskes’Socio-Cognitive Approach(2008, 2010, 2014, 2017). Twelve stimulus-utterances belonging to three communicative (...) types (statements, questions, commands/requests) were video-recorded. Qualitative and quantitative analyses revealed that the participants met with some difficulties preserving the speaker’s intention while interpreting attached pragmatic enrichment and perlocutionary effect. Both cohorts of Russian EFL learners were able to preserve the semantic content relatively efficiently, but encountered substantial difficulties inferring a complex pragmatic content. (shrink)