Coherence in conversations and in texts can be partially characterized by a set of coherence relations, motivated ultimately by the speaker's or writer's need to be understood. In this paper, formal definitions are given for several coherence relations, based on the operations of an inference system; that is, the relations between successive portions of a discourse are characterized in terms of the inferences that can be drawn from each. In analyzing a discourse, it is frequently the case that we would (...) recognize it as coherent, in that it would satisfy the formal definition of some coherence relation, if only we could assume certain noun phrases to be coreferential. In such cases, we will simply assume the identity of the entities referred to, in what might be called a “petty conversational implicature,” thereby solving the coherence and coreference problems simultaneously. Three examples of different kinds of reference problems are presented. In each, it is shown how the coherence of the discourse can be recognized, and how the reference problems are solved, almost as a by‐product, by means of these petty conversational implicatures. (shrink)

Herbert Clark argues that language use is more than the sum of a speaker speaking and a listener listening. It is the joint action that emerges when speakers and listeners, writers and readers perform their individual actions in coordination, as ensembles. In contrast to work within the cognitive sciences, which has seen language use as an individual process, and to work within the social sciences, which has seen it as a social process, the author argues strongly that language use embodies (...) both individual and social processes. (shrink)

Introduction Introducing Accessibility theory 0.1 On the role of context Utterances cannot be processed and interpreted on their own. ...

Why do speakers of all languages use different grammatical structures under different communicative circumstances to express the same idea? In this comprehensive study, Professor Lambrecht explores the relationship between the structure of sentences and the linguistic and extra-linguistic contexts in which they are used. His analysis is based on the observation that the structure of a sentence reflects a speaker's assumptions about the hearer's state of knowledge and consciousness at the time of the utterance. This relationship between speaker assumptions and (...) formal sentence structure is governed by rules and conventions of grammar, in a component called 'information structure'. Four independent but interrelated categories are analysed: presupposition and assertion, identifiability and activation, topic, and focus. (shrink)

For more than three decades, research into the psycholinguistics of pronoun interpretation has argued that hearers use various interpretation ‘preferences’ or ‘strategies’ that are associated with specific linguistic properties of antecedent expressions. This focus is a departure from the type of approach outlined in Hobbs , who argues that the mechanisms supporting pronoun interpretation are driven predominantly by semantics, world knowledge and inference, with particular attention to how these are used to establish the coherence of a discourse. On the basis (...) of three new experimental studies, we evaluate a coherence-driven analysis with respect to four previously proposed interpretation biases—based on grammatical role parallelism, thematic roles, implicit causality, and subjecthood—and argue that the coherence-driven analysis can explain the underlying source of the biases and predict in what contexts evidence for each will surface. The results further suggest that pronoun interpretation is incrementally influenced by probabilistic expectations that hearers have regarding what coherence relations are likely to ensue, together with their expectations about what entities will be mentioned next, which, crucially, are conditioned on those coherence relations. (shrink)

Words are the essence of communication: They are the building blocks of any language. Learning the meaning of words is thus one of the most important aspects of language acquisition: Children must first learn words before they can combine them into complex utterances. Many theories have been developed to explain the impressive efficiency of young children in acquiring the vocabulary of their language, as well as the developmental patterns observed in the course of lexical acquisition. A major source of disagreement (...) among the different theories is whether children are equipped with special mechanisms and biases for word learning, or their general cognitive abilities are adequate for the task. We present a novel computational model of early word learning to shed light on the mechanisms that might be at work in this process. The model learns word meanings as probabilistic associations between words and semantic elements, using an incremental and probabilistic learning mechanism, and drawing only on general cognitive abilities. The results presented here demonstrate that much about word meanings can be learned from naturally occurring child-directed utterances (paired with meaning representations), without using any special biases or constraints, and without any explicit developmental changes in the underlying learning mechanism. Furthermore, our model provides explanations for the occasionally contradictory child experimental data, and offers predictions for the behavior of young word learners in novel situations. (shrink)