Evaluating an Expectation-Driven Question-under-Discussion Model of Discourse Interpretation

Autor/inn/en	Kehler, Andrew; Rohde, Hannah
Titel	Evaluating an Expectation-Driven Question-under-Discussion Model of Discourse Interpretation
Quelle	In: Discourse Processes: A multidisciplinary journal, 54 (2017) 3, S.219-238 (20 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0163-853X
DOI	10.1080/0163853X.2016.1169069
Schlagwörter	Prediction; Questioning Techniques; Models; Expectation; Discourse Modes; Context Effect; Cues; Language Usage; Undergraduate Students; Verbs; Sentences; Prompting; Comparative Analysis; Regression (Statistics); Form Classes (Languages); Comprehension; Accuracy; Hypothesis Testing; Statistical Analysis; California (San Diego); Illinois + Suchen Sie Ihr Suchwort? Vorhersage; Befragungstechnik; Fragetechnik; Analogiemodell; Expectancy; Erwartung; Diskursethik; Stichwort; Sprachgebrauch; Sentence analysis; Satzanalyse; Benutzerführung; Regression; Regressionsanalyse; Analytischer Sprachbau; Verstehen; Verständnis; Hypothesenprüfung; Hypothesentest; Statistische Analyse
Abstract	According to Question-Under-Discussion (QUD) models of discourse interpretation, clauses cohere with the preceding context by virtue of providing answers to (usually implicit) questions that are situated within a speaker's goal-driven strategy of inquiry. In this article we present four experiments that examine the predictions of a QUD model of interpretation when cast in terms of an integrated, expectation-driven model of discourse processing. The results of these studies together support the predictions of the model, demonstrating that contextual cues affect comprehenders' expectations about ensuing QUDs (Experiment 1), QUD expectations in turn influence the interpretation of discourse-dependent linguistic expressions (Experiment 2), and the biases associated with those expressions in turn influence the anticipation of QUDs (Experiments 3a and b). (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01