If You Say Thee Uh You Are Describing Something Hard: The On-Line Attribution of Disfluency during Reference Comprehension

Autor/inn/en	Arnold, Jennifer E.; Kam, Carla L. Hudson; Tanenhaus, Michael K.
Titel	If You Say Thee Uh You Are Describing Something Hard: The On-Line Attribution of Disfluency during Reference Comprehension
Quelle	In: Journal of Experimental Psychology: Learning, Memory, and Cognition, 33 (2007) 5, S.914-930 (17 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0278-7393
Schlagwörter	Inferences; Attribution Theory; Visual Stimuli; Instructional Effectiveness; Experiments; Listening Comprehension; Eye Movements + Suchen Sie Ihr Suchwort? Inference; Inferenz; Unterrichtserfolg; Erprobung; Hörverständnis; Augenbewegung
Abstract	Eye-tracking and gating experiments examined reference comprehension with fluent (Click on the red. . .) and disfluent (Click on [pause] thee uh red . . .) instructions while listeners viewed displays with 2 familiar (e.g., ice cream cones) and 2 unfamiliar objects (e.g., squiggly shapes). Disfluent instructions made unfamiliar objects more expected, which influenced listeners' on-line hypotheses from the onset of the color word. The unfamiliarity bias was sharply reduced by instructions that the speaker had object agnosia, and thus difficulty naming familiar objects (Experiment 2), but was not affected by intermittent sources of speaker distraction (beeps and construction noises; Experiments 3). The authors conclude that listeners can make situation-specific inferences about likely sources of disfluency, but there are some limitations to these attributions. (Author).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002-4242. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org/publications
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10