Interpreting Pronouns and Demonstratives in Finnish: Evidence for a Form-Specific Approach to Reference Resolution

Autor/inn/en	Kaiser, Elsi; Trueswell, John C.
Titel	Interpreting Pronouns and Demonstratives in Finnish: Evidence for a Form-Specific Approach to Reference Resolution
Quelle	In: Language and Cognitive Processes, 23 (2008) 5, S.709-748 (40 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0169-0965
Schlagwörter	Comprehension; Cognitive Processes; Word Order; Finno Ugric Languages; Form Classes (Languages); Syntax; Eye Movements; Structural Analysis (Linguistics); Language Research + Suchen Sie Ihr Suchwort? Verstehen; Verständnis; Cognitive process; Kognitiver Prozess; Wortfolge; Analytischer Sprachbau; Augenbewegung; Structural analysis; Strukturanalyse; Sprachforschung
Abstract	Two Finnish language comprehension experiments are presented which suggest that the referential properties of pronouns and demonstratives cannot be reduced straightforwardly to the salience level of the antecedent. The findings, from a sentence completion study and visual world eye-tracking study, reveal an asymmetry in which features of the antecedent Finnish pronouns and demonstratives are most sensitive to, both in terms of their final interpretations and during real-time processing. In particular, the syntactic role and linear position of the antecedent, two factors which have been claimed to influence referent salience, have different effects on the interpretation of pronouns and demonstratives. Contrary to what is commonly assumed, pronouns and demonstratives cannot be mapped onto a unified salience hierarchy, because they exhibit different degrees of sensitivity to syntactic role and word order. We offer an alternative approach to anaphor resolution, the form-specific multiple-constraints approach. (Contains 1 table, 6 figures, and 14 footnotes.) (As Provided).
Anmerkungen	Psychology Press. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10