Knutsen Dominique, Le Bigot Ludovic
Department of Psychology, University of Essex.
Department of Psychology, University of Poitiers.
J Exp Psychol Learn Mem Cogn. 2017 Mar;43(3):350-368. doi: 10.1037/xlm0000313. Epub 2016 Oct 24.
As speakers interact, they add references to their common ground, which they can then reuse to facilitate listener comprehension. However, all references are not equally likely to be reused. The purpose of this study was to shed light on how the speakers' conceptualizations of the referents under discussion affect reuse (along with a generation effect in memory documented in previous studies on dialogic reuse). Two experiments were conducted in which participants interactively added references to their common ground. From each participant's point of view, these references either did or did not match their own conceptualization of the referents discussed, and were either self- or partner-generated. Although self-generated references were more readily accessible in memory than partner-generated ones (Experiment 1), reference reuse was mainly guided by conceptualization (Experiment 2). These results are in line with the idea that several different cues (conceptual match, memory accessibility) constrain reference reuse in dialogue. (PsycINFO Database Record
当说话者进行互动时，他们会在共同背景中添加指称，随后可以再次使用这些指称来帮助听众理解。然而，并非所有指称被再次使用的可能性都是一样的。本研究的目的是阐明说话者对所讨论指称的概念化方式如何影响再次使用（以及先前关于对话性再次使用的研究中记录的记忆中的生成效应）。进行了两项实验，参与者在实验中以互动方式在他们的共同背景中添加指称。从每个参与者的角度来看，这些指称要么与他们自己对所讨论指称的概念化相匹配，要么不匹配，并且要么是自我生成的，要么是伙伴生成的。尽管自我生成的指称在记忆中比伙伴生成的指称更容易获取（实验1），但指称的再次使用主要受概念化的引导（实验2）。这些结果与以下观点一致，即几种不同的线索（概念匹配、记忆可及性）在对话中限制指称的再次使用。（PsycINFO数据库记录）
