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Immediate integration of real-world knowledge and classifier cues - - PowerPoint PPT Presentation

Oct 17, 2023 176 likes •608 views

Immediate integration of real-world knowledge and classifier cues during Mandarin sentence processing Seth Wiener & Hannah Rohde Carnegie Mellon University The University of Edinburgh We have expectations about speech given our

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Immediate integration of real-world knowledge and classifier cues during Mandarin sentence processing

Seth Wiener & Hannah Rohde

Carnegie Mellon University The University of Edinburgh

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We have expectations about speech given

  • ur surroundings and real-world knowledge

Closet/wardrobe contains clothing. Expect jackets, hats, gloves, and scarves in a closet. Would not expect snakes...

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We have linguistic knowledge of how morphosyntax constrains such messages’ realization

A pair of gloves. liǎng tiáo wéijīn 两条围巾 ‘Two scarves.’ A pound of jackets…

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Establishing the meaning of a sentence depends on estimates of both likely messages and likely forms.

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How do listeners integrate real-world knowledge with morphosyntax in real time? We examine how native Mandarin listeners integrate

  • semantic cues derived from contextual

knowledge outside the sentence

  • semantic cues signaled by a noun classifier
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Mandarin noun class assignment reflects intrinsic and transparent semantic properties of the object itself, e.g., shape, size (Erbaugh, 2006). Native speakers show awareness of a classifier’s associated semantic properties and use these properties to facilitate processing

(Huettig et al., 2010; Klein et al., 2012; Qian & Garnsey, 2016).

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Tiáo 条 long, thin objects

  • liǎng tiáo wéijīn 两条围巾 ‘two scarves’

Dǐng 顶 headwear

  • sān dǐng màozi 三顶帽子 ‘three hats’
  • zhè tiáo xīnwén 这条新闻 ‘this news’
  • nà dǐng zhàngpeng 那顶帐篷 ‘that tent’
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Classifier comprehension provides an index of anticipatory processing

ERP study presented a high-cloze-probability noun Zhang Yimou directed… (Kwon et al., 2017) 张艺谋执导的这_____________...(提名了)

  • 部电影 bù diànyǐng EXPECTED [movie]
  • 座大楼 zuò dàlóu

UNRELATED [building]

  • 场演出 chǎng yǎnchū RELATED

[performance]

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What preferences do comprehenders have among upcoming nouns from the same class?

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To what degree does contextual knowledge influence this preference? What happens when an object is made salient via the classifier but is ruled out by event semantics?

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Eye-tracking experiment

30 native Mandarin speakers (minimally completed 12 years of education in China).

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Online norming tasks were carried out to create 24 location-target item sets.

Example:

  • Location: closet (衣橱)
  • Target: a scarf (一条围巾)
  • Location competitor: a hat (一顶帽子)
  • Classifier competitor: a snake (一条蛇)
  • Distractor: a watermelon (一颗西瓜)
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Headwear classifier

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Headwear classifier Spherical classifier

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Headwear classifier Spherical classifier Flat, long classifier

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Native Mandarin speakers were given instructions, “look in the closet, is there…” Simultaneous presentation of 4 images and the one classifier target, “yi classifier scarf” Trials were followed by yes/no content questions – fillers did not show image. 56 total trials: 12 context match, 12 context mismatch, and 32 fillers. Match/mismatch trials counterbalanced across 2 lists.

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Real-world knowledge: hats/scarves in closet; snakes in swamps; watermelons in markets Morphosyntax: 3 separate classifiers

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TARGET

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CLASSIFIER COMPETITOR

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LOCATION COMPETITOR

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DISTRACTOR

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What object are listeners looking to at each sample in time?

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Closet + scarf = MATCH

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Native speakers immediately integrate contextual knowledge with classifier semantic cues. Predictions happen BEFORE acoustic information identifying the noun. What happens if the context doesn’t match expectations?

  • A snake in the closet!
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TARGET

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CLASSIFIER COMPETITOR

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Closet + snake = MISMATCH

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Comprehenders rapidly integrate real-world- knowledge and morphosyntactic-based semantic information during their online sentence processing.

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What happens to non-native listeners? Do L2 learners of Mandarin demonstrate the same time course of integration? Do they rely on real-world knowledge to a greater extent?

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Additional norming measures to identify 18 sets

  • f items appropriate for L2 learners.

Preliminary results based on 8 advanced L2 learners – all of whom had studied abroad in China…

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L2 learners seem to be integrating their knowledge and classifier information with similar efficiency! Stay tuned…

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Thank you: Lewis (Jieming) Li, Yuan Bing, Youna Song, and Josiah King