THE FEELING OF ANOTHERS KNOWING - PROSODY AND FILLED PAUSES AS CUES TO LISTENERS ABOUT THE METACOGNITIVE STATES OF SPEAKERS
THE FEELING OF ANOTHERS KNOWING - PROSODY AND FILLED PAUSES AS CUES TO LISTENERS ABOUT THE METACOGNITIVE STATES OF SPEAKERS
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DOI：
10.1006/jmla.1995.1017
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发表时间：
1995-06-01
影响因子：
4.3
通讯作者：
WILLIAMS, M
中科院分区：
文献类型：
--
作者：
BRENNAN, SE;WILLIAMS, M
在回答问题时，说话者使用填充停顿和韵律来显示他们的元认知状态（Smith & Clark，1993）。我们研究了听众是否真的对这些信息敏感。实验1复制史密斯和克拉克的研究，受访者进行了测试的一般知识问题，调查他们的FOK（感觉知道）这些问题，并测试识别的答案。在实验2中，听众听到自发的口头反应，从实验1和测试他们的感觉，另一个的知道（FOAK），看看元认知信息是否可靠地传达的表面形式的反应。对于答案，提高语调和更长的laeroded导致更少的FOAK评级的听众。对于未回答的问题，更长的睡眠时间会导致更高的FOAK评分。在实验3中，电子编辑的反应与1-s laeroscopy导致较高的FOAK评级的答案和较低的FOAK评级nonanswers比那些与5-s laeroscopy。填充停顿导致较低的评级为答案和较高的评级为nonanswers比未填充的停顿。没有人支持填充词作为词素的假设，即“um”和“uh "在意义上的对比。我们的结论是，听者可以解释的元认知信息，扬声器显示他们的知识状态在问答。(C)出版社：Academic Press
In question-answering, speakers display their metacognitive states using filled pauses and prosody (Smith & Clark, 1993). We examined whether listeners are actually sensitive to this information. Experiment 1 replicated Smith and Clark's study; respondents were tested on general knowledge questions, surveyed about their FOK (feeling-of-knowing) for these questions, and tested for recognition of answers. In Experiment 2, listeners heard spontaneous verbal responses from Experiment 1 and were tested on their feeling-of-another's-knowing (FOAK) to see if metacognitive information was reliably conveyed by the surface form of responses. For answers, rising intonation and Longer latencies led to fewer FOAK ratings by listeners. For nonanswers, longer latencies led to higher FOAK ratings. In Experiment 3, electronically edited responses with 1-s latencies led to higher FOAK ratings for answers and lower FOAK ratings for nonanswers than those with 5-s latencies. Filled pauses led to lower ratings for answers and higher ratings for nonanswers than did unfilled pauses. There was no support for a filler-as-morpheme hypothesis, that ''um'' and ''uh'' contrast in meaning. We conclude that listeners can interpret the metacognitive information that speakers display about their states of knowledge in question-answering. (C) 1995 Academic Press, Inc.