Perspective-taking in Conversation

目前的语言使用理论认为，通过在对话中分享思想，人们发展了共享的知识。然而，这一假设在很大程度上未经检验，有充分的理由认为它是错误的。研究人员的初步研究提出了一个具有根本意义的基本问题：说话者和听众是否都带着对所说内容的相同想法离开谈话？答案是否定的。说话的人比听的人更容易记住别人说了什么。拟议的工作作为一个起点，这些不对称的记忆中的对话，以产生新的预测之间的相互作用的记忆和语言使用的对话。预期的研究结果将提供洞察对话伙伴何时可能对所说的内容有相似的记忆，以及何时他们的记忆可能不同。由此产生的发现可能会改变如何进行成功对话的基本建议，无论是在高风险环境中（商业谈判，纠纷调解，第一次约会），还是在日常生活中。这些发现还可以指导人们对人类可能记住的内容的预期，这些内容是基于与“Alexa”等设备的对话，从而为设备设计和人机交互提供见解。对教学法的潜在影响包括在师生互动和小组项目中改善沟通的建议。这个建议发展和测试共享会话知识的理论观点的预测，提供了一个从当前的观点，并作出竞争性的预测从根本上背离。一系列的10个实验测试的假设，以下对话，合作伙伴将保留可预见的不同的记忆的对话。因此，尽管他们有着共同的交谈经验，但合作伙伴对所说的话会有不同的看法，以可预测的方式影响未来的决策和互动。这项工作还将提供深入了解在生态有效的设置语言处理机制。更广泛的影响包括研究生、本科生和高中生进行独立研究项目的机会。为招收代表性不足群体的学生作出了特别努力。本研究产生的所有去识别数据将在互联网上公开。总之，这项工作有可能促进对心理和语言过程的理解，促进计算机对话系统，并为教学研究提供见解。该奖项反映了NSF的法定使命，并被认为值得通过使用基金会的智力价值和更广泛的影响审查标准进行评估来支持。

Current theories of language use assume that by sharing ideas in conversation, people develop shared knowledge. This assumption, however, is largely untested and there is good reason to think that it is wrong. The investigator's preliminary studies asked a basic question with fundamental implications: Do speakers and listeners each walk away from a conversation with the same idea about what was said? The answer is no. Speakers are much more likely to remember what was said than the person who was listening. The proposed work takes as a starting point these asymmetries in memory for conversations in order to generate novel predictions regarding the interplay between memory and language use in conversation. Anticipated findings will provide insight into when conversational partners are likely to have similar memories for what was said, and when their memories are likely to differ. The resulting discoveries could change basic recommendations for how to engage in a successful conversation, both in high stakes settings (business negotiations, dispute mediation, first dates), but also in day-to-day life. The findings may also guide expectations about what humans are likely to remember based on conversations with devices such as "Alexa," in turn providing insights for device design and human-technology interactions. Potential implications for pedagogy include recommendations for improving communication in teacher-student interactions and in group projects. This proposal develops and tests the predictions of a theoretical view of shared conversational knowledge that offers a radical departure from current views and makes competing predictions. A series of 10 experiments tests the hypothesis that following conversation, partners will retain predictably different memories of the conversation. As a result, despite their shared experience of conversing, partners will have a different perspective on what was said, influencing future decisions and interactions in predictable ways. The work will also provide insights into mechanisms of language processing in ecologically valid settings. Broader impacts include opportunities for graduate students, undergraduate students, and high school students to conduct independent research projects. Special efforts are made to recruit students from under-represented groups. All de-identified data generated by this research will be made publicly available on the internet. In sum, the work has the potential to advance understanding of psychological and linguistic processes, advance computer dialog systems, and offer insights into pedagogical research.This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.