Download A Discourse Production Model For Twenty Questions by Michael Fortescue PDF

By Michael Fortescue

This essay is an try and building up a believable version of the cognitive methods at the back of the habit exhibited by way of speaker-hearers in a selected discourse state of affairs.

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Extra info for A Discourse Production Model For Twenty Questions

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Of a 'Game Ques­ tion' ) 2 6 . But how does a hearer recognize when there is no primary illocutionary force (read 'ulterior discourse act intended') behind an inter­ rogative token of 'Request Information'? How extensively need he search in order to decide that there is no such ulterior point ? Again the answer can be put in terms of propositional content and contextual ex­ pectancies: within the 'Meta-frame' for the game (the assembly of ex­ pected response sequences relevant to the monitoring of the game's course - see Chapter 4) information is contained as to the predictable motives of the players throughout the course of the game and a corres­ ponding array of discourse act correlates reflecting these motives.

Like f o r (e) there i s no d i r e c t relationship between t h i s 'higher' cognitive function and the various l i n g u i s t i c means of expressing i t available. (k) Request Permission Can I give up ? Can I have that question back ? Commonly this act is marked by a modal verb plus a first person pro­ noun (and indication of the action desired). Such examples can be seen as 'jocular' in as far as they are 'out of place' in the game context: they refer to actions the questioners know they must (not) do accord­ ing to the rules.

In listing these functional types a certain amount of Overlap' has been in evidence. Can a discrete classification still be justified, even though various markers and constraints on propositional content are shared by several acts ? Clearly the basis for the classification cannot lie in functional or forraal elements alone. There are two relat­ ed problems here: (1) that of hierarchical level (both in the sense of generalized acts subsuming more specific ones, and of 'higher' cogni­ tive acts that can utilize more closely 'linguistic' ones in their realization) and (2) that of specific criteria for distinguishing one act from another.

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