Einführung in die Pragmatik und Diskurs: Vorlesung 2: Common Ground. Collaboration. Grounding mechnisms

Einführung in die Pragmatik und Diskurs: Vorlesung 2: Common Ground. Collaboration. Grounding mechnisms Volha Petukhova & Nikolina Koleva & Christine Ankener Universität des Saarlandes Sommersemester 2015

Overview for today Introduction: Language as collaboration Common ground Establishing common ground Communicative Intention/Kommunikative Intention Basic reading: Clark, H. H., and Brennan, S. A. (1991). Grounding in communication. In L.B. Resnick, J.M. Levine, & S.D. Teasley (Eds.). Perspectives on socially shared cognition. Washington: APA Books (online)

Collaboration in language speaking and listening are collaborative processes

Collaboration in language speaking and listening are collaborative processes conversing is collective activity

Collaboration in language speaking and listening are collaborative processes conversing is collective activity any successful communicative act requires participants to coordinate with one another

Having a discourse = collective activity

Having a discourse = collective activity Collective performance = individuals doing their parts and adjusting to one another

Examples A. Did you go to the store? B. Yes, I got the milk.

Examples A. Did you go to the store? B. Yes, I got the milk. A. Did you go the store? B. Excuse me? A. Did you go to the store this morning? B. Yes, I got the milk.

Examples A. Did you go to the store? B. Yes, I got the milk. A. Did you go the store? B. Excuse me? A. Did you go to the store this morning? B. Yes, I got the milk. A. Did you go the store? B. The grocery store? A. Yes. B. Yes, I got the milk.

The collaborative theory assumption communication is adding to common ground, the shared knowledge. contributing to common ground is contributing to discourse. principle of mutual responsibility establish the mutual belief having understood what the other meant grounding process provide a basis for correct understanding contribution

Grounding in Conversation In order to have an effective conversation, the participants need to understand each other

Grounding in Conversation In order to have an effective conversation, the participants need to understand each other Real spoken conversation is very messy incomplete sentences; overlapping turns; pauses; noisy voice data / unintelligible utterances To do this they need to ground their communication Listener has to notice that something was said (pay attention) Listener has to hear what was said (perceive) Listener has to understand what was said (interpret) Listener has to understand what was meant (evaluate) Listener has to perform adequate further action(-s) (execute)

Grounding in Conversation So what is grounding?

Grounding in Conversation So what is grounding? Making sure that the listener understand what the speaker said

Grounding in Conversation So what is grounding? Making sure that the listener understand what the speaker said Making sure the speaker knows the listener understood

Grounding in Conversation So what is grounding? Making sure that the listener understand what the speaker said Making sure the speaker knows the listener understood Making sure the listener knows the speaker knows the listener understood, etc.

So then what is common ground? Information that participants know that they all know:

So then what is common ground? Information that participants know that they all know: Common cultural and social history

So then what is common ground? Information that participants know that they all know: Common cultural and social history Public history of the interaction

So then what is common ground? Information that participants know that they all know: Common cultural and social history Public history of the interaction Current public state of the interaction

So then what is common ground? Information that participants know that they all know: Common cultural and social history Public history of the interaction Current public state of the interaction Common ground accumulates as the interaction continues

Evidence in Grounding Speakers attempt to make sure they were understood by listeners To do this, they look for evidence of understanding Speakers can look for both positive and negative evidence

Grounding a contribution presentation phase A. Did you go to the store?

Grounding a contribution presentation phase A. Did you go to the store? acceptance phase B. Yes, I got the milk

Grounding a contribution presentation phase A. Did you go to the store? acceptance phase B. Yes, I got the milk refashion

Grounding a contribution presentation phase A. Did you go to the store? acceptance phase B. Yes, I got the milk refashion presentation 1.: A. Did you go the store?

Grounding a contribution presentation phase A. Did you go to the store? acceptance phase B. Yes, I got the milk refashion presentation 1.: A. Did you go the store? presentation 2.: B. The grocery store? accept 1 / presentation 3.: A. Yes.

Grounding a question Elementary exchange A. Did you go to the store? B. Yes, I got the milk

Grounding a question Elementary exchange A. Did you go to the store? B. Yes, I got the milk Expansion A. Did you go to the store? B. Excuse me? A. Did you go to the store this morning? B. Yes, I got the milk.

Grounding a question- II Completion A. Did you go the... uhh...? B. Store? A. Yes. B. Yes, I got the milk.

Grounding a question- II Completion A. Did you go the... uhh...? B. Store? A. Yes. B. Yes, I got the milk. Continuation A. Did you go the store? B. to get milk and eggs? A. Yes. B. Yes.

Negative feedback Involves a new communicative action on the part of the listener

Negative feedback Involves a new communicative action on the part of the listener repetition

Negative feedback Involves a new communicative action on the part of the listener repetition A. Did you go to the store? B. A store? A. Yes, a grocery store

Negative feedback Involves a new communicative action on the part of the listener repetition A. Did you go to the store? B. A store? A. Yes, a grocery store fill-in-the-blank

Negative feedback Involves a new communicative action on the part of the listener repetition A. Did you go to the store? B. A store? A. Yes, a grocery store fill-in-the-blank A. Did you go to the store? B. Go to where? A. To the store clarification questions

Positive feedback continuers: *yeah*, mmhm, etc.

Positive feedback continuers: *yeah*, mmhm, etc. relevant next turns: i.e., something that makes sense in context and continues the conversation

Positive feedback continuers: *yeah*, mmhm, etc. relevant next turns: i.e., something that makes sense in context and continues the conversation A: I am hungry B: There are some sandwiches in the fridge

Grounding Changes With Purpose Participants alter their grounding methods according to situation and content

Grounding Changes With Purpose Participants alter their grounding methods according to situation and content Alternative descriptions Adding more detail to ensure grounding

Grounding Changes With Purpose Participants alter their grounding methods according to situation and content Alternative descriptions Adding more detail to ensure grounding Indicative gestures Pointing, other gestures Referential installments Breaking a description into understandable chunks, e.g. 123...45..6789

Individual goals and collaborative activities Not everyone seeks perfect understanding Some goals dictate perfect understanding (high criteria)

Individual goals and collaborative activities Not everyone seeks perfect understanding Some goals dictate perfect understanding (high criteria) Question: How do participants goals affect the nature and extent of their collaboration?

Experiment City-tour high vs low criteria paired and impaired people

Experiment City-tour high vs low criteria paired and impaired people result 1: goal affects collaboration result 2: no effect for role: contributor vs addressee result 3. elementary presentations most frequent result 4. collaborate, but minimize effort

Individual and shared knowledge Question: does knowledge affect collaboration?

Individual and shared knowledge Question: does knowledge affect collaboration? Experiments with experts and novices Task: Expert directors describe postcards to novice matchers A. number 3 is the church on this plain B. Oh yes, Ludwigskirche

Collaboration and cognition different perspectives - accommodation If unsuccessful - refashion Common ground may be qualitatively different Example: A. so I see you in Dialogue Lab in C 7.4 B. Perfect, it s a building at the edge of forest A. uhm... you mean MMCE building? B. Wait. MMCE building? I mean the Coli new building behind C 7.1 and 7.2 building, the last one before forest begins A. Yes, that s right, this is one.

Features of communication Copresence: participants are near each other, and can point at objects in common ground

Features of communication Copresence: participants are near each other, and can point at objects in common ground Visibility: participants can see each other; allows gestures, facial expressions

Features of communication Copresence: participants are near each other, and can point at objects in common ground Visibility: participants can see each other; allows gestures, facial expressions Audibility: participants can hear each other, and use natural language Cotemporality: participants can expect to receive a timely reply; interruptions or delays are significant Simultaneity: participants can send and receive at the same time; allows interruption, backchannel feedback Sequentiality: participants contributions are strictly ordered, and cannot get out of order

Comparison: face-to-face v. chat?

Comparison: face-to-face v. chat? new media

Conclusions Grounding is essential to communication

Conclusions Grounding is essential to communication Communication is a collaborative activity

Conclusions Grounding is essential to communication Communication is a collaborative activity Content and task affect grounding

Conclusions Grounding is essential to communication Communication is a collaborative activity Content and task affect grounding Medium affects grounding