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51.
Indirect speech acts in high functioning autism
Greta Mazzaggio, Simona Di Paola, Eleonora Marocchini, Filippo Domaneschi, 2019, objavljeni povzetek znanstvenega prispevka na konferenci

Opis: Few works have addressed the processing of indirect requests in High-Functioning Autism (HFA), and results are conflicting. Some studies report HFA individuals’ difficulties in indirect requests comprehension; others suggest that it might be preserved in HFA. Furthermore, the role of Theory of Mind in understanding indirect requests is an open issue. The goal of this work is twofold: first, assessing whether comprehension of indirect requests for information is preserved in HFA; second, explor- ing whether mind-reading skills predict this ability. We tested a group of (n = 14; 9–12 years) HFA children and two groups of younger (n = 19; 5–6 years) and older (n = 28; 9–12 years) typically developing (TD) children in a semi-structured task involving direct, indirect and highly indirect requests for information. Results suggested that HFA can understand indirect and highly indirect requests, as well as TD children. Yet, while Theory of Mind skills seem to enhance older TD children under- standing, this is not the case for HFA children. Therefore, interestingly, they could rely on different interpretative strategies
Ključne besede: indirect speech act, indirect requests, theory of mind, autism developmental disorders, experimental pragmatics
Objavljeno v RUNG: 22.09.2021; Ogledov: 1652; Prenosov: 45
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52.
The production and comprehension of pronouns and verb inflections by Italian children with ASD : a new dataset in a pro-drop language
Greta Mazzaggio, Aaron Shield, 2021, objavljeni povzetek znanstvenega prispevka na konferenci

Opis: Pronoun difficulties have long been a key feature in defining autism spectrum disorder (ASD). Most studies to-date have been conducted in English. Italian is a language in which subject pronouns are optional but verbs obligatorily exhibit person-referencing morphology. This study is the first to investigate the pronominal abilities of Italian children with ASD. We tested 26 Italian children with ASD and 35 typically developing (TD) children, matched for syntactic abilities. Pronouns were elicited in focus position and in conjunction with a verb. Children’s theory of mind, nonverbal intelligence, lexical knowledge, and pronoun comprehension were also tested. TD children produced the correct forms of 1st-, 2nd- and 3rd person pronouns significantly more often than the children with ASD, who were more likely to produce their own name rather than a pronoun. Children with ASD omitted optional subject pronouns significantly less often than TD children. Our data suggest that Italian children with ASD are generally able to acquire and use pronominal forms, but struggle with understanding when and where to use them appropriately, pointing to underlying challenges with pragmatics.
Ključne besede: pronouns, pronoun reversal, autism developmental disorders
Objavljeno v RUNG: 22.09.2021; Ogledov: 1644; Prenosov: 43
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53.
The case of scalar implicature processing : an eye- tracking study
Greta Mazzaggio, Anne Colette Reboul, Chiara Caretta, Mélody Darblade, Jean-Baptiste van der Henst, Anne Cheylus, Penka Stateva, 2019, objavljeni povzetek znanstvenega prispevka na konferenci

Opis: Implicatures like ‘Some politicians are smart’ (interpreted as ‘Some but not all politicians are smart’) are defined scalar implicatures. A heated linguistic debate has focused on how we derive those implicatures: some authors consider the computational process as linguistic in nature (Levinson, 2000), others as pragmatic in nature (Sperber & Wilson, 1995). A growing body of research, prompted by pioneering work by Bott and Noveck (2004), focused on the computational cost related with the computation of scalar implicatures. The present study addresses such topic through the use of different experimental techniques. With Experiment 1 (N = 57) we replicated the third experiment of Bott and Noveck (2004), the first study that identified a cost related to a pragmatic response. With Experiment 2 (N = 58), using a pseudo-word paradigm, we excluded the possibility that the computational cost is due to an experimental artifact, such as an increased difficulty in moving up in the conceptual hierarchy (e.g., ‘Some elephants are mammals’) than in moving down (e.g. ‘Some mammals are elephants’). In Experiment 3 (N = 54), with a Sentence Evaluation Task, we collected reading times, reaction times and eye gaze data. Results showed that the cost of the computation disappears when there is contextual support. Overall, our results seem to support the idea that scalar implicatures are not automatically computed with context playing an important role.
Ključne besede: scalar implicatures, eye-tracking, experimental pragmatics, reaction times
Objavljeno v RUNG: 22.09.2021; Ogledov: 1720; Prenosov: 7
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54.
L'uso dell'inglese L2 e la correzione degli errori in due lezioni alla scuola media : laurea in lingue e letterature straniere
Greta Mazzaggio, 2012, diplomsko delo

Opis: In our globalized and multi-cultural society, communicating between different nationalities becomes more and more important. Language remains a paramount aspect of cultural dialogue and English as lingua franca is the undisputed medium of communication, taught everywhere at an early age. In Italy English is taught since elementary school, sometimes even in kindergarten, when children’s linguistic abilities are stronger; however, teachers usually fail to make the most out of such abilities, as their lessons are primarily in Italian and the use of English is limited to some words or expressions targeted by exercises. With such an input, the children’s progress is likely to be limited. My experiment attempts to assess the interaction student-teacher in terms of use of L2 in class by means of a comparative analysis of two middle-school lessons taught by the same teacher to different age groups. Moreover, teacher’s correction techniques will be assessed in the light of frameworks established by scholars in this field, where the positive value of errors in the development of children interlanguage emerges with clarity. Since feedback is an essential part of education, special attention was paid to the teacher’s behavior in dealing with student’s mistakes. Two entire lessons were recorded and transcribed, counting the numbers of words and turns uttered respectively by students and the teacher. When collected and analyzed, such data exhibited both similarities and differences between classes. On the teacher’s side, both lessons revealed that she adopts a rather conservative style of teaching, with limited interaction. As a result, the lessons are to be considered teacher-oriented, for the distribution of turns and the amount of words exchanged; conducted along the textbook’s lines, they offer very limited room for creative language production. Moreover, the teacher’s tendency to steadily correct the students, with the only exception of pronunciation errors, impairs student’s communicative fluency at large. However, a certain progress may be observed between the 1st and 3rd class in both the increased command of English and the number of errors, decreased by almost 50%. In both cases, though, the production of English sentences is creative only for a minimal part, as English is often read and lessons are mostly based on the correction of homework and written exercises. In conclusion, the experiment offers data that confirm several assumptions of contemporary linguistics, particularly in the field of Second Language Acquisition and Error Analysis.
Ključne besede: Second Language Acquisition, Error Analysis, Italian, English as L2
Objavljeno v RUNG: 22.09.2021; Ogledov: 1825; Prenosov: 0
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55.
Autism and pronoun reversal : a theory-of-mind perspective
Greta Mazzaggio, 2014, magistrsko delo

Opis: My project aimed at giving a personal contribution to an important international debate relevant to psycholinguistics. In particular, I studied the relationship between Theory of Mind (ToM) and the production of first- and second-person pronouns in typically developing children (TD) and children with autism spectrum disorder (ASD).Moving from the dense general framework of references I created an experimental protocol with the main goal to test the existent and newest hypotheses on ToM consequential development and on the differences between the phenomena of pronoun reversal (PR) in TD children and children with ASD, to have, at the end of the hypothetical experiment, some data that can prove a correlation between the phenomena of PR and a lack or a deficit in ToM. The newness of my experimental protocol is the Italian native children target; Italian language is pro-drop and it has the agreement between the subject pronoun and the verb, for this reason it has never been studied to find possible a validation of previous studies and theories on other languages.The experiment will be structured with two batteries of tests, the first that will be a translation and adaptation in Italian of Wellmann and Liu’s seven tasks (2004) to assess the level of Theory of Mind and to verify the consequentiality hypothesis, and the second, formed by two tasks, that will assess the level of production of first- and second-person pronouns, focusing on the phenomena of PR. The objective of my potential experiment is to find a correlation between the two phenomena cited above; it can be a good starting point for further analyses on the direction of this theorized connection.
Ključne besede: pronoun reversal, autism developmental disorders, theory of mind, echolalia, pronouns
Objavljeno v RUNG: 22.09.2021; Ogledov: 2042; Prenosov: 0
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56.
La comprensione dell'ironia in bambini con disturbi dello spettro autistico
Greta Mazzaggio, Francesca Panzeri, Beatrice Giustolisi, Luca Surian, 2018, objavljeni povzetek znanstvenega prispevka na konferenci

Opis: Comprendere l’ironia è un compito complesso che i bambini a sviluppo tipico compiono a partire dai sei anni. Diversi studi hanno evidenziato il ruolo della Teoria della Mente (ToM) e delle abilità linguistiche nella comprensione dell’ironia. Gli individui con Disturbi dello Spettro Autistico ad alto funzionamento (AAF) sono caratterizzati da abilità linguistiche intatte ma deficit nella ToM e nella pragmatica, a volte compensati mediante strategie linguistiche. Obiettivo del nostro studio è indagare la comprensione dell’ironia (sia critiche che complimenti) in questa popolazione, al fine di individuare i fattori che la facilitano. I partecipanti sono 26 bambini con AAF (età media = 7,2) e 26 bambini a sviluppo tipico (ST) di pari età (p = .98), testati per QI non verbale, abilità linguistiche (sintassi e lessico), e ToM. Per la comprensione dell’ironia abbiamo creato un compito composto da 10 brevi storie che si concludono con un commento letterale (4, controllo) o ironico (3 complimenti e 3 critiche), a cui seguivano tre domande che richiedevano il riconoscimento del significato inteso, dell’atteggiamento del parlante, e del contesto (come controllo). Entrambi i gruppi non hanno dimostrato difficoltà nel comprendere le storie letterali (AAF: 99%; ST: 99.5%). Attraverso un’analisi di regressione logistica abbiamo riscontrato una maggiore accuratezza di risposte per entrambe le tipologie di ironia (complimento e critica) nel gruppo a ST rispetto al gruppo di AAF (β = 8.25, SE = 2.52, z = 3.27, p = .001). In entrambi i gruppi l’accuratezza è stata maggiore per le critiche ironiche rispetto ai complimenti ironici (β = 0.90, SE = 0.32, z = 2.83, p = .005). L’analisi di correlazione di Pearson ha individuato come nel gruppo di AAF solo la ToM correli con la comprensione dell’ ironia (p < .001) mentre nel gruppo di bambini a ST, invece, al netto del fattore età solo le abilità sintattiche correlano (p = .03). Nel gruppo di AAF si evidenzia una netta distribuzione bimodale nelle risposte alle storie ironiche: la maggioranza dei bambini (16) ha dimostrato enormi difficoltà (accuratezza < 25%) mentre alcuni bambini (6) hanno dimostrato piena comprensione. I bambini AAF mostrano un pattern atipico rispetto ai controlli a ST. Per spiegare questi dati ipotizziamo che i bambini con AAF con basse abilità di ToM, nella comprensione dell’ironia corrispondano al profilo degli individui AAF con deficit pragmatici e meta-rappresentazionali; i bambini con AAF che hanno una perfetta comprensione dell’ironia e alte abilità di ToM potrebbero utilizzare una strategia compensatoria, forse a seguito di una riabilitazione. Future ricerche di tipo
Ključne besede: irony, autism spectrum disorder, experimental pragmatics, theory of mind
Objavljeno v RUNG: 22.09.2021; Ogledov: 1881; Prenosov: 82
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57.
What's behind some (but not all) implicatures
Francesca Foppolo, Greta Mazzaggio, Francesca Panzeri, Luca Surian, 2018, objavljeni povzetek znanstvenega prispevka na konferenci

Opis: Several studies investigated children’s derivation of pragmatic inferences by testing different items in different languages, populations and tasks (Skordos & Papafragou, 2016). In general, pre-schoolers have difficulties in the computation of the scalar implicature (SI) related to some, while a better performance has been documented in the case of non scalar or ad hoc implicatures (AIs), even in younger kids (Horowitz, Schneider and Frank, 2017; Katsos & Bishop, 2011; Stiller, Goodman & Frank, 2015). Children’s difficulty has been accounted for by different hypotheses: children are more tolerant of pragmatic violations than adults ('tolerance account', Katsos & Bishop, 2011); children do not (always) recognize what is conversationally relevant ('relevance account', Skordos & Papafragou, 2016); children have difficulties in lexicalizing the scale and/or retrieving the lexical alternatives ('lexicalist account', Barner et al., 2011; Foppolo et al., 2012; Tieu et al., 2015). Yet, the source and nature of children’s difficulty is still unknown, as well as the interplay of different factors and their impact on different inference types.Different theoretical accounts make different predictions for SIs and AIs. In principle, no difference is expected between implicature types within a pragmatic approach (like the tolerance or the relevance accounts), provided that children’s non adult-like behavior relies in a principle of pragmatic tolerance or in a failure in accessing or recognizing relevant alternatives, that would equally affect all kinds of implicature. Under lexicalist approaches, on the other hand, a difference between AIs and SIs is expected: while in the case of AIs the alternatives depend solely on context, in SIs the set of alternatives is a feature of the language that relies on the lexical representation of scales. The crucial difference is in the access to the alternatives, which depends on a linguistic representation and a lexical retrieval mechanism in the case of scalar quantifiers, while it is purely contextually determined in the case of ad hoc scales. In our study, we compared AIs and SIs by means of a Picture Selection Task modelled after Surian & Job (1987) and Stiller, Goodman & Frank (2015). Participants had to find the target (among 4 pictures) by following instructions. The tasks included 4 implicatures of each type, interspersed with control sentences. To understand the developmental factors beyond children’s performance, children were also administered tests of cognitive and linguistic development (Raven’s Progressive Matrices; BVL for lexicon and morphosyntax; the first four tasks of Wellman & Liu 2004 to test for Theory of Mind, ToM: Diverse Desires-Diverse Beliefs-Knowledge Access-Content False Belief). We tested 141 children aged 3 to 9 (75 in kindergarten: 3;10-6;0, M = 61 months; 66 in primary school: 6;10-9;2, M=90 months). Our findings add an additional piece to the understanding of children’s failure and success with scalar inferencing. In particular, we show that younger children succeed with AIs but have difficulties with SIs. We also found a significant role of linguistic (i.e., morpho-syntactic) abilities for both type of implicatures and a contribution of ToM: KA predicts implicatures derivation, and DB seems to play a role in SIs.The overall picture is rather puzzling: focusing on pre-schoolers, their ability to derive both types of implicatures seems to depend on common mechanisms, such as morpho-syntactic skills and the ability to recognize that another person can know something only if she has access to relevant information. Nevertheless, by controlling for task effects, we confirmed that SIs are harder than AIs. This finding is not easily explained within a pragmatic approach: if children were, in general, more logical or more tolerant than adults, they would be equally so with any kind of implicature; at the same time, if they were not sensitive to informativeness or unable to recognize relevance, they would fail with all pragmatic inferences. A lexical account instead predicts that, beyond general mechanisms common to SIs and AIs, the derivation of SIs requires one further step, that takes time to be acquired or automatized, namely: the lexicalization of the relevant scales. This might be the real source of the observed difference between these types of inferences, although further research is needed to fully capture its impact on children’s performance.
Ključne besede: scalar implicatures, adhoc implicatures, typically developing children, experimental pragmatics
Objavljeno v RUNG: 21.09.2021; Ogledov: 1751; Prenosov: 53
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58.
The atypical pattern of irony comprehension in children with high-functioning autism
Greta Mazzaggio, Francesca Foppolo, Beatrice Giustolisi, Luca Surian, 2018, objavljeni povzetek znanstvenega prispevka na konferenci

Opis: Irony comprehension is a complex task that typically developing (TD) children reach around the age of six. Some scholars (Sullivan et al., 1995 a.o.) claimed that 2nd order Theory of Mind (ToM) skills are required to understand irony, but also linguistic abilities (which predict ToM development: Milligan, Astington & Dack, 2007) play a role (Filippova & Astington, 2008; Bosco & Gabbatore, 2017). Children with high-functioning autism (HFA) have intact linguistic abilities, but impaired social relations. Some children with ASD pass even 2nd order ToM tasks, even if they could be using compensatory verbalizing strategies (Fisher, Happé & Dunn, 2005; Happé, 1995; Tager-Flusberg, 2000). We tested irony comprehension in HFA children with the aim to assess the contribution of the factors that may facilitate it and disentangle their relationships. We analyzed responses to the key question to understand irony, i.e. questions on speaker’s meaning and attitude. HFA children showed a peculiar pattern: their accuracy on literal stories was at ceiling, demonstrating that they understood the task, but in irony comprehension they lag behind their TD peers matched for age and non-verbal IQ. Even if this result was not unexpected, given the impairment in social communication associated to HFA, our group of 26 HFA showed a somehow surprising bimodal distribution. Moreover, differently from the TD group, accuracy on ironic stories did not depend neither on age nor on (non-)verbal IQ in HFA participants. And conversely ToM skills played a significant role in irony understanding only for HFA children, and not for TD children.In order to account for these data, we can hypothesize that – in general – HFA children show an impairment in pragmatic inference abilities and in ToM abilities (see Loukusa & Moilanen, 2009 and Baron-Cohen, 2000 for a review), as found also in our sample of LP children. The HP children, on the other hand, might adopt a strategy, different from TD children, to respond correctly to ironic stories, as suggested by Wang et al. (2006). Interestingly, Pexman et al. (2011) found that HFA children, who did not differ in accuracy with respect to TD controls, applied a different processing strategy for irony comprehension, and hypothesized that they resort to a more rule-based strategy, with an intellectual-style approach to compensate their social deficits. Our bimodal distribution could then identify two classes of HFA participants: the LP ones correspond to the pragmatic-impaired profile of HFA, the HP ones on the other hand could be using a compensatory strategy, since they could have been trained to recognize irony and/or other persons’ states of mind (ToM) during speech therapy sessions, as reported in Persicke et al. (2013). Future research should investigate this hypothesis more in depth, with a longitudinal study of HFA participants after a training in irony comprehension, in ToM metarepresentational abilities, and without training.
Ključne besede: irony processing, autism developmental disorder, theory of mind, IQ, experimental pragamtics
Objavljeno v RUNG: 21.09.2021; Ogledov: 1776; Prenosov: 54
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59.
Guess what? : comparing ad-hoc and scalar implicatures in children with autism spectrum disorder
Greta Mazzaggio, Francesca Foppolo, Chiara Caretta, Remo Job, Luca Surian, 2017, objavljeni povzetek znanstvenega prispevka na konferenci

Opis: Pragmatic abilities of people with Autism Spectrum Disorder (ASD) have been the subject of extensive research, often considering their communicative problems as derived from their deficit in Theory of Mind (ToM). On the other hand, recent studies on the derivation of scalar implicatures (SIs)– such as some but not all that are built on certain lexical items ordered in an entailment scale based on their informativeness, e.g. "some, all" − found no differences between typical population and people with ASD. With our work we find out that TD group’s performance was significantly better in the ad-hoc condition than the ASD’s, and both groups’ performance was related to Age. With respect to the SIs condition, the TD group’s performance was numerically better than the ASD group, but the difference was not significant, which may be due to a lack of power. Moreover, there is again a positive relationship between Age and SI performance, but only for the TD group. For the ASD group, there are positive relationships between SI performance and ToM as well as the linguistic syntactic measure. These relationships suggest that there is something different underlying the two groups’ performance in the SI condition. In computing SIs, ASD children seem to rely mainly on their syntactic linguistic abilities, which in turn are strongly connected with ToM skills; this connection can be related with the syntactic complexity of ToM’s clauses that involve subordination e.g. You believe that I believe that you believe. On the other hand, given that the best predictor for ad-hoc implicatures computation in ASD children is Age, we may suggest that indeed there is a delay in the development of pragmatic abilities in ASD children, also confirmed by the lower ToM scores in the ASD group. In conclusion, it seems that the computation of SIs and ad-hoc implicatures rests on different computational mechanisms and future research should take this insight into consideration.
Ključne besede: theory of mind, scalar implicatures, adhoc implicatures, autism spectrum disorder
Objavljeno v RUNG: 21.09.2021; Ogledov: 1827; Prenosov: 51
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60.
Problemi di traduzione della metafora lessicalizzata : analisi contrastiva del romanzo La sombra del viento di Carlos Ruiz Zafón e della sua traduzione in italiano
Greta Mazzaggio, 2016, samostojni znanstveni sestavek ali poglavje v monografski publikaciji

Opis: La metafora lessicalizzata è insita nel nostro colloquiare quotidiano, tanto che viene sempre più utilizzata senza prestarci attenzione alcuna. Gli studi su questa figura così radicata nel linguaggio sono numerosi poiché tali metafore si riscontrano in tutte le lingue e, mentre a volte esiste una traduzione che possiamo definire perfetta, altre volte si incappa in variazioni semantiche, morfosintattiche o di immagine. A partire dalla letteratura di riferimento, questo lavoro mira alla realizzazione di un corpus di unità fraseologiche presenti nella novella spagnola “La sombra del viento”, dell’autore Carlos Ruiz Zafón (2001), che sarà confrontato con la rispettiva traduzione in italiano, operata dalla traduttrice Lia Sezzi (2006).
Ključne besede: lexicalized metaphor, metaphor, translation, linguistics, italian, spanish
Objavljeno v RUNG: 20.09.2021; Ogledov: 1688; Prenosov: 0
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