Refine
Document Type
- Article (2)
- Part of a Book (2)
- Conference Proceeding (1)
Language
- English (5)
Has Fulltext
- yes (5)
Is part of the Bibliography
- yes (5) (remove)
Keywords
- Korrektur (5) (remove)
Publicationstate
- Veröffentlichungsversion (3)
- Postprint (1)
- Zweitveröffentlichung (1)
Reviewstate
- Peer-Review (4)
- (Verlags)-Lektorat (1)
Publisher
We present zu-excessive structures like Otto ist zu schwer ‘Otto is too heavy’ as instantiations of comparatives that have been reflexivized. Comparatives express asymmetric relations between distinguished referents, but reflexivization identifies argument places (or reduces two argument places to one), leading to a Symmetrie relation. Reflexivization is thus in conflict with the asymmetry property of comparatives and leads to an intermediate semantic representation that is con- tradictory. Two experiments substantiate that zu-excessives share this property with privative adjective and animal-for-statue constructions that similarly give rise to contradictory semantics. The processing of any of the constructions mentioned yields a positivity in the event-related-potential signature characteristic of concep- tual reorganization; however, the observed positivity occurs earlier in the case of zu-excessives than in the other cases. We propose this difference is due to zu signalling the mandatory preparation for an ensuing repair rather than reflecting the repair Operation itself that involves manipulating the Standard of comparison, coded elsewhere in the String (if at all).
The recognizability of a stretch of conduct as social action depends on details of turn construction as well as the turn’s context. We examine details of turn construction as they enter into actions offering interpretations of prior talk. Such actions either initiate repair or formulate a conclusion from prior talk. We focus on how interpretation markers (das heißt [“that means”] vs. du meinst [“you mean”]) and interpretation formats (phrasal vs. clausal turn completions) each make their invariant contribution to specific interpreting practices. Interpretation marker and turn format go hand in hand, which leads to distinct patterns of interpreting practices: Das heißt+clause is especially apt for formulations, du meinst+phrase for repair. The results suggest that details of turn construction can systematically enter into the constitution of social action. Data are in German with English translation.
We present an approach for automatic detection and correction of OCR-induced misspellings in historical texts. The main objective is the post-correction of the digitized Royal Society Corpus, a set of historical documents from 1665 to 1869. Due to the aged material the OCR procedure has made mistakes, thus leading to files corrupted by thousands of misspellings. This motivates a post processing step. The current correction technique is a pattern-based approach which due to its lack of generalization suffers from bad recall.
To generalize from the patterns we propose to use the noisy channel model. From the pattern based substitutions we train a corpus specific error model complemented with a language model. With an F1-Score of 0.61 the presented technique significantly outperforms the pattern based approach which has an F1-score of 0.28. Due to its more accurate error model it also outperforms other implementations of the noisy channel model.
Recipient design is a key constituent of intersubjectivity in interaction. Recipient design of turns is informed by prior knowledge about and shared experience with recipients. Designing turns in order to be maximally effective for the particular recipient(s) is crucial for accomplishing intersubjectively coordinated action. This paper reports on a specific pragmatic structure of recipient design, i.e. counter-factual recipient design, and how it impinges on intersubjectivity in interaction. Based on an analysis of video-recordings data from driving school lessons in German, two kinds of counterfactual recipient design of instructors' requests are distinguished: pedagogic and egocentric turn-design. Counterfactual, pedagogic turn-design is used strategically to diagnose student skills and to create opportunities for corrective instructions. Egocentric turn-design rests on private, non-shared knowledge of the instructor. Egocentrically designed turns imply expectations of how to comply with requests which cannot be recovered by the student and which lead to a breakdown of intersubjective cooperation. This paper identifies practices, sources and interactional consequences of these two kinds of counterfactual recipient design. In addition, the study enhances our understanding of recipient design in at least three ways. It shows that recipient design does not only concern referential and descriptive practices, but also the indexing intelligible projections of next actions; it highlights the productive, other-positioning effects of recipient design; it argues that recipient design should be analyzed in terms of temporally extended interactional trajectories, linking turn-constructional practices to interactional histories and consecutive trajectories of joint action.