Understanding culturally determined communication competence through cognitive categories: an analys

1
Understanding culturally determined communication
competence through cognitive categories an
analysis of personal stories and knowledge
representation ????????????? ?????????
????????????? ??????????????? ?????????????? ?
??????? ??????????? ????????? ??????
???????????? ????????? ? ????????????? ??????

• Mira Bergelson, Moscow State University
• (mbergelson_at_mail.ru)
• First Russian Conference on Cognitive Science
• Kazan, 10 October 2004

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Discourse as Communication??????? ???
????????????

• (??)??????????????? ???????
• ????????????????, ?????????? ?????????????
  ??????????
• ???????? ???????????? ??????? ???????? ?????????
  ????????????? ??????????????? ??????????????
  ??????????

• (Re)construction of meaning.
• Interpretative, context-dependent interaction.
• Communication can only be successful when the
  participants share common knowledge - culturally
  determined communication competence formed in the
  processes of primary socialization.

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Communication as Knowledge-based
interaction???????????? ??? ??????????? ???????

• ????????????? ?????? ? ???? ??????????? ????
• ??????????????? ???????? ??? ????????? ?????
  ?????????? ? ?????????? ???????
• ???????? ??? ??????? ??????????, ?????????,
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• ?????????? ?????? ??? ????????????? ???????????
  ????

• Knowledge is represented in cognitive schemas
• Construction of meaning through matching of the
  new information with given schemas
• Operations with the schema slots adding,
  changing, specifying
• Cultural schemas (models) constitute a subset of
  cognitive schemas

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Cultural schemata?????????? ??????

• ????? ???????????????? ?????? ?? ????? ??????????
  ????????
• ????????? ??????? ???????????
• ??????????? ? ????
• ????????????? (????, ???????)
• ???????? (?????????)
• ?????? ? ??????????? ???????? ????????????
  ????????? ?????????? ? ????????

• Units of sociocultural knowledge in a specific
  domain
• Varying degrees of details
• To be described as
• Representations (frames, schemas)
• Procedures (scripts, scenarios)
• It is the cultural schemas that the new
  information in discourse is matched against

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The SCHEMA process
INFORMATION
REJECT or ACCEPT INFO
ACCEPT or REJECT INFO
Confirms
Confirms
Existing schema
Revises
Revises
PRO-SCHEMA INFORMATION
EXPLORATION, OR MATCHING
COUNTER-SCHEMA INFORMATION
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Research Goals ???? ????????????

• ??????????? ?????? ????? ??????????? ? ??????????
  ???????????? ???????? ? ??????????? ????????
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• To find out whether the contents and formal
  organization of the discourse correspond to the
  cultural schemas for the given discourse
  community
• To analyze conversational // personal stories
  discourse type
• To describe components of the Dangerous Event
  cultural schema on the basis of narrative
  elements profiled through different evaluation
  strategies

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Personal stories as a discourse genre??????
???????? ??? ???????????? ????

• ????????????? ?????????
• ????? ?????? ???????????
• ?????????????? (?????) ?????? ?? ???? ??????????
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• ???? ???????????????? ??????? ? ???????????
  ???????

• One type of narrative discourse
• Information is presented from the narrators
  point of view
• Personal (new) information is related to the
  cultural schema to be interpreted against its
  background
• Success of communication depends on whether the
  new information can be accepted as an instance of
  the schema

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Research methods, data and main results??????,
???????? ? ???????? ??????????

• Personal or conversational stories
• Spontaneous or induced stories
• Transcription issues
• Sociodemographic description of the story-tellers
• Control data

• ?????? ??? ??????? ????????
• ?????????? ??? ???????????
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• ???????????????????? ?????????????? ????????????
• ??????????? ????????

9
Narrative structure components??????????
??????????? ?????????

• ??????????
• ??????????
• ?????????
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• ??? ???????? ? ??? ???????????

• Exposition
• Global
• Local
• Main line of the story what actually happens
• Evaluation
• World of the narrative VS the narrators world

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Narrative structure components??????????
??????????? ?????????

• 45-46 ?? ???? ?????? ? ???? ??? ? ???? ??
  ???????? ??????? ? . ????? ?????????? ?
  ????????????? ???? ????? ???????? ? ?? ?????
  ?? ??? ???? ????? ?????? ???? . ??? ...
• 37 ?????? ??? ??? ????? ????
• 17-18 ??? ??? ????? ?????????? ???, ?????
  ???????? ??? ???? ?? ??????? ???? ????? ????
  ????? ????????? ???????? ? ?????? / . ?? ??
  ???? ????? ??? ?????? ?????????????
• 21-23 ?? ??????? ... ?????? ?????? . ? ????
  ????? ????? ???? ... ?? ???-?? ?? ????????
  ??? ???-?? ????? ?? ???? ????????? ? ??
  ?????? ?? ???? ????? ????????? ?? ?????

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Expressive means???????? ?????????

• Pauses
• Length
• Position
• Pace of speech
• Emphatic accent
• Intonation
• Marker of Incompleteness
• Repairs
• Lexical peculiarities
• Repetitions
• Negation
• Discourse markers

• ?????
• ???????
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• ???? ????
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• ??????
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• ???????
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• ???????????? ???????

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Expressive means???????? ?????????

• 7-8 ??? ???? ????????? ????????????? . ? ????
  ?? ?????? ?? ??? ?????? .. ?????-?? ????????????
  ? .... ??????????? ????????
• 56-57 ????? ?????? ?? ??????? ????
  ???????? ?? ????????????? ?????? ??? ??? ???
  ??? ???? ?????????? . .
• 76-77 okey .. I was lets see I was sixteen
  years old umm no . I m sorry . I was fourteen
  years old. and my sister was driving .. my
  sister was sixteen .. and we were driving umm
  to practice umm for for sports and we were
  driving to practice .
• 45-50 ?? ???? ?????? ? ???? ??? ? ???? ??
  ???????? ??????? ? . ????? ?????????? ?
  ????????????? ???? ????? ???????? ? ?? ?????
  ?? ??? ???? ????? ?????? ???? . ??? ... .. ? .
  ?????? ??? ????? ???? . ?????? . ?-? . ?-? ???
  ????? ???? ?? ?????? . ?????? ??? ??? ?????????
  . ????? ????? ?????? ????? . ??????????????? .
  ???????? . ?? ??? ???-?? ?? ?????????????
  ???????? ??? ???? ?????? ????? . ? ?????? ????
  ??????? ??????? ??? ? ???????? ????. ?? ? ???
  ??????? ? ???? ?? ?????? ???? ?? ? ??????

13
Dangerous situation schema?????????? ??????
??????? ????????

• ??????? ???????? ??????? ???
• ??????????? (UE)
• ??????????? ? ?????????? (UL)
• ?????????????? (IR)
• ????????????? (UC)
• ???????? ? ?????? ? ???????? ????????
• ???????? ? ????????????? (H)
• ?????? ?????????? ?? ??????? (T)
• ?????????? ? ???????? (E)
• ????????????? ??????? (ER)
• ??????????? ? ?????????????? (R)
• ????? ?????????????
• ?????????? ? ??????????

• Dangerous situation is perceived as
• Unexpected (UE)
• Unlikely and unreal (UL)
• Irrational (IR)
• Uncontrollable (UC)
• It scares and creates the feelings of
• Helplessness (H)
• Loss of time orientation (T)
• Embarrassment (E)
• Emotional reaction (ER)
• Need for rationalization (R)
• The point of telling the story
• Sharing and wondering
• Dangerous is scary (??)

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Dangerous situation schema?????????? ??????
??????? ????????

• 4 ??? ???? ??? .. ???-?? ????????? (UE)
• 21-23 ???-?? ?? ???????? ??? ???-?? ?????
  ?? ???? ????????? ? ?? ?????? ?? ????
  ????? ????????? ?? ????? (UL)
• 45 ?? ???? ?????? (IR)
• 9 ????? ??? ???? ?????????? . ????????? ???????
  (UC) .
• 18 ? ?????? / . ?? ?? ???? ????? ??? ??????
  ????????????? (H)
• 68 ??? ?? . ?? . ??? / ??????? . ??? ????? ??
  (T) .
• 40-42 . ? ??????? ?? ???? . ??? ?? ?????? ?????
  ?????? (E) . ? ?????? ????? ? ??????? ?????? (E)
  
• 32-33 ??????? ? ?? ??????? ?????? ??????
  ??????? ?? ?????? . ?? ??? ??? ??? ??? (R) ..
• 19 ??? ... ??? ????? ??? ?????? ??? 17 ??? ???
  ???? (R)

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The world behind this cultural schema???, ?
??????? ?????????? ??? ?????????? ??????

• ????? ??????? ???????? ???? ????????? ?????
• ????? ????? ??? ???
• ?????????????? ???????
• ?????? ? ?????????
• ?????????????? ?????????
• ?????????? ??????????? ? ????????????

• Concluding from the previous Dangerous
  situation contradicts the normal world
• Then the normal world has
• Timeline
• Cause-effect chains
• Control by human beings
• Rationality and predictability

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In conclusion? ??????????

• Linguistic approach to knowledge representation
• Looking from inside allows to see more diverse
  and detailed picture
• More precise definition of the discourse types
• Possible directions for comparative studies

• ??????????????? ?????? ?? ????????????? ??????
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