Understanding what is meant from what is said: A study in conversationally conveyed requests

Automatic metaphor processing in developmental dyslexia

INTRODUCTION

Previous research found metaphor impairments with dyslexia; however, it is unclear if difficulties are due to initial activation of the metaphorical meaning or to subsequent discourse integration processes. The study examines the presence of early automatic processing of metaphors in adults with developmental dyslexia, considering the role of executive functions and metaphor familiarity.

METHODS

Using a sentence recall task and a semantic judgment task from the Metaphor Interference Effect (MIE) paradigm, we evaluated two early stages of metaphor comprehension, namely the generation of the figurative meaning and the suppression of the literal meaning. High and low familiar metaphors, and their scrambled counterparts, were aurally presented to participants, who were asked to judge whether sentences were literally true or literally false. Afterwards, they were provided ten minutes to recall the sentences they heard to verify the depth of processing for each type of stimulus. A total of 26 participants with dyslexia were included in the experimental group, and 31 in the control group.

RESULTS

Individuals with dyslexia showed a MIE and an accuracy rate that are similar to participants without dyslexia. Inhibition correlated with the MIE size only for high familiar metaphors, and working memory seemed to play no role in the process. In the recall task, both groups demonstrated a better encoding of the metaphorical sentences compared to scrambled metaphors, but participants with dyslexia recalled less metaphors than did the control group, showing that metaphors are no exception to the limitations in sentence retrieval typically found in dyslexia.

CONCLUSIONS

Our findings suggest that individuals with dyslexia are comparable to participants without dyslexia in their ability to automatically compute metaphorical meanings. Thus, difficulties in metaphor comprehension in people with dyslexia that have been detected in previous studies might depend on meaning construction in context rather than online semantic processing.

Did Your Mom Help You Remember?: An Examination of Attorneys' Subtle Questioning About Suggestive Influence to Children Testifying About Child Sexual Abuse

Researchers studying children's reports of sexual abuse have focused on how questioners overtly assess coaching and truthfulness (e.g., "Did someone tell you what to say?"). Yet attorneys, and defense attorneys, in particular, may be motivated to ask about suggestive influence and truthfulness in subtle ways, such as with implied meaning (e.g., "Did your mom help you remember?"). Such questions may be particularly challenging for children, who may interpret statements literally, misunderstanding the suggested meaning. The purpose of this study was to examine and categorize how attorneys' ask about suggestive influence and truthfulness. We wanted to learn how attorneys subtly accuse suggestive influence, and how frequently this occurred. We hypothesized that questions indirectly accusing suggestive influence would be common, and that defense attorneys would ask more subtle questions, and fewer overt questions, than prosecutors. We examined 7,103 lines of questioning asked by prosecutors and defense attorneys to 64 children testifying about alleged child sexual abuse. We found that 9% of all attorneys' lines of questioning asked about suggestive influence or truthfulness. The majority (66%) of these were indirect accusations. Indirect accusations of suggestive influence spanned a range of subtleties and topics, including addressing conversational influences (e.g., coaching), incidental influences (e.g., witnessing abuse), and others. We also found defense attorneys were less likely than prosecutors to ask about suggestive influence and truthfulness overtly. We conclude that attorneys commonly ask about suggestive influence and truthfulness in subtle ways that developing children may struggle to understand, and which may result in affirmations of influence, even when allegations are true.

Is theology more of a field than a father is a king? Modelling semantic relatedness in processing literal and metaphorical statements

One major question in the study of metaphors historically is: Are different mechanisms involved in the comprehension of figurative statements versus literal statements? Many studies have addressed this question from a variety of perspectives, with mixed results. Following Harati, Westbury, and Kiaee (Behavior Research Methods, 53, 2214-2225, 2021), we use a computational (word embedding) model of semantics to approach the question in a way that allows for the quantification of the semantic relationship between the two keywords in literal and metaphorical “x is a y” statements. We first demonstrate that almost all literal statements (95.2% of 582 statements we considered) have very high relatedness values. We then show that literality decisions are slower for literal statements with low relatedness and metaphorical statements with high relatedness. We find a similar but smaller effect attributable to the cosine of the vectors representing the two keywords. The fact that the same measurable characteristics allow us to predict which metaphors or literal sentences will have the slowest literality decision times suggests that the same processes underlie the comprehension of both literal and metaphorical statements.

EXPRESS: An eye-tracking investigation of the cognitive processes involved in the comprehension of simple and complex communicative acts

Indirect speech acts communicate more than their literal meaning, and their comprehension relies on the listener's ability to draw the appropriate inferences in a given context. We used eye-tracking to investigate the cognitive processing involved in the comprehension of simple (direct) and complex (unconventional indirect) communicative acts, a more general distinction that applies not only to sincere speech acts, but also to irony and deceit. We recorded the eye movements of 40 participants while they read 60 stories (20 sincere, 20 deceitful, 20 ironic) consisting of a context and a target answer. For each story, we created two different contexts so that the same identical target answer was a simple (direct) and a complex (unconventional indirect) communicative act, respectively. We also assessed the indirectness of simple and complex communicative acts, as well as participants' working memory (WM) and Theory of Mind (ToM). Eye-pattern analysis showed that complex communicative acts were more difficult to understand than simple acts; differences between simple and complex acts held for all the pragmatic phenomena investigated, though processing differences were greater for sincere acts than for irony and deceit. We found a role of indirectness and ToM in the pragmatic processing of simple and complex acts, whereas the role of WM was modest. The present findings underscore the importance of adopting an encompassing theory that can account for different types of indirect speech acts, such as sincere, deceitful and ironic acts; they also suggest the importance of assessing individual differences in inferential and cognitive abilities.

Effective Connectivity Study Guiding the Neuromodulation Intervention in Figurative Language Comprehension Using Optical Neuroimaging

The current study is aimed at establishing links between brain network examination and neural plasticity studies measured by optical neuroimaging. Sixteen healthy subjects were recruited from the University of Macau to test the Granger Prediction Estimation (GPE) method to investigate brain network connectivity during figurative language comprehension. The method is aimed at mapping significant causal relationships across language brain networks, captured by functional near-infrared spectroscopy measurements (fNIRS): (i) definition of regions of interest (ROIs) based on significant channels extracted from spatial activation maps; (ii) inspection of significant causal relationships in temporal resolution, exploring the experimental task agreement; and (iii) early identification of stronger causal relationships that guide neuromodulation intervention, targeting impaired connectivity pathways. Our results propose top-down mechanisms responsible for perceptive-attention engagement in the left anterior frontal cortex and bottom-up mechanism in the right hemispheres during the semantic integration of figurative language. Moreover, the interhemispheric directional flow suggests a right hemisphere engagement in decoding unfamiliar literal sentences and fine-grained integration guided by the left hemisphere to reduce ambiguity in meaningless words. Finally, bottom-up mechanisms seem activated by logographic-semantic processing in literal meanings and memory storage centres in meaningless comprehension. To sum up, our main findings reveal that the Granger Prediction Estimation (GPE) integrated strategy proposes an effective link between assessment and intervention, capable of enhancing the efficiency of the treatment in language disorders and reducing the neuromodulation side effects.

Selective Pragmatic Impairment in Autism Spectrum Disorder: Indirect Requests Versus Irony

Autism Spectrum Disorder (ASD) is often described as being characterised by a uniform pragmatic impairment. However, recent evidence suggests that some areas of pragmatic functioning are preserved. This study seeks to determine to which extent context-based derivation of non-linguistically encoded meaning is functional in ASD. We compare the performance of 24 adults with ASD, and matched neuro-typical adults in two act-out pragmatic tasks. The first task examines generation of indirect request interpretations, and the second the comprehension of irony. Intact contextual comprehension of indirect requests contrasts with marked difficulties in understanding irony. These results suggest that preserved pragmatics in ASD is limited to egocentric processing of context, which does not rely on assumptions about the speaker's mental states.

DHH Students' Comprehension of Irony in Self-paced Reading

Irony comprehension can be a kind of challenge to those who are relatively less skillful in reading. To examine how DHH college students (DCSs) were different from hearing college students (HCSs) in the reading of ironic discourses, we conducted two experiments in the self-paced reading task. In Experiment 1, the statement was either literally congruent with the preceding context or had to be understood in an ironic way in each trial; In Experiment 2, the statement was the same but the context was not across the two levels of discourse type. The DCSs generally had a poorer performance than the hearing participants. Although able to comprehend ironies, they had a significantly lower efficiency than their hearing counterparts. The results were consistently in agreement with the prediction of the graded salience hypothesis (Giora, R. (1997). Understanding figurative and literal language: The graded salience hypothesis. Cognitive Linguistics, 7, 183-206. doi:10.1515/cogl.1997.8.3.183) and the parallel-constraint-satisfaction framework (Pexman, P. M. (2008). It's fascinating research. Current Directions in Psychological Science, 17(4)286-290. doi:10.1111/j.1467-8721.2008.00591.x), and the DCSs' performance appears to indicate an amplified version of this support. It is implied that educational environments should be created in which deaf and DHH students are encouraged to do as much reading as possible. Exercises should be designed in helping them to improve vocabulary and syntactic skills in general and to improve skills of inference-making in particular.

The N1-N2-LPC Pattern in Processing Advertising Pictorial Metaphors: An ERP Study

We investigated what the temporal processing is of advertising pictorial metaphors. After presenting “a word of product” and “its advertising pictures,” the experiment instructed participants to make a follow-up true–false judgment considering what the picture intended to suggest. A repeated-measures ANOVAs for a 2 (picture type: metaphor, non-metaphor) × 2 (prime–target condition: congruent, incongruent) × 3 (electrode site: Fz, Cz, Pz) experimental condition was conducted on three components, N1 (100–150 ms), N2 (200–300 ms), and LPC (400–600 ms and 600–1,000 ms). The results show that metaphor pictures elicited larger amplitude in N1 (broadly distributed), N2 (frontally biased) and LPC (parietally biased), roughly reflecting an entire process with an initial response to visual onsets, an early recognition of semantic violations and a prolonged reanalysis process of semantic integration. We argue that, different than verbal metaphors, this faster processing occurred due to the involvement of visual pathway.

The Role of Context in Processing Chinese Three-Character Verb-Object Metaphors: An Event-Related Potential Study

Whether and how context plays a role in metaphor processing remains a controversial issue. One major theory on metaphor comprehension, the graded salience hypothesis (GSH) model, emphasizes salience as the key factor determining the precedence of semantic access. Using event-related potential technique, the present study examined Chinese metaphors to investigate whether the salient meaning is always processed first regardless of context. The experiment employed a Prime-Target-Probe paradigm. Three-character Chinese verb-object metaphors were used as the Target proceeded by one of the three contexts (the Prime): (1) metaphorical context priming the Target's metaphorical meaning, (2) literal context priming the Target's literal meaning, and (3) irrelevant context as the control condition. The Target was then followed by the Probe, which was always related to the Target (except in the filler condition). Forty participants were asked to judge whether the Target and the following Probe were semantically related. The N400 elicited by the Target showed no contextual effect. The N400 amplitude elicited by the Probe was smaller in the metaphorical priming condition compared with the literal priming condition, while the N400 in the irrelevant control condition was between the other two conditions, demonstrating a clear context effect. In addition, an unexpected P240 component also showed the similar graded pattern. Our results mostly support the GSH model, indicating that the salient meaning invariantly gets activated first before the activation of the nonsalient meaning at the lexical access stage. However, context does play a role in a parallel way either facilitating or suppressing this interpretation in the latter meaning integration stage.

Psycholegal Research on the Fourth Amendment

This article discusses the application of psychological theory and research on attributions, interpersonal relationships, and human territorial functioning to issues and assumptions in the law of searches and seizures, in particular, searches not based on a warrant, but on consent by the suspect or an appropriate third party, such as the suspect's spouse.

Playing with Expectations: A Contextual View of Humor Development

In the developmental literature, the idea has been proposed that young children do not understand the specificity of non-literal communicative acts. In this article, I focus on young children's ability to produce and understand different forms of humor. I explore the acquisition of the communicative contexts that enable children to engage in humorous interactions before they possess the capacity to analyze them in the terms afforded by a full-fledged theory of mind. I suggest that different forms of humor share several basic features and that we can construct a continuum from simple to sophisticated forms. In particular, I focus on teasing, a form of humor already present in preverbal infants that is also considered a typical feature of irony. I argue that all forms of humor can be regarded as a type of interaction that I propose to call "playing with expectations."

Asking Nicely? The Effects of Mood on Responding to More or Less Polite Requests

Receiving requests presents people with complex strategic choices. How does mood influence reactions to more or less polite requests? Based on the affect infusion model (AIM), it was predicted and found that (a) reactions to requests show a significant mood-congruent bias that (b) is greater for impolite requests that recruit more substantive processing. In an unobtrusive procedure, library readers saw pictures or text eliciting positive or negative moods. Their subsequent responses to more or less polite unobtrusive requests showed that negative mood produced more critical reactions and less compliance than did positive mood, and this effect was accentuated for impolite, unconventional requests. Superior memory for impolite requests confirmed the more substantive processing of these messages. The results support the AIM and confirm that different processing strategies mediate mood effects on language use. The implications of the findings for interpersonal behavior and for contemporary theories of affect and cognition are considered.

Exposure to multiple languages enhances communication skills in infancy

Early exposure to multiple languages can enhance children's communication skills, even when children are effectively monolingual (Fan, Liberman, Keysar & Kinzler, ). Here we report evidence that the social benefits of multilingual exposure emerge in infancy. Sixteen-month-old infants participated in a communication task that required taking a speaker's perspective to understand her intended meaning. Infants were presented with two identical toys, such as two cars. One toy was mutually visible to both the infant and the speaker, but the other was visible only to the infant and was blocked from the speaker's view by an opaque barrier. The speaker requested the mutually visible toy and we evaluated whether infants understood the speaker's request. Whereas monolingual infants were at chance in choosing between the two toys, infants with multilingual exposure reliably chose the toy the speaker requested. Successful performance was not related to the degree of exposure to other languages, suggesting that even minimal multilingual exposure may enhance communication skills.

Children with Autism Understand Indirect Speech Acts: Evidence from a Semi-Structured Act-Out Task

Children with Autism Spectrum Disorder are often said to present a global pragmatic impairment. However, there is some observational evidence that context-based comprehension of indirect requests may be preserved in autism. In order to provide experimental confirmation to this hypothesis, indirect speech act comprehension was tested in a group of 15 children with autism between 7 and 12 years and a group of 20 typically developing children between 2:7 and 3:6 years. The aim of the study was to determine whether children with autism can display genuinely contextual understanding of indirect requests. The experiment consisted of a three-pronged semi-structured task involving Mr Potato Head. In the first phase a declarative sentence was uttered by one adult as an instruction to put a garment on a Mr Potato Head toy; in the second the same sentence was uttered as a comment on a picture by another speaker; in the third phase the same sentence was uttered as a comment on a picture by the first speaker. Children with autism complied with the indirect request in the first phase and demonstrated the capacity to inhibit the directive interpretation in phases 2 and 3. TD children had some difficulty in understanding the indirect instruction in phase 1. These results call for a more nuanced view of pragmatic dysfunction in autism.

Exploring the role of conventionality in children's interpretation of ironic remarks

Irony comprehension in seven- and eight-year-old children with typically developing language skills was explored under the framework of the graded salience hypothesis. Target ironic remarks, either conventional or novel/situation-specific, were presented following brief story contexts. Children's responses to comprehension questions were used to determine their understanding of the components of irony: speaker meaning, speaker attitude, and speaker intent. It was hypothesized that conventional remarks would be easier to comprehend than novel/situation-specific remarks because they are more likely to be familiar to the children. Results indicated that children demonstrated better comprehension of speaker meaning for conventional remarks than for novel/situation-specific remarks but no significant differences were found for inferring speaker attitude or speaker intent.

Processing Sentences with Literal versus Figurative Use of Verbs: An ERP Study with Children with Language Impairments, Nonverbal Impairments, and Typical Development

Forty native Italian children (age 6-15) performed a sentence plausibility judgment task. ERP recordings were available for 12 children with specific language impairment (SLI), 11 children with nonverbal learning disabilities (NVLD), and 13 control children. Participants listened to verb-object combinations and judged them as acceptable or unacceptable. Stimuli belonged to four conditions, where concreteness and congruency were manipulated. All groups made more errors responding to abstract and to congruent sentences. Moreover, SLI participants performed worse than NVLD participants with abstract sentences. ERPs were analyzed in the time window 300-500 ms. SLI children show atypical, reversed effects of concreteness and congruence as compared to control and NVLD children, respectively. The results suggest that linguistic impairments disrupt abstract language processing more than visual-motor impairments. Moreover, ROI and SPM analyses of ERPs point to a predominant involvement of the left rather than the right hemisphere in the comprehension of figurative expressions.

Creating metaphors: the neural basis of figurative language production

Neuroscience research has thoroughly studied how nonliteral language is processed during metaphor comprehension. However, it is not clear how the brain actually creates nonliteral language. Therefore, the present study for the first time investigates the neural correlates of metaphor production. Participants completed sentences by generating novel metaphors or literal synonyms during functional imaging. Responses were spoken aloud in the scanner, recorded, and subsequently rated for their creative quality. We found that metaphor production was associated with focal activity in predominantly left-hemispheric brain regions, specifically the left angular gyrus, the left middle and superior frontal gyri—corresponding to the left dorsomedial prefrontal (DMPFC) cortex—and the posterior cingulate cortex. Moreover, brain activation in the left anterior DMPFC and the right middle temporal gyrus was found to linearly increase with the creative quality of metaphor responses. These findings are related to neuroscientific evidence on metaphor comprehension, creative idea generation and episodic future thought, suggesting that creating metaphors involves the flexible adaptation of semantic memory to imagine and construct novel figures of speech. Furthermore, the left DMPFC may exert executive control to maintain strategic search and selection, thus facilitating creativity of thought.

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Figurative language production was studied for the first time with fMRI.

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Verbal responses were recorded and analyzed for quality.

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Generation of novel metaphors relies on activity in left AG and the PCC.

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Activity in left DMPFC increases linearly as a function of metaphor creativity.

Effet du vieillissement sur le traitement du langage non-littéral

Communication abilities are known to decline with age. In daily life, such abilities are frequently of the non-literal type, which require more cognitive resources to be processed. Since these resources tend to diminish with age, this study seeks to identify a possible effect of age on non-literal language abilities. Forty young and 40 older adults of two different education levels were compared on their non-literal and literal language abilities. Results suggest that age does not affect the processing of non-literal language but could affect some preliminary components of the task, thought to require more cognitive resources. This study does not provide direct evidence to suggest that elderly participants experience specific difficulties in processing non-literal language.

Explanatory coherence

This target article presents a new computational theory of explanatory coherence that applies to the acceptance and rejection of scientific hypotheses as well as to reasoning in everyday life. The theory consists of seven principles that establish relations of local coherence between a hypothesis and other propositions. A hypothesis coheres with propositions that it explains, or that explain it, or that participate with it in explaining other propositions, or that offer analogous explanations. Propositions are incoherent with each other if they are contradictory. Propositions that describe the results of observation have a degree of acceptability on their own. An explanatory hypothesis is accepted if it coheres better overall than its competitors. The power of the seven principles is shown by their implementation in a connectionist program called ECHO, which treats hypothesis evaluation as a constraint satisfaction problem. Inputs about the explanatory relations are used to create a network of units representing propositions, while coherence and incoherence relations are encoded by excitatory and inhibitory links. ECHO provides an algorithm for smoothly integrating theory evaluation based on considerations of explanatory breadth, simplicity, and analogy. It has been applied to such important scientific cases as Lavoisier's argument for oxygen against the phlogiston theory and Darwin's argument for evolution against creationism, and also to cases of legal reasoning. The theory of explanatory coherence has implications for artificial intelligence, psychology, and philosophy.

Discourse Impairments Following Right Hemisphere Brain Damage: A Critical Review

Right hemisphere brain damage (RHD) rarely causes aphasias marked by clear and widespread failures of comprehension or extreme difficulty producing fluent speech. Nonetheless, subtle language comprehension deficits can occur following unilateral RHD. In this article, we review the empirical record on discourse function following right hemisphere damage, as well as relevant work on non-brain damaged individuals that focuses on right hemisphere function. The review is divided into four sections that focus on discourse processing, inferencing, humor, and non-literal language. While the exact role that the right hemisphere plays in language processing, and the exact way that the two cerebral hemispheres coordinate their linguistic processes are still open to debate, our review suggests that the right hemisphere plays a critical role in managing inferred or implied information by maintaining relevant information and/or suppressing irrelevant information. Deficits in one or both of these mechanisms may account for discourse deficits following RHD.

Processing of metaphors in transcortical motor aphasia

Great emphasis has been placed on the right hemisphere, due to its possible selective contribution, in the processing of metaphorical statements.

OBJECTIVES

To describe the processing of metaphors in the case of a patient with transcortical motor aphasia, using specific tests for patients with encephalic injuries of the right hemisphere, and to contribute to the discussion on the inter-hemispheric relationships associated with this function.

METHODS

A 54 year-old man with transcortical motor aphasia was evaluated three years after a left hemisphere stroke. The tasks of comprehension of metaphors were based on the subtest Metaphor Comprehension Task of the Montreal Evaluation of Communications Scale (MEC). Two metaphor comprehension tests were applied, in 45-minute sessions with a 48 hour interval between each. Test 1 involved comprehension of the metaphors according to the options offered, and Test 2 the comprehension of metaphors measured by response time and visual field.

RESULTS

Although the right hemisphere was not affected by the stroke in this case, difficulties were observed in the processing of metaphors.

CONCLUSIONS

This study suggests that the left hemisphere participates in the processing of figurative meanings. The adaptability of the brain can also re-accommodate the uninjured areas of the brain, causing the dynamic of the brain to be modified. As a result, deducing cerebral functions based on clinical data can be problematic. The value of this study is that it can contribute to clinical aspects of language rehabilitation.

The Career of Metaphor

A central question in metaphor research is how metaphors establish mappings between concepts from different domains. The authors propose an evolutionary path based on structure-mapping theory. This hypothesis--the career of metaphor--postulates a shift in mode of mapping from comparison to categorization as metaphors are conventionalized. Moreover, as demonstrated by 3 experiments, this processing shift is reflected in the very language that people use to make figurative assertions. The career of metaphor hypothesis offers a unified theoretical framework that can resolve the debate between comparison and categorization models of metaphor. This account further suggests that whether metaphors are processed directly or indirectly, and whether they operate at the level of individual concepts or entire conceptual domains, will depend both on their degree of conventionality and on their linguistic form.

Spared access to idiomatic and literal meanings: a single-case approach

The current study examines how patients with aphasia access the meanings of idioms during spoken sentence comprehension. In our experiment, we had 4 subjects whose native language is German: 2 left-hemisphere damaged patients (Wernicke's and global aphasia); 1 right-hemisphere damaged patient; and 1 age-matched healthy speaker. Ambiguous two-element German noun compounds carrying an idiomatic as well as a literal meaning served as target words. While listening to contextually biasing sentences containing the target words, the subjects performed a lexical decision task at the offset of each compound. All the subjects, including the aphasic patients, accessed the compounds' literal and idiomatic meanings simultaneously despite the existence of contextually biasing sentences. The data are discussed by taking account of the findings of recent studies of lexical semantic processing in aphasia.

Impact of right hemispheric damage on a hierarchy of complexity evidenced in young normal subjects

The occurrence of a right-hemisphere lesion can interfere with pragmatic abilities and particularly with the processing of non-literal speech acts in which the listener has to identify the speaker's intention. The aim of this study was to test RHD subjects' ability to process non-literal speech acts. A chronometric approach to RHD and matched control performance showed that RHD subjects are impaired in the processing of non-literal speech, though they are also sensitive to the hierarchy of complexity among types. Only the processing of indirect speech acts was not shown to differ from that of normals, probably because the stimuli were of the conventional type. These results show the relevancy of a chronometric approach. They also emphasize the importance of further studying RHD subjects' ability to attribute intentions to protagonists in a short story.

Processing of metaphoric and non-metaphoric alternative meanings of words after right- and left-hemispheric lesion

This study examines the specificity of the contribution of the right hemisphere to the processing of metaphoric meaning of words. Ten right- and 10 left-hemisphere-damaged subjects, and 20 normal control subjects were submitted to: (1) a word-triad task where they had to associate alternative metaphoric and non-metaphoric words to a target word, and to (2) a word-dyad task where they had to decide whether or not there was a semantic relationship between two words. The two tasks aimed at differentiating between the subjects' preference for a given semantic meaning versus a genuine semantic deficit for a particular meaning. Results revealed that both right- and left-hemisphere-damaged groups presented a genuine semantic deficit for the processing of metaphoric meaning. The absence of a double dissociation between the two brain-damaged groups does not support the hypothesis of a specific contribution of the right-hemisphere to the processing of metaphoric meaning of words.

Comprehension of indirect requests by persons with fluent aphasia

This study examined the judgments and response latencies of 10 participants with aphasia and 10 participants without aphasia for responses to indirect requests. Modals such as can and should were drawn from 5 indirect request categories. There was a significant difference in judgment errors and response latency between participants with and without aphasia. There were no significant differences between aphasic participants' judgments for literal versus nonliteral contrasts. There was a significant effect among the modals and among the categories of indirect requests. Response latency reflected aphasic participants' understanding of these indirect requests.

Communicative intentions and language: evidence from right-hemisphere damage and autism

In this review article, it is argued that the wide range of communicative deficits that have been noted in both individuals with damage to the right cerebral hemisphere (RHD) and high-functioning individuals with autism may stem from difficulties appreciating the importance of their interlocutor's communicative intentions (CIs). It is also argued that the abnormal semantic development noted in infants with RHD and autism may be related to difficulties in appreciating CIs as well. Finally, it is suggested that the CIs hypothesis may provide an avenue for integrating a number of theoretical suggestions that have been made regarding the right hemisphere's contributions to communicative competence.

Requests that overcome listener reluctance: impairment associated with executive dysfunction in brain injury

Fifteen subjects with suspected executive impairment following brain injury and matched controls were tested on a request production task in which they were required to produce nonconventional requests that would overcome listener reluctance. In comparison to controls, the brain-injured subjects were less likely to produce requests that addressed the obstacle to listener compliance, less likely to produce "other" kinds of strategies, and more inclined to make requests encompassing counterproductive comments. These performances were correlated with independent neuropsychological measures of executive function. It was found that disinhibition was positively correlated to the ability to specify the source of listener reluctance in the request as well as to the tendency to use other kinds of strategies. It was surmised that the association between disinhibition and other strategies may reflect the broad nature of the categories used in which marginally appropriate strategies, categorized as "other," may actually have reflected mildly disinhibited behavior.

DISCOURSE COMPREHENSION

The field of discourse processing has dissected many of the levels of representation that are constructed when individuals read or listen to connected discourse. These levels include the surface code, the propositional textbase, the referential situation model, the communication context, and the discourse genre. Discourse psychologists have developed models that specify how these levels are mentally represented and how they are dynamically built during comprehension. This chapter focuses on the meaning representations that are constructed when adults read written text, such as literary stories, technical expository text, and experimenter-generated "textoids." Recent psychological models have attempted to account for the identification of referents of referring expressions (e.g. which person in the text does she refer to), the connection of explicit text segments, the establishment of local and global coherence, and the encoding of knowledge-based inferences.