The story of some: Everyday pragmatic inference by children and adults

The statement, some elephants have trunks, is logically true but pragmatically infelicitous. Whilst some is logically consistent with all, it is often pragmatically interpreted as precluding all. In Experiments 1 and 2, we show that with pragmatically impoverished materials, sensitivity to the pragmatic implicature associated with some is apparent earlier in development than has previously been found. Amongst 8-year-old children, we observed much greater sensitivity to the implicature in pragmatically enriched contexts. Finally, in Experiment 3, we found that amongst adults, logical responses to infelicitous some statements take longer to produce than do logical responses to felicitous some statements, and that working memory capacity predicts the tendency to give logical responses to the former kind of statement. These results suggest that some adults develop the ability to inhibit a pragmatic response in favour of a logical answer. We discuss the implications of these findings for theories of pragmatic inference.

Teaching stylistics: analysing cohesion and narrative structure in a short story by Ernest Hemingway

The main aim of this article is to propose an exercise in stylistic analysis which can be employed in the teaching of English language. It details the design and results of a workshop activity on narrative carried out with undergraduates in a university department of English. The methods proposed are intended to enable students to obtain insights into aspects of cohesion and narrative structure; insights, it is suggested, which are not as readily obtainable through more traditional techniques of stylistic analysis. The text chosen for analysis is a short story by Ernest Hemingway comprising only 11 sentences. A jumbled version of this story is presented to students who are asked to assemble a cohesive and well-formed version of the story. Their (re)constructions are then compared with the original Hemingway version. Much interest, it is argued, lies in the ways in which the students justify their own versions in terms of their expectations about well-formedness in narrative. The activity is also intended to encourage students to see literary texts as a valuable means of providing insights into the subtleties of linguistic form and function.

Temporal Framing in the Conte: From Theoretical Debate to Oral Story Performance

This article explores ‘temporal framing’ in the oral conte. The starting point is a recent theoretical debate around the temporal structure of narrative discourse which has highlighted a fundamental tension between the approaches of two of the most influential current theoretical models, one of which is ‘framing theory’. The specific issue concerns the role of temporal adverbials appearing at the head of the clause (e.g. dates, relative temporal adverbials such as le lendemain) versus that of temporal ‘connectives’ such as puis, ensuite, etc. Through an analysis of a corpus of contes performed at the Conservatoire contemporain de Littérature Orale, I shall explore temporal framing in the light of this theoretical debate, and shall argue that, as with other types of narrative discourse, framing is primarily a structural rather than a temporal device in oral narrative. In a final section, I shall further argue, using Kintsch’s construction-integration model of narrative processing, that framing is fundamental to the cognitive processes involved in oral story performance.

'Her Britannic Majesty' (short story)

Short story