Prosodic Cues Support Inferences About the Question's Pedagogical Intent.

Abstract

Questions may be asked with an intent to acquire new information from the recipient (i.e., information-seeking questions) or with the intent to teach (i.e., pedagogical questions). Understanding how the questions' recipients infer the intent of questions is important, because the recipients' inferences have important consequences for reasoning and learning. In the present series of studies, we tested the hypothesis that i) askers use prosodic cues-an ever-present signal-to encode information-seeking and pedagogical intent both in deliberate and spontaneous speech and that ii) adults and children can draw appropriate inferences about the question's intent on the basis of prosody alone. In Experiments 1 and 2, we found that naïve adult listeners and children aged 5 years and above have the capacity to explicitly identify which asker has an intention to teach on the basis of prosody alone. In Experiment 3, we found that parents' spontaneous speech in pedagogical or information-seeking contexts is appropriately recognized by naïve listeners as pedagogical or information-seeking. Thus, the intent of pedagogical and information-seeking questions is acoustically encoded by askers, and it can be appropriately decoded by recipients.