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Master Thesis

Étalonnage du Test de Compréhension de l'Ambiguïté sur une population de 50 à 80 ans

Abstract : On a daily basis one often encounters ambiguous sentences. Although linguistic or pragmatic context often eliminate all ambiguity, it remains difficult for people suffering from brain-damaged to understand such sentences. Speech therapists have several evaluation tools to test lexical, syntactic and pragmatic comprehension, but no evaluation tool enables them to specifically test ambiguity comprehension. We started by updating F. Pélage's "test of lexical ambiguity and metaphorical language comprehension". Then, we submited it to 73 people, from 50 to 80 years old, of three different education levels in order to set the standards for it. Our objective was to quantify the effects of age and education, but also the effects of context, frequency and number of acceptations, to access the different meanings of an ambiguous word. Our study concludes that some of the subtests show an effect of age and education. Although we hypothesized that there would be a significant difference between three categories of education, we found that we could only distinguish two : greater than or equal to 11 years of education and less than 11 years of education. Regarding linguistic aspects, sentence context makes it easier to pick out the different meanings of an ambiguous word, as well as its frequency. Moreover, the more meanings a word has, the harder it is to access all of those meanings.
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Submitted on : Tuesday, September 11, 2012 - 10:25:19 AM
Last modification on : Wednesday, August 23, 2017 - 4:33:43 PM
Long-term archiving on: : Wednesday, December 12, 2012 - 3:38:11 AM


  • HAL Id : dumas-00730783, version 1



Vanessa Raffin-Desjardins. Étalonnage du Test de Compréhension de l'Ambiguïté sur une population de 50 à 80 ans. Sciences cognitives. 2012. ⟨dumas-00730783⟩



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