Monosyllabic words read in carrier sentence by consultant F2; reading condition: 'Impatient'

The consultant was shown the target items in writing, as part of a randomized list on paper. The imagined context was that people are watching a TV programme about calligraphy. The target words were recorded under two reading conditions: the context for the first reading, referred to below as CAREFUL, is that a child asks which character is being written, and the consultant provides the answer. Under the second condition, referred to as IMPATIENT, the child is naughty, asking for the umpteenth time without paying attention to answers; the consultant says the answer again, but in a way that will clarify to the child that (s)he is being rude and should not speak up again. A final affirmative particle /mɤ̀/, reduplicated to /mɤ̌~mɤ̀/ for emphasis, is added to the carrier sentence to facilitate the rendering of this attitude. The reason for asking consultants to imagine a TV show, rather than a live performance, is so that they will not feel called upon to whisper the answer in order not to disturb the (fictitious) calligrapher.

本次实验中，咨询者将收到一份纸质随机列表，其中包含以书面形式呈现的目标条目。实验设定的想象场景为：众人正在观看一档关于书法的电视节目。目标词汇的朗读分为两种情境：首个朗读情境（下文将其称为CAREFUL条件）的设定为，一名儿童询问正在书写的汉字是什么，咨询者给出对应答案；第二种情境（下文将其称为IMPATIENT条件）中，儿童十分调皮，反复多次提问却未认真聆听答案，咨询者会再次给出答案，但会通过表述让儿童意识到其行为失礼，不应再随意插话。为了更好地传递该态度，实验人员会在承载句末尾添加一个肯定语气助词/mɤ̀/，并将其重叠为/mɤ̌~mɤ̀/以加强语气。要求咨询者想象电视节目而非现场表演的原因在于，避免他们因担心打扰虚构的书法创作者，而选择低声给出答案。