The Institute of English Studies UW

Course 2643 Verbal communication: games, rituals, pastimes

Course instructor: Ewa Mioduszewska-Crawford

www.rrt2.neostrada.pl/ewamioduszewska.htm
elearning: http://rrt2.neostrada.pl/mioduszewska/
mail: e.mioduszewska@uw.edu.pl
Course 2643 Verbal Communication: games, rituals, pastimes

Topics
1. Transactional analysis – transactions
2. Transactional analysis –games
3. Transactional analysis – rituals and pastimes
4. Transactional analysis- procedures, operations, activities
5. Games, rituals, pastimes – analyzing examples
6. Conversation analysis
7. P. Grice’s theory of conversation
8. Pragmatic analysis of verbal exponents of games, rituals and pastimes.
9. Test
10. Students` presentations

Requirements
1. Test
2. Presentation

Reading
Berne, E. 1968. Games People Play (Polish translation 1987)
Berne, E. 1976. Beyond games and scripts
Berne, E. 1979. What do you say after you say hello
Levinson, S. 1983. Pragmatics. CUP (chapters: Conversation Analysis; Implicature)

Additional reading
Berne, E. (1997). W co grają ludzie. Psychologia stosunków międzyludzkich. Warszawa:
Wydawnictwo Naukowe PWN.
Berne, E. (1999). „Dzień dobry”... i co dalej? Psychologia ludzkiego przeznaczenia. Poznań:
Dom Wydawniczy REBIS.
Bobryk, J. (1995). Jak tworzyć rozmawiając. Skuteczność rozmowy. Warszawa: Wydawnictwo
Naukowe PWN.
Brown, G., Yule, G. (1983). Discourse Analysis. Cambridge: Cambridge University Press.
Dziekanowski, C. (1998). Człowiek wygrany w psychologii humanistycznej. Białystok: Dział
Wydawnictw Filii UW.
Grabias, S. (2001). Język w zachowaniach społecznych. Lublin: Wydawnictwo Uniwersytetu
Marii Curie-Skłodowskiej.
Grice, H. P. (1989). Logika a konwersacja. W: Stanosz, B. (red.) Język w świetle nauki, s. 91-
114. Warszawa: Czytelnik.

Harris, T. (1987). W zgodzie z sobą i z tobą: praktyczny przewodnik po analizie transakcyjnej.

Warszawa: Instytut Wydawniczy PAX.

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James, M., Jongeward, D. (1999). Narodzić się by wygrać: analiza transakcyjna na co dzień.
Poznań: Dom Wydawniczy REBIS.
Kalisz, R. (1993). Pragmatyka językowa. Gdańsk: Wydawnictwo Uniwersytetu Gdańskiego.
Krzemiński, I. (1999). Co się dzieje między ludźmi? Warszawa: Wydawnictwo Open, Jacek
Santorski.
Kuryło, E. (2003). Próba definicji rozmowy na podstawie użyć w tekstach współczesnych
wyrazu rozmowa i jego wariantów stylistycznych. W: Kita, M., Grzenia, J. (red.)
Porozmawiajmy o rozmowie , lingwistyczne aspekty dialogu, s. 16-34. Katowice:
Wydawnictwo Uniwersytetu Śląskiego.
Mioduszewska, E. (2003). Analiza konwersacyjna. Materiał do zajęć.
Polkowska, A. (2001). Analiza dyskursu w badaniach społecznych. W: Kurcz., I., Bobryk, J.
(red.) Psychologiczne studia nad językiem i dyskursem, s. 121-140. Warszawa:
Wydawnictwo Instytutu Psychologii PAN/ SWPS.
Potter, J., Wetherell, M. (1989). Discourse and social psychology. Londyn: SAGE
Publications.
Rogoll, R. (1989). Aby być sobą: wprowadzenie do analizy transakcyjnej. Warszawa: PWN.
Schiffrin, D. (1997). Discourse Analysis.
Taras, B. (2003). Słowo do słowa zrobi się rozmowa, czyli kilka spostrzeżeń na temat
rozmowy. W: Kita, M., Grzenia, J. (red.) Porozmawiajmy o rozmowie, lingwistyczne
aspekty dialogu, s. 35-45. Katowice: Wydawnictwo Uniwersytetu Śląskiego.
Wilkoń, A. (2003). Gatunki Mówione. W: Kita, M., Grzenia, J. (red.) Porozmawiajmy o
rozmowie, lingwistyczne aspekty dialogu, s. 46-58. Katowice: Wydawnictwo
Uniwersytetu Śląskiego.

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 1-5.Verbal communication: transactions, games, rituals, pastimes, activities, procedures
and operations

Transactional analysis (TA): Eric Berne: Games People Play. 1968

TA’s symbols are three circles, representing three parts of the personality of every person:
PARENT, ADULT and CHILD

c p a c
p
p

A transaction is the basic unit of behavior. You say or do something to me and I say or do
something back. Transactional Analysis is determining what part of the three-part you
initiated the transaction and what part of the three-part me responded.

TA is based on the observation that all of us are three persons in one.

p - the parent copied from what we observed our parents do

p
p
a - the adult objectively processing data, thinking, analysing, predicting

- the child we once were

c

c – the child’s responses to what the parents said and did. We often react in CHILD when
we are cornered, dependent, unfairly accused, clumsy, uninformed
the child means also instincts, biological urges, genetic recording, curiosity, intuition,
joy, sadness, desire, „what we want to do”. The child may be free, inventive, creative
and spontaneous or fearful, intimidated, selfish.
p – the parent bases on our observations up to 5 years of life (traditions, values). The Parent is
dated and non-erasable, nurturing and critical, unique. It is the authority in our heads –
demands, directions and dogmas, things we have to do.
a – the adult is the referee between the PARENT and the CHILD. The ADULT things,
Solves problems and mediates and predicts. He provides the „how to”.

We can usually tell which state a person is in by looking: body language, vocabulary, gestures.

Transactions may be parallel or crossed among those three states.

1.When vectors of stimulus and response are parallel on the diagram, the transaction is
complementary and theoretically can go on forever.

a a
Stimulus: „What are you doing after lunch?”
Response: „ I`m going to be working on an agenda for the boardmeeting.”

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 p p

Stimulus: „His wife works, you know.”

Response: „Oh, that explains it.”

c c

Stimulus: „You sure are a lot of fun to be around.”

Response: „I`d like to get myself around you more often.”

p c

Stimulus: „You sure know how to louse things up, Potts”

Response: „I’m sorry, sir.”

Stimulus: „Don’t get near me. I have this whole report to finish by noon. Go have coffee
With everybody else.”
Response: „Why do you always leave things to the last minute?”

Follow-up exercise: Give an example of a complementary transaction (of three types)

2. When vectors of stimulus and response cross each other on the transactional diagram,
communication stops.

p p

a a

c c

Stimulus: „What’s the day today?”

Response: „Day after yesterday.”

Stimulus: „I’m full.”

Response: „Clean your plate.:

Follow up exercise: What kind of transaction is exemplified by the following exchange?

Stimulus: „Mary, will you clean this office. It’s filthy.
Response: ‘What’s the matter with you? You’ve got s broken arm or something?”

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Follow-up exercise: Give an example of a crossed transaction of a given type.

A game is an ongoing series of complementary ulterior transactions progressing to a well-

defined, predictable outcome. Every game is basically dishonest and the outcome has a
dramatic quality. On the other hand, very often there are unconscious games played by
innocent people engaged in duplex transactions of which they are not fully aware and which
form the most important aspect of social life over the world.
Example: If it weren’t for you IWFY
Mrs. White – „it”
Mr. White
Problem: dance classes
Mrs. White: surface CHILD to PARENT – if it weren’t for you, I could go out to the world
and enjoy myself
Mr. White: surface PARENT to CHILD - you stay home
Mrs. White: „deep structure” – I’m terrified
Mr. White: „deep structure” - Protect me
The game provides: social dynamics, social contact, social action, social psychiatry

The genesis of games is in child rearing. The child’s knowledge and skill in procedures,
rituals, pastimes and activities determines what opportunities will be available to him; his
games determine the use he will make of them.
Games are necessary and desirable – hardly anybody could stand intimacy for long.

Criteria of game classification: number of people involved, currency (words, money, parts of
the body) , clinical type (hysterical, obsessive-compulsive, paranoid, depressive), degree
(1,2,3)

Follow-up exercise: Give other examples of IWFY

Homework: presentation of one game not discussed in class

Practice: What transactions and what games are exemplified in the following verbal
exchanges?
SHE: (adoringly) I love the way your eyes light up when you hang the ornaments
On the Christmas tree.
HE: Interesting you should say that. I was just reading an article about how the pupils of the
eyes dilate when a person anticipates a surprise or experiences emotions from the past.
SHE: What I meant was, I love you when you seem like a little boy again.
HE: Why don’t you say what you mean? I was just reading...

WOMAN: I’m calling to tell you how much it meant to me to have you phone Monday. I was
feeling blue and you lifted me right out of it.
WOMAN`S FRIEND: I’m glad to hear that. I‘ve served Monday mornings for phone calls to
friends so I can get on without interruptions the rest of the week. Budgeting your time is
really the secret of taking charge of your life.

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Specify the type of transaction in the following exchanges:
1.
Son: Dad, I washed the car this afternoon!
Dad: It’s the least you can do after all the miles you put on it last weekend.
Son: Leaves the room, sulking and slamming the door.
2.
A. You doing anything important?
B. What do YOU think?

Rituals
A ritual is a series of simple complementary transactions programmed by external social
forces. The form of a ritual is Parentally determined by tradition. Rituals offer a safe,
reassuring, and often enjoyable method of structuring time. Example of an informal ritual ----
social leave taking; formal ritual ---- Roman Catholic Mass.

Example: an informal ritual: the American greeting ritual

1.
1A: Hi! (Hello, good morning)
1B: Hi! (Hello, good morning)
2A: Warm enough forya? (How are you?)
2B: Sure is. Looks like rain, though. (Fine. How are you?)
3A: Well, take care yourself. (Okay)
3B: I`ll be seeing you.
4A: So long
4B: So long
- no information is conveyed here; it`s an eight-stroke ritual.
2.
C. Hi!
D. Hi!
3.
After C’s month’s vacation:
1D: Hi!
2D. Haven’t seen you around lately?
3D: Oh, have you? Where did you go?
4D: Say, that’s interesting. How was it?
5D: Well, you’re sure looking fine. Did your family go along?
6D. Well, glad to see you back.
7D. So long.
4.
Two days later
C, Hi!
D: Hi!
However, they „know each other better.”
5.
E: Hi!
F: Hi!
6.

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One day:
1F: Hi!
1E: Hi!
2E: How are you?
2F (puzzled): Fine. How are you?
3E: Everything’s great. Warm enough for you?
3F: Yeah (cautiously) Looks like rain, though.
4E: Nice to see you again.
4F: Same here. Sorry, I’ve got to go to the library before it closes. So long!
5E: So long!

Follow-up exercise: Give an example of a ritual.

Pastimes
A pastime is a series of semi-ritualistic, simple, complementary transactions arranged around
a simple single field of material, whose primary object is to structure an interval of time (most
often at parties and „social gatherings” or while waiting for something). Besides structuring
time and providing stroking for the parties concerned, pastimes serve the additional functions
of being social selection processes. This sorting system, however well rationalized, is largely
unconscious and intuitive. Pastime may be „chit-chat” or argumentative. Very often it consists
of multiple choice sentence completion exchanges.

Examples:
1. „Man talk” : General motors, Who won
2. „Lady talk”: Kitchen, Wardrobe, Grocery
3. Other: ever been, what became of, how to go about doing things, how much does it
cost, do you know x

Pastimes may be classified in different ways, e.g. sociologically by sex, age, marital status,
cultural, racial, economic
Another advantage of pastimes is that they confirm the role and stabilize the position one
assumes.

Roles: e.g. tough Parent, righteous Parent, indulgent Parent, helpful Parent
Position: a simple predictive statement which influences all of the individual`s transactions –
e.g. All children are bad/good/sad/persecuted

Follow-up exercise: Give an example of a pastime

Procedure
Procedure is a series of simple complementary Adult transactions directed towards the
manipulation of reality. Reality may be static – matter in the universe (arithmetic statements),
or dynamic – potentiality for interaction of energy systems in the universe (e.g. chemistry
statements.
Examples of procedures: professional techniques – piloting an airplane, removing an
appendix, psychotherapy.

Procedures may be viewed as:

- efficient: the best use of data and experience (psychological domain)
- contaminated – by the Parent or the Child

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 - effective – bringing about „good” results (material domain)
It is experts who should evaluate the efficiency and effectiveness of procedures.
Procedures and rituals are stereotyped.

Operations
An operation is a simple transaction or set of transactions undertaken for a specific stated
purpose (e.g. asking for reassurance and getting it). Dishonest operation is a manoeuver.

Activity
Activity is a method of time structuring by a project designed to deal with the material of
external reality (= work) – e.g. building a boat.
Activities provide a matrix for rituals, pastimes and games

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 Examples

1. Joe: Hi, Mac.

Mac. Hi, Joe. You’re looking good.
Joe: Not bad yourself.

2. Mary: What’s new?

Betty: Oh, not much. What’s new with you?

3. A. I know it’s none of my business, but

B. : What did you say your business was?
B1: Well, if it isn’t yours, then it isn’t mine, either.
B2: How do you KNOW it’s none of your business?
B3: Hey, buddy, I’m up to my ears in business, and if this is going to be about
business, I’m leaving.

4. A: You poor thing, having to live in such a rundown house and married to such an
Unhandy husband! You and I could paint the whole thing in one weekend!
B1: .................................................
B2: ..................................................

5. A. You certainly are working late a lot these days.

B1. ...........................................................
B2: ...........................................................

PROCEDURES

1. – I’d like 3 oranges, please. Here you are. It`s 3.50

2. – A cook giving a recipe for a cake: put 2 spoons of flour into a bowl
3. – Installing the washing machine
4. – While cooking: Give me some salt and check what I should do next. B complies.
5. – Machine: Podaj PIN. 3254. Dostępne środki 0
6. – In order to install this program, you have to click the „accept” button...

MANOEUVER

1. – Don’t let him insult me like that! Do something!

2. – A.I love your pictures. B. You’re very nice. A.I was kidding
3. – Your sister is very pretty. I talked to her and we agreed to exchange some CDs.
I don’t have her mobile phone number though.
4. – A. Have you seen my book? B. It’s in the kitchen. A. You must be pulling my leg!
5. – A. I’d like to go there with you but you’re so shy. B. I’m not. Let’s go

PASTIME

1. - A. Personally, I like Mercedes better... B. Well, they are good but expensive.
2. - Waiting for lunch. A. What is the score of the last match...
3. - 2 policemen talking after work about their day, not to exchange information.
4. - A. This is a great painting. B. Which one? A. Haven’t you seen it then?

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 5. - Women talking about their children. A. My John is.. B. Yes, and my Bob is...
6. - A. Do you know what became of Joe K. ? B. I’ve heard he became...

RITUAL

1. - Teacher: Good morning children. Children: Good morning Ms. Brown

2. - A. Hello, how are you today? B. Fine, thanks. And you?

GAME

1. - A. You could go to work and become independent. B. Yes, but...

2. – A. Isn`t that right, sweetheart? After making a critical remark about his wife
3. - Ain`t it awful

TRANSACTIONS
Complementary

1. - A. Do you like my dress? B. Yes, it’s wonderful

2. - A. My husband left me. B. Don’t worry. Everything will be fine
3. - A. I’d like to give a party, but I don’t know, if I manage. B. If you take care of the
music, I’ll bring the food.
4. - A. Nobody likes me. B. Oh, come on, you’re great
5. – A. Have you seen my dictionary? B. It’s on the table.
6. - A. I love you darling. B. I love you sweetheart

Crossed

1. A. I love you darling. B. Better tell me what you want of me

2. A. Have you seen my dictionary? B. Why do you always put it somewhere stupid.
3. A. Nobody likes me. B. Don’t be a child. Adults don’t complain
4. A. My husband left me. B. I told you should have spent more time at home
5. A. How do you like my dress? Well, it’s nice but you must have put on some weight

Complicated cases

1. S. Dad, I washed the car this afternoon. F. It’s the least you can do after all the miles
you put on it last weekend. The son leaves the room slamming the door.
2. A. You doing anything important? B. What do YOU think?

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7. Conversation Analysis

Discourse Analysis
Methods:
Isolating units
Finding rules about units connectivity to get well-formed sequences
Appeal to intuitions in judging well-formed sequences
Assumptions
Unit acts (speech acts/moves) in speaking (specifiable, delimited set)
Utterances corresponding to units
Procedure mapping utterance/units onto speech acts and vice versa
Conversational sequences arrived at by rules over sequencing speech act types

Conversation Analysis
Turn Taking
Local management system: operate on a turn-by-turn basis.
Turn-constructional units: identified from linguistic surface structure
Transition-relevance-place: at the end of each unit (the ends are predictable)

Rules on turn-taking:
R1 – at the first TRP of any turn a) If current speaker C selects new speaker (N) in current
turn, then C must stop speaking, and N must speak, transition occurring at the first TRP after
N-selection.
- If C does not select N, then any other party may self-select, the first one gaining rights
to the next turn
- If C has not selected N, and no other pary self-selects, then C may (but need not)
continue
R2 – at all subsequent TRPs: When the third option has been applied by C, then at the next
TRP rules (a), (b) apply recursively at the next TRP, until speaker change is effected

Overlaps: competing first starts; mis-projection of TRP for systematic reasons

Gaps: between an application of (1b) or (1c)
Lapse: the non-application of Rule1
Significant (attributable) silence: when N is selected but doesn’t speak

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Adjacency Pairs
Sequences of two utterances that are
 Adjacent
 produced by different speakers
 ordered as a first part and a second part
 typed, so that a particular first part requires a particular second (or a range of
seconds)
Problems: insertion sequences; lack of second part; possible variety of seconds undermines
the structural significance of the concept of an adjacency pair

Preference organization: preferred versuss dispreferred seconds

Dispreferreds:
 delayed: preface marking their status („well”), followed by an account of why
the preferred can’t be given
 delays: by pause before delivering, by the use of a preface, by displacement
over a number of turns via use of repair initiators of insertion sequences
 prefaces: use of markers, of announcers, production of token agreement before
disagreements, the use of appreciators, apologies or qualifiers
 hesitations
 accounts
 declinations (marked and avoided)
A rule for speech production: try to avoid the dispreferred action

General conclusion: a large proportion of the situated significance of utterances can be traced
to their surrounding sequential environments

Overall Organization
e.g. Telephone conversations: summons, answer, reason (3 turn sequence), closing
implicature, pre-closing items closings

Pre-sequences: prefiguring an upcoming action, invite collaboration in that action or in

avoiding the action (e.g. pre-invitations, pre-announcements, pre-requests). There may be

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inserted sequences after pre-sequences. That’s why there is a distinction between turn location
(sequential) and turn position (response to some prior but not necessarily adjacent turn).
Structure of conversation holds across positions rather than turns

Repair sequences
Next Turn Repair Initiator (NTRI): invites repair of the prior turn in the next turn, for
corrections of misunderstandings, mishearings or non-hearings. Repair analysis has found a
number of systematic slots across (at least) a three-turn sequence in which repair or its
prompting can be done:
1st turn: self-initiated self-repair (or between 1st and 2nd turn); 2nd turn – other-repair or
other-initiated self-repair. Repair may be covert (implicit) or exposed (explicit)

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8. Paul Grice’s Theory of Communication

The Cooperative Principle (CP)

Make your contribution such as is required, at the stage at which it occurs, by the
accepted purpose or direction of the talk exchange in which you are engaged.

The Maxims

Quality:
Try to make your contribution one that is true
(i) do not say what you believe to be false
(ii) do not say that for which you lack adequate evidence
Quantity
(i) make your contribution as informative as is required for the current purposes of
the exchange
(ii) do not make your contribution more informative than is required
Relevance
make your contribution relevant
Manner
(i) avoid obscurity
(ii)avoid ambiguity
(iii) be orderly

I. Observing the maxims

A: I’ve just run out of petrol

B1. You can get petrol in a garage around the corner
B2: Oh, there’s a garage just around the corner
II. Flouting (exploiting) the maxims

A. Let’s get the kids something

B. OK but I veto I-C-E-C-R-E-A-M-S
III. Maxim clash (quality versus quantity)

A. Where does John live?

B. In the south of France
IV. Opting out

A. What’s John’s surname?

B. I won’t tell you
V. Violating the maxims

Context: Johns surname is Brown

A. What’s John’s surname?
B. Smith

Standard Implicatures (observing the maxims)

1. Quality

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A. John has two cows
>> I believe he has and have adequate evidence that he has
2.Quantity
A. John has 14 children
>> John has only 14 children
A. The flag is white
>> The flag is all white
3.Relevance
A. Pass the salt
>> Pass the salt now
A. Can you tell me the time?
B. Well, the milkman has come
>> It’s past 8 o’clock
4. Manner
A. The lone ranger jumped on his horse and rode into the sunset
A. Open the door
A. Walk up to the door, turn the door handle clockwise as far as it will go, and then
pull gently towards you.

Non-standard implicatures (flouting the maxims)

1. Quality
A. Queen Victoria is made of iron
A. Teheran is in Turkey, isn’t it Teacher?
B. And London’s in America, I suppose
2. Quantity
War is war
Either John will come or he won’t
If he does it, he does it
3. Relevance
A. I do think Mrs. Jenkins is an awful bore, don’t you?
B. Huh, lovely weather for March, isn’t it?
4. Manner
Mrs. Singer produced a series of sounds corresponding closely to the score of an aria
from Tosca

Conversational implicatures:
a) Definition
S’s saying that p conversationally implicates q iff:
(i) S is presumed to be observing the maxims, or at least the CP (in the case of
maxim exploitation)
(ii) in order to maintain this assumption it must be supposed that S thinks that q
(iii) S thinks that both S and H mutually know that H can work out that to preserve
the assumption in (i) q is in fact required.
b) Conditions on calculating the implicatures
For H to be able to calculate the implicature q, H must know or believe that he
knows
(i) the conventional content of the sentence p uttered
(ii) the Cooperative Principle and its maxims (tacit knowledge)
(iii) the context of p
(iv) certain bits of background information (e.g. that p is obviously false)

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(v) (i)-(v) are mutual knowledge shared by S and H
c) General pattern for working out implicatures
(i) S has said that p
(ii) there is no reason to think that S is not observing the maxims, or at least the CP
(iii) in order for S to say that p and be indeed observing the CP, S must think that q
(iv) S must know that it is mutual knowledge that q must be supposed if S is to be
taken to be cooperating
(v) S has done nothing to stop H thinking that q
(vi) therefore S intends me to think that q and in saying that p he has implicated that
q

Examples

1. A. Where’s Bill?
B. There’s a yellow VW outside Sue`s house
2. John: Hello Sally, let’s play marbles
Mother: How’s your homework getting along Johnny?
3. Joe teased Ralph and Ralph hit him
4. Some of the boys went to the soccer match
5. Mary is in the dining room or in the kitchen
6. The tree wept in the wind
7. John is an eel
8. A. What kind of mood did you find the boss in?
B. The lion roared

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Communicating the meaning - the system of sentential inferences in Paul Grice`s
model of linguistic communication

I. Linguistic communication in P. Grice’s theory

Speaker communicated (the meaning intended by the sender)

Speaker said Speaker implicated

(semantics: explicit meaning (pragmatics: implicit meaning, inferential
coding-decoding communication) communication)

entailments implicatures

conventional conversational
(language based) (context based)

generalized particularized
(assumed linguistic context) (assumed extra-linguistic context)

Example:
A. Do you think that Mary loves Bill?
B. Well, his brother often asks her out to the cinema or to the theatre

1. Mary exists; Bill exists; Bill has a brother - entailments

2. „Well” ---- hesitation, doubt - conventional implicature
3. His brother does not always ask her out - < always, often, sometimes> generalized
implicature derived by the quantity maxim
4.He does not take her to the cinema and to the theatre at the same time <and, or> -
generalized implicature
5. I don’t think Mary loves John - particularized implicature
6. I think Mary loves John - particularized implicature (in a different context it might
change)

Features of various inferences: cancelability, calculability, truth-conditionality,

source

1. entailment: non-cancelable, non-calculable, truth-conditional, source: words or

sentence structure
e.g. John has 3 cows entails John exists; John has two cows

2. Conventional implicature: hardly cancelable, non-calculable, non-truth-

conditional, source: words (sometimes sentence structure)
e.g. John is an Englishman; therefore he is brave implies conventionally His being
brave follows from the fact that he is an Englishman

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items giving rise to conventional implicatures: but, therefore, even, yet, however,
moreover, anyway, well, still, furthermore, although, sir

3. Generalized implicatures: cancelable, calculable by the quantity maxim from

scales of expressions, non-truth-conditional.
e.g. Some boys went to the party implies Not all boys went to the party

Examples of scales of expressions underlying generalized implicatures

<all, most, many, some>; <succeed in, try to, want to>, <and, or>, <certain,
probable>, <love, like>, <must, should , may>, <excellent, good>, <hot, warm>,
<always, often, sometimes> , <(p and q), (p or q)>, <(since p, q), (if p ,q)>, <(a
knows p), (a believes p)>

4.Particularized implicatures: cancelable, calculable from extra-linguistic context,

non-truth-conditional
e.g. A. Is it a nice day today?
B. Take an umbrella implies It’s not a nice day today

A. I’m afraid of dogs

B. Take an umbrella implies Then you don’t have to be afraid

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9. Pragmatic analysis of verbal exponents of games, rituals and pastimes.

R: life-guard; K: Kowalski

L1 T1 R: Dzień dobry!
L2 T2 K: Dzień dobry.
L3 T3 R: Tu mieszka Tomek Kowalski?
L4 T4 K: Tu. T5O co Panu chodzi?
L5 T6 R: Pan jest ojcem, tak?
L6 T7 K: Tak.
L7 T8 R: Chłopiec w domu?
L8 T9 K: Tak. Nie, nie ma go. //Zaraz powinien wrócić//
L9 T10 R: //To ja do pana//
L10T11 K: Proszę. Pan pozwoli do pokoju
L11T12 R: To ubranie pańskiego syna?
L12T13 K: Tak. T14Co.......Co się z nim stało? 1 sekunda
L13 T15 R: Nic. Nic się nie stało. Niech pan będzie spokojny.

R: life-guard; K: Kowalski

A1 R: Dzień dobry!
A1K: Dzień dobry.
A2R: Tu mieszka Tomek Kowalski?
A2 K: Tu. A3O co Panu chodzi?
Ia1 R: Pan jest ojcem, tak? (Pre)
Ia1K: Tak.
Ia2R: Chłopiec w domu? (Pre)
Ia2 K: Tak. C1Nie, nie ma go. Ia2 //Zaraz powinien wrócić//
R: A3/A4 //To ja do pana//
A4K: Proszę. Pan pozwoli do pokoju
A5R: To ubranie pańskiego syna?
A5K: Tak. A6Co.......Co się z nim stało? 1 sekunda
A6R: Nic. Nic się nie stało. Niech pan będzie spokojny.

R: life-guard; K: Kowalski

Tr1 R: Dzień dobry!

Tr1K: Dzień dobry.
Tr2R: Tu mieszka Tomek Kowalski?
Tr2 K: Tu. Tr3O co Panu chodzi?
Tr3R: Pan jest ojcem, tak?
Tr3K: Tak.
Tr3 R: Chłopiec w domu?
Tr3K: Tak. Nie, nie ma go. //Zaraz powinien wrócić//
Tr4R: //To ja do pana//
Tr4K: Proszę. Pan pozwoli do pokoju
Tr5R: To ubranie pańskiego syna?

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 Tr5K: Tak. Tr6Co.......Co się z nim stało? 1 sekunda
Tr6R: Nic. Nic się nie stało. Niech pan będzie spokojny.

Adult to Adult, operation. Life-guard: child contaminated Adult, which is shown by

implicatures

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