Active Language Modulates Color Perception in Bilinguals

IF 3.5 1区 文学 Q1 EDUCATION & EDUCATIONAL RESEARCH Language Learning Pub Date : 2024-05-02 DOI:10.1111/lang.12645
Akvile Sinkeviciute, Julien Mayor, Mila Dimitrova Vulchanova, Natalia Kartushina
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Abstract

Color terms divide the color spectrum differently across languages. Previous studies have reported that speakers of languages that have different words for light and dark blue (e.g., Russian siniy and goluboy) discriminate color chips sampled from these two linguistic categories faster than speakers of languages that use one basic color term for blue (e.g., English blue). This effect has been reported to be disrupted when participants engaged in a verbal interference task, suggesting that active language use can modulate the linguistic category effect. The current study provided a stringent test of this hypothesis by examining color discrimination under verbal interference in bilinguals speaking Lithuanian (two blue categories) and Norwegian (one blue category). The results revealed that the language activated during verbal interference had a significant impact on bilinguals’ color discrimination. Specifically, Lithuanian–Norwegian bilinguals exhibited a color category effect only when performing the task under verbal interference in Lithuanian but not in Norwegian. This demonstrated, within the same individuals, the momentary effect of active language processing on color perception.

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主动语言调节双语者的色彩感知
不同语言的颜色术语对色谱的划分是不同的。以往的研究表明,使用不同颜色词来表示浅蓝色和深蓝色的语言(如俄语中的 siniy 和 goluboy)的人比使用一个基本颜色词来表示蓝色的语言(如英语中的 blue)的人更快地分辨出从这两种语言类别中采样的颜色芯片。据报道,这种效应在受试者参与言语干扰任务时会受到干扰,这表明主动语言使用可以调节语言类别效应。本研究通过对立陶宛语(两个蓝色类别)和挪威语(一个蓝色类别)的双语受试者进行语言干扰下的颜色辨别测试,对这一假设进行了严格的检验。结果显示,语言干扰时激活的语言对双语者的颜色辨别能力有显著影响。具体而言,立陶宛-挪威双语者只有在用立陶宛语而不是挪威语进行语言干扰时,才会表现出颜色类别效应。这表明,在同一个人身上,主动语言处理对颜色感知有瞬间效应。
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来源期刊
Language Learning
Language Learning Multiple-
CiteScore
9.10
自引率
15.90%
发文量
65
期刊介绍: Language Learning is a scientific journal dedicated to the understanding of language learning broadly defined. It publishes research articles that systematically apply methods of inquiry from disciplines including psychology, linguistics, cognitive science, educational inquiry, neuroscience, ethnography, sociolinguistics, sociology, and anthropology. It is concerned with fundamental theoretical issues in language learning such as child, second, and foreign language acquisition, language education, bilingualism, literacy, language representation in mind and brain, culture, cognition, pragmatics, and intergroup relations. A subscription includes one or two annual supplements, alternating among a volume from the Language Learning Cognitive Neuroscience Series, the Currents in Language Learning Series or the Language Learning Special Issue Series.
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