人文科学最新文献

This article delves into the intricacies of the relationship between bilingualism and creativity. It provides an overview of past research and examines its methodology. It introduces a multilingual creative cognition theoretical framework that focuses on the cognitive mechanisms underlying creative potential and how these mechanisms might benefit from an individual’s multilingual abilities. The link between multilingualism and creative potential is explained by multilingual developmental factors such as proficiency, age, and sociocultural context of language acquisition, as well as cognitive functions such as language-mediated concept activation, selective attention, code-switching, and metaphor. However, the multilingual creative cognition approach takes a narrow perspective. By synthesizing empirical evidence and theoretical insights, the article proposes a plurilingual creativity framework – a multifaceted approach that transcends traditional bilingualism and creative cognition frameworks. It underscores the significance of a comprehensive language repertoire, multicultural experiences, and intercultural competence as pivotal elements enriching various aspects of creative endeavor. The article also introduces the Plurilingual Intercultural Creative Keys educational program, which aims to develop plurilingual, intercultural, and creative capabilities in educational settings. Through a holistic analysis, this study contributes to a nuanced understanding of the relationship between linguistic and cultural diversity and creativity. It also suggests practical implications for fostering linguistic and creative skills in a globalized context.

Background: Universities are increasingly offering training in research integrity (RI) to enhance research quality and foster RI. Despite the importance of integrating scientific virtues into such training, there is a lack of assessment of virtue ethics-based RI training.

Methods: This was a randomised controlled study assessing the impact of a virtue-based training for RI, performed at the University of Split School of Medicine in 2020-2021. We included first-year medical students who were randomly assigned to a control group, receiving a RI lecture, or the interventional group, receiving the same lecture plus a virtue-based training for RI. We measured changes in Ethical Climate Questionnaire (ECQ) scores as the primary outcome and the difference between perceived and desired ECQ scores as the secondary outcome.

Results: Of 181 participants, 105 (55 control, 50 experimental) completed the study. The virtue-based training did not significantly change ethical climate perceptions between groups. Dominant climates were Company rules and procedures and Laws and professional codes. Overall, the preferred climates emphasized Team interest and Social responsibility.

Conclusions: This study demonstrates the value of using ECQ to assess RI training and highlights the need for further research into the long-term effects of virtue-based training.

Background: It is increasingly recognised that the success of artificial intelligence-based clinical decision support (AI/CDS) tools will depend on physician and patient trust, but factors impacting patients' views on clinical care reliant on AI have been less explored.

Objective: This pilot study explores whether, and in what contexts, detail of explanation provided about AI/CDS tools impacts patients' attitudes toward the tools and their clinical care.

Methods: We designed a Sequential Multiple Assignment Randomized Trial vignette web-based survey. Participants recruited through Amazon Mechanical Turk were presented with hypothetical vignettes describing health concerns and were sequentially randomised along three factors: (1) the level of detail of explanation regarding an AI/CDS tool; (2) the AI/CDS result; and (3) the physician's level of agreement with the AI/CDS result. We compared mean ratings of comfort and confidence by the level of detail of explanation using t-tests. Regression models were fit to confirm conditional effects of detail of explanation.

Results: The detail of explanation provided regarding the AI/CDS tools was positively related to respondents' comfort and confidence in the usage of the tools and their perception of the physician's final decision. The effects of detail of explanation on their perception of the physician's final decision were different given the AI/CDS result and the physician's agreement or disagreement with the result.

Conclusions: More information provided by physicians regarding the use of AI/CDS tools may improve patient attitudes toward healthcare involving AI/CDS tools in general and in certain contexts of the AI/CDS result and physician agreement.

Encoding and establishing a new second-language (L2) phonological category is notoriously difficult. This is particularly true for phonological contrasts that do not exist in the learners' native language (L1). Phonological categories that also exist in the L1 do not seem to pose any problems. However, foreign-language learners are not only presented with oral input. Instructed L2 learning often involves heavy reliance on written forms of the target language. The present study investigates the contribution of orthography to the quality of phonolexical encoding by examining the acoustics of French schwa by Austrian German learners-a perceptually and articulatorily easy L2 phone with incongruent grapheme-phoneme correspondences between the L1 and L2. We compared production patterns in an auditory word-repetition task (without orthographic input) with those in a word-reading task. We analyzed the formant values (F1, F2, F3) of the schwa realizations of two groups of Austrian high-school students who had been learning French for 1 and 6 years. The results show that production patterns are more likely to be affected by L1 grapheme-to-phoneme correspondences when orthographic input is present. However, orthography does not appear to play the dominant role, as L2 development patterns are strongly determined by both the speaker and especially the lexical item, suggesting a highly complex interaction of multiple internal and external factors in the establishment of L2 phonological categories beyond orthography and phonology.

We tested whether verb-based prediction in late bilinguals is facilitated when the verb is a cognate versus non-cognate. Spanish–English bilinguals and Chinese–English bilinguals (control) listened to English sentences such as “The girl will adopt the dog” while viewing a scene containing either a dog and unadoptable objects (predictable condition) or a dog and other adoptable animals (unpredictable condition). The verb was either a cognate or non-cognate between Spanish and English and never a cognate between Chinese and English. Both groups of bilinguals were more likely to look at the target (the dog) in the predictable versus unpredictable condition. However, only low-proficient L1 Spanish bilinguals showed greater and earlier prediction when the verb was cognate than when it was non-cognate, suggesting that cognate facilitation effect occurs not only on the cognate word itself but also on prediction based on this cognate word, and that this effect is modulated by L2 proficiency.

We characterised language samples collected remotely from typically developing three-year-olds by comparing them against independent language samples collected in person from age-matched peers with and without language delays. Forty-eight typically developing, English-learning three-year-olds were administered a picture description task via Zoom. The in-person comparison groups were two sets of independent language samples from age-matched typically developing as well as language-delayed children available on the Child Language Data Exchange System. The findings show that although language samples collected remotely from three-year-olds yield numerically dissimilar lexical and grammatical measures compared to samples collected in person, they still consistently distinguish toddlers with and without language delays.

Task planning and its effect on the complexity of second language (L2) written production have been studied extensively. However, the results of these studies are inconclusive, and at times contradictory, potentially as a result of variation in metrics of linguistic complexity. This study is an extension of earlier research syntheses and quantitative meta-analyses on the effects of planning on oral and written L2 production. It examines the identification and selection of linguistic complexity metrics in previous research on planning and its subsequent effects on the linguistic complexity of written L2 production. This research-focused synthesis of studies surveys construct definitions and operational definitions of linguistic complexity in the research domain and provides an overview of rationales for metric selection in the included studies. Methodological implications for future research are discussed in light of the findings.