Pub Date : 2022-05-13DOI: 10.1080/0163853X.2022.2065175
Vittorio Tantucci, Aiqing Wang
ABSTRACT The present article aims to shed light on the relationship between priming and creativity throughout Chinese children’s ontogenetic development. It has been suggested that priming in naturalistic interaction occurs not as an exclusively implicit phenomenon. New methodological desiderata beyond traditional acceptability judgments have been proposed, including large-scale corpus-based analysis, as it is noted that priming may correlate with interlocutors’ engagement and intersubjectivity. This study is centered on priming occurring creatively, in the form of dynamic resonance, viz. involving the re-elaboration “on the fly” of a previously encountered construction. We fitted a conditional inference tree and mixed effects linear regression based on the normalized entirety of Child-Carer/Child-Peer interaction of the Zhou2 and Zhou3 Mandarin corpora of first language acquisition, from 8 months to 5 years of age. The models indicate that children significantly acquire the ability to creatively reuse a dialogic prime around age 4, distinctively in combination with sentence final particles of intersubjectivity. The latter are non-obligatory markers that speakers employ to express their concern about the addressee’s reaction to an ongoing utterance. These results constitute an important discovery in the research on priming, as they indicate that the ability to creatively reuse utterances from others is ontogenetically correlated with explicit dialogic engagement.
{"title":"Dynamic Resonance and Explicit Dialogic Engagement in Mandarin First Language Acquisition","authors":"Vittorio Tantucci, Aiqing Wang","doi":"10.1080/0163853X.2022.2065175","DOIUrl":"https://doi.org/10.1080/0163853X.2022.2065175","url":null,"abstract":"ABSTRACT The present article aims to shed light on the relationship between priming and creativity throughout Chinese children’s ontogenetic development. It has been suggested that priming in naturalistic interaction occurs not as an exclusively implicit phenomenon. New methodological desiderata beyond traditional acceptability judgments have been proposed, including large-scale corpus-based analysis, as it is noted that priming may correlate with interlocutors’ engagement and intersubjectivity. This study is centered on priming occurring creatively, in the form of dynamic resonance, viz. involving the re-elaboration “on the fly” of a previously encountered construction. We fitted a conditional inference tree and mixed effects linear regression based on the normalized entirety of Child-Carer/Child-Peer interaction of the Zhou2 and Zhou3 Mandarin corpora of first language acquisition, from 8 months to 5 years of age. The models indicate that children significantly acquire the ability to creatively reuse a dialogic prime around age 4, distinctively in combination with sentence final particles of intersubjectivity. The latter are non-obligatory markers that speakers employ to express their concern about the addressee’s reaction to an ongoing utterance. These results constitute an important discovery in the research on priming, as they indicate that the ability to creatively reuse utterances from others is ontogenetically correlated with explicit dialogic engagement.","PeriodicalId":11316,"journal":{"name":"Discourse Processes","volume":"59 1","pages":"553 - 574"},"PeriodicalIF":2.2,"publicationDate":"2022-05-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48999570","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-05-03DOI: 10.1080/0163853X.2022.2068317
D. Lombardi, Ananya M. Matewos, J. Jaffe, Vivian Zohery, S. Mohan, Kellyann Bock, Sonia Jamani
ABSTRACT Instructional scaffolds may promote science learning, particularly for topics that are controversial. Scaffolding may also need to be autonomy supportive, particularly for adolescents, and designed to facilitate scientific discourse and agency. The purpose of the present study was to investigate differences in middle school students’ discourse and agency across two scaffold forms: one more autonomy-supportive and one less autonomy-supportive. We designed both to facilitate scientific evaluations about the connections between lines of evidence and alternative explanations about two geological phenomena: relations between hydraulic fracturing and earthquakes (less autonomy-supportive) and reliability of fossil evidence for inferring past surface changes (more autonomy-supportive). Integration of qualitative and quantitative findings revealed meaningful differences, with greater collective disciplinary agency expressed during the more autonomy-supportive form. Results support a burgeoning area of research suggesting that productive discourse and agency are necessary to prepare students to participate in a civically minded and inclusive society.
{"title":"Discourse and Agency during Scaffolded Middle School Science Instruction","authors":"D. Lombardi, Ananya M. Matewos, J. Jaffe, Vivian Zohery, S. Mohan, Kellyann Bock, Sonia Jamani","doi":"10.1080/0163853X.2022.2068317","DOIUrl":"https://doi.org/10.1080/0163853X.2022.2068317","url":null,"abstract":"ABSTRACT Instructional scaffolds may promote science learning, particularly for topics that are controversial. Scaffolding may also need to be autonomy supportive, particularly for adolescents, and designed to facilitate scientific discourse and agency. The purpose of the present study was to investigate differences in middle school students’ discourse and agency across two scaffold forms: one more autonomy-supportive and one less autonomy-supportive. We designed both to facilitate scientific evaluations about the connections between lines of evidence and alternative explanations about two geological phenomena: relations between hydraulic fracturing and earthquakes (less autonomy-supportive) and reliability of fossil evidence for inferring past surface changes (more autonomy-supportive). Integration of qualitative and quantitative findings revealed meaningful differences, with greater collective disciplinary agency expressed during the more autonomy-supportive form. Results support a burgeoning area of research suggesting that productive discourse and agency are necessary to prepare students to participate in a civically minded and inclusive society.","PeriodicalId":11316,"journal":{"name":"Discourse Processes","volume":"59 1","pages":"379 - 400"},"PeriodicalIF":2.2,"publicationDate":"2022-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43611200","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-04-06DOI: 10.1080/0163853X.2022.2037053
Aurélie van der Haegen, Charles B. Stone, O. Luminet, W. Hirst
ABSTRACT We examined whether and how conversational roles shape the extent to which details and recollections surrounding World War II (WWII) emerge in family conversations. Each family was tasked with collaboratively discussing four topics surrounding WWII specific to Belgium. We then conducted both quantitative and qualitative analyses. The former compared the collaborative recall with each family member’s individual recall; the latter focused on the conversational roles and dynamics within each family. While the results suggest that familial discussions lead to more “old” (from the individual recollection) recollections than “new” recollections, about 40% new recollections did emerge; however, with fewer personal details surrounding the discussed recollections. Although, the extent to which more details and new recollections emerged during the conversations across families depended on the conversational roles adopted by each discussant. Our results are discussed in terms of the importance of conversational roles in understanding when and how memories may emerge within a conversation and, in turn, transmit across generations.
{"title":"Conversational Roles, Generational Differences and the Emergence of Historical and Personal Memories Surrounding WWII during Familial Discussions","authors":"Aurélie van der Haegen, Charles B. Stone, O. Luminet, W. Hirst","doi":"10.1080/0163853X.2022.2037053","DOIUrl":"https://doi.org/10.1080/0163853X.2022.2037053","url":null,"abstract":"ABSTRACT We examined whether and how conversational roles shape the extent to which details and recollections surrounding World War II (WWII) emerge in family conversations. Each family was tasked with collaboratively discussing four topics surrounding WWII specific to Belgium. We then conducted both quantitative and qualitative analyses. The former compared the collaborative recall with each family member’s individual recall; the latter focused on the conversational roles and dynamics within each family. While the results suggest that familial discussions lead to more “old” (from the individual recollection) recollections than “new” recollections, about 40% new recollections did emerge; however, with fewer personal details surrounding the discussed recollections. Although, the extent to which more details and new recollections emerged during the conversations across families depended on the conversational roles adopted by each discussant. Our results are discussed in terms of the importance of conversational roles in understanding when and how memories may emerge within a conversation and, in turn, transmit across generations.","PeriodicalId":11316,"journal":{"name":"Discourse Processes","volume":"59 1","pages":"500 - 519"},"PeriodicalIF":2.2,"publicationDate":"2022-04-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41553438","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-03-29DOI: 10.1080/0163853X.2022.2052498
A. Schramm, V. Haser, M. Mensink, Jonas Reifenrath, Parinaz Kassemi
ABSTRACT This research addresses implicit learning of temporal meanings in English by adult non-native readers of German, a language without morphosyntactic imperfective aspect. Twenty-four learners from mixed first languages participated in a norming study assessing unenhanced aspect awareness. Then, in a second experiment, 91 native-German learners participated in quantitative (word completion; question-answering; truth value judgment) and, in a third experiment, a subset of seven in qualitative measures (stimulated recall, interview). We build on previous theorizing that assumes initially advanced understanding of perfective compared to imperfective aspect, the use of the latter having to be learned in our new narrative context, and later acquisition stages to exhibit implicit rather than explicit knowledge. We expect that second-language learners profit from awareness created through textually enhanced materials, which leads to fairly implicit learning and thus to improvement in understanding of and knowledge about imperfective aspect. We investigated the learning of aspect in pragmatic (story) and semantic (sentence) contexts. Semantically, aspect specifies whether an event is ongoing or completed; pragmatically, whether it subsequently aids causal inferencing or not. Our data partly confirm our expectations, showing initial awareness of perfective aspect (semantic and pragmatic context) and gradually improved understanding (pragmatic and eventually even semantic context) as well as rapidly improved explicit knowledge of imperfective aspect, which in turn appears to trigger implicit perfective-aspect knowledge. These findings and separate trajectories advance our understanding of language learning and support the call for implicit learning techniques in second-language teaching and learning.
{"title":"Implicit Textually Enhanced Processing of Aspectual Meanings in English Learners with German as a First Language","authors":"A. Schramm, V. Haser, M. Mensink, Jonas Reifenrath, Parinaz Kassemi","doi":"10.1080/0163853X.2022.2052498","DOIUrl":"https://doi.org/10.1080/0163853X.2022.2052498","url":null,"abstract":"ABSTRACT This research addresses implicit learning of temporal meanings in English by adult non-native readers of German, a language without morphosyntactic imperfective aspect. Twenty-four learners from mixed first languages participated in a norming study assessing unenhanced aspect awareness. Then, in a second experiment, 91 native-German learners participated in quantitative (word completion; question-answering; truth value judgment) and, in a third experiment, a subset of seven in qualitative measures (stimulated recall, interview). We build on previous theorizing that assumes initially advanced understanding of perfective compared to imperfective aspect, the use of the latter having to be learned in our new narrative context, and later acquisition stages to exhibit implicit rather than explicit knowledge. We expect that second-language learners profit from awareness created through textually enhanced materials, which leads to fairly implicit learning and thus to improvement in understanding of and knowledge about imperfective aspect. We investigated the learning of aspect in pragmatic (story) and semantic (sentence) contexts. Semantically, aspect specifies whether an event is ongoing or completed; pragmatically, whether it subsequently aids causal inferencing or not. Our data partly confirm our expectations, showing initial awareness of perfective aspect (semantic and pragmatic context) and gradually improved understanding (pragmatic and eventually even semantic context) as well as rapidly improved explicit knowledge of imperfective aspect, which in turn appears to trigger implicit perfective-aspect knowledge. These findings and separate trajectories advance our understanding of language learning and support the call for implicit learning techniques in second-language teaching and learning.","PeriodicalId":11316,"journal":{"name":"Discourse Processes","volume":"59 1","pages":"520 - 552"},"PeriodicalIF":2.2,"publicationDate":"2022-03-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47492869","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-03-16DOI: 10.1080/0163853X.2021.1992235
Marlou Rasenberg, A. Özyürek, S. Bögels, Mark Dingemanse
ABSTRACT When people interact to establish shared symbols for novel objects or concepts, they often rely on multiple communicative modalities as well as on alignment (i.e., cross-participant repetition of communicative behavior). Yet these interactional resources have rarely been studied together, so little is known about if and how people combine multiple modalities in alignment to achieve joint reference. To investigate this, we systematically track the emergence of lexical and gestural alignment in a referential communication task with novel objects. Quantitative analyses reveal that people frequently use a combination of lexical and gestural alignment, and that such multimodal alignment tends to emerge earlier compared to unimodal alignment. Qualitative analyses of the interactional contexts in which alignment emerges reveal how people flexibly deploy lexical and gestural alignment in line with modality affordances and communicative needs.
{"title":"The Primacy of Multimodal Alignment in Converging on Shared Symbols for Novel Referents","authors":"Marlou Rasenberg, A. Özyürek, S. Bögels, Mark Dingemanse","doi":"10.1080/0163853X.2021.1992235","DOIUrl":"https://doi.org/10.1080/0163853X.2021.1992235","url":null,"abstract":"ABSTRACT When people interact to establish shared symbols for novel objects or concepts, they often rely on multiple communicative modalities as well as on alignment (i.e., cross-participant repetition of communicative behavior). Yet these interactional resources have rarely been studied together, so little is known about if and how people combine multiple modalities in alignment to achieve joint reference. To investigate this, we systematically track the emergence of lexical and gestural alignment in a referential communication task with novel objects. Quantitative analyses reveal that people frequently use a combination of lexical and gestural alignment, and that such multimodal alignment tends to emerge earlier compared to unimodal alignment. Qualitative analyses of the interactional contexts in which alignment emerges reveal how people flexibly deploy lexical and gestural alignment in line with modality affordances and communicative needs.","PeriodicalId":11316,"journal":{"name":"Discourse Processes","volume":"59 1","pages":"209 - 236"},"PeriodicalIF":2.2,"publicationDate":"2022-03-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46594338","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-03-15DOI: 10.1080/0163853X.2022.2050084
Rod D. Roscoe
ABSTRACT Despite decades of effort to broaden participation in science, technology, engineering, and mathematics (STEM), many fields remain demographically skewed. Marginalized and minoritized people are still underrepresented in and underserved by the sciences. In this paper, the author considers the question, “How do we improve representation in STEM?” by reflecting on his own journey and themes such as imposter syndrome, decentering, meritocracy, and activism. Importantly, “underrepresentation” is not a mysterious happenstance but rather a predictable outcome of systemic inequity and systematic exclusion. By attending to the mechanisms of oppression, we can enact interventions that address root causes instead of symptoms. There are multiple ways that our research, teaching, and practice might change “the system” by making inclusion and equity the focus of our work, applying these principles to frame research questions and interpret findings, and adopting methods and practices that are inclusive and equitable.
{"title":"Please Join Me/Us/Them on My/Our/Their Journey to Justice in STEM","authors":"Rod D. Roscoe","doi":"10.1080/0163853X.2022.2050084","DOIUrl":"https://doi.org/10.1080/0163853X.2022.2050084","url":null,"abstract":"ABSTRACT Despite decades of effort to broaden participation in science, technology, engineering, and mathematics (STEM), many fields remain demographically skewed. Marginalized and minoritized people are still underrepresented in and underserved by the sciences. In this paper, the author considers the question, “How do we improve representation in STEM?” by reflecting on his own journey and themes such as imposter syndrome, decentering, meritocracy, and activism. Importantly, “underrepresentation” is not a mysterious happenstance but rather a predictable outcome of systemic inequity and systematic exclusion. By attending to the mechanisms of oppression, we can enact interventions that address root causes instead of symptoms. There are multiple ways that our research, teaching, and practice might change “the system” by making inclusion and equity the focus of our work, applying these principles to frame research questions and interpret findings, and adopting methods and practices that are inclusive and equitable.","PeriodicalId":11316,"journal":{"name":"Discourse Processes","volume":"59 1","pages":"345 - 360"},"PeriodicalIF":2.2,"publicationDate":"2022-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41822305","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-03-09DOI: 10.1080/0163853X.2022.2041153
Jolie C. Matthews
ABSTRACT This article investigates how members of an online community engaged in historical perspective taking in their discussions of the events and figures portrayed in a historical television show. As a means to justify their interpretations and situate themselves inside the possible mindsets of historical figures, members drew on three aspects of the “self” in their practices: the experience-self, the identity-self, and the abstract-self. Members challenged one another’s views and provided counterarguments to support challenges to their perspectives, while simultaneously failing to acknowledge the problematic elements sometimes inherent in their views. This article extends the literature on perspective taking, content analysis, and historical interpretation in community discussions.
{"title":"HISTORICAL PERSPECTIVE TAKING AND THE SELF IN ONLINE COMMUNITY DISCUSSIONS","authors":"Jolie C. Matthews","doi":"10.1080/0163853X.2022.2041153","DOIUrl":"https://doi.org/10.1080/0163853X.2022.2041153","url":null,"abstract":"ABSTRACT This article investigates how members of an online community engaged in historical perspective taking in their discussions of the events and figures portrayed in a historical television show. As a means to justify their interpretations and situate themselves inside the possible mindsets of historical figures, members drew on three aspects of the “self” in their practices: the experience-self, the identity-self, and the abstract-self. Members challenged one another’s views and provided counterarguments to support challenges to their perspectives, while simultaneously failing to acknowledge the problematic elements sometimes inherent in their views. This article extends the literature on perspective taking, content analysis, and historical interpretation in community discussions.","PeriodicalId":11316,"journal":{"name":"Discourse Processes","volume":"59 1","pages":"481 - 499"},"PeriodicalIF":2.2,"publicationDate":"2022-03-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46538712","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-02-21DOI: 10.1080/0163853X.2022.2028088
J. Zinken, Uwe-A. Küttner
ABSTRACT Sometimes in interaction, a speaker articulates an overt interpretation of prior talk. Such moments have been studied as involving the repair of a problem with the other’s talk or as formulating an understanding of the matter at hand. Stepping back from the established notions of formulations and repair, we examine the variety of actions speakers do with the practice of offering an interpretation, and the order within this domain. Results show half a dozen usage types of interpretations in mundane interaction. These form a largely continuous territory of action, with recognizably distinct usage types as well as cases falling between these (proto)typical uses. We locate order in the domain of interpretations using the method of semantic maps and show that, contrary to earlier assumptions in the literature, interpretations that formulate an understanding of the matter at hand are actually quite pervasive in ordinary talk. These findings contribute to research on action formation and advance our understanding of understanding in interaction. Data are video- and audio-recordings of mundane social interaction in the German language from a variety of settings.
{"title":"Offering an Interpretation of Prior Talk in Everyday Interaction: A Semantic Map Approach","authors":"J. Zinken, Uwe-A. Küttner","doi":"10.1080/0163853X.2022.2028088","DOIUrl":"https://doi.org/10.1080/0163853X.2022.2028088","url":null,"abstract":"ABSTRACT Sometimes in interaction, a speaker articulates an overt interpretation of prior talk. Such moments have been studied as involving the repair of a problem with the other’s talk or as formulating an understanding of the matter at hand. Stepping back from the established notions of formulations and repair, we examine the variety of actions speakers do with the practice of offering an interpretation, and the order within this domain. Results show half a dozen usage types of interpretations in mundane interaction. These form a largely continuous territory of action, with recognizably distinct usage types as well as cases falling between these (proto)typical uses. We locate order in the domain of interpretations using the method of semantic maps and show that, contrary to earlier assumptions in the literature, interpretations that formulate an understanding of the matter at hand are actually quite pervasive in ordinary talk. These findings contribute to research on action formation and advance our understanding of understanding in interaction. Data are video- and audio-recordings of mundane social interaction in the German language from a variety of settings.","PeriodicalId":11316,"journal":{"name":"Discourse Processes","volume":"59 1","pages":"298 - 325"},"PeriodicalIF":2.2,"publicationDate":"2022-02-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42062042","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-02-14DOI: 10.1080/0163853X.2022.2028432
Jian Jin, Siyun Liu
ABSTRACT Previous studies found that linguistic features can be used to predict the success of novels. However, which specific linguistic features better contribute to a novel’s popularity is unclear. This study addressed this issue by investigating the linguistic features of 2,008 online Chinese fantasy novels with different popularity (indicated by the Baidu Index). Specifically, word part-of-speech, personal pronouns, word complexity, and local/overall sentence semantic coherence were analyzed using a word segmentation tool (Jieba) and a latent semantic analysis software (Chinese version of Coh-Metrix). Results showed significant differences between popular and non-popular (high and low popularity) novels in the distribution of parts-of-speech, use of the second person pronoun, word complexity, and sentence semantic coherence. Moreover, the presence of the second person pronoun (“you”), local sentence semantic coherence, auxiliary words, word complexity, overall sentence semantic coherence, and adjectives better predicted the popularity of a Chinese online fantasy novel. The theoretical background and the implications of these results are detailed in the study discussion.
{"title":"An Analysis of the Linguistic Features of Popular Chinese Online Fantasy Novels","authors":"Jian Jin, Siyun Liu","doi":"10.1080/0163853X.2022.2028432","DOIUrl":"https://doi.org/10.1080/0163853X.2022.2028432","url":null,"abstract":"ABSTRACT Previous studies found that linguistic features can be used to predict the success of novels. However, which specific linguistic features better contribute to a novel’s popularity is unclear. This study addressed this issue by investigating the linguistic features of 2,008 online Chinese fantasy novels with different popularity (indicated by the Baidu Index). Specifically, word part-of-speech, personal pronouns, word complexity, and local/overall sentence semantic coherence were analyzed using a word segmentation tool (Jieba) and a latent semantic analysis software (Chinese version of Coh-Metrix). Results showed significant differences between popular and non-popular (high and low popularity) novels in the distribution of parts-of-speech, use of the second person pronoun, word complexity, and sentence semantic coherence. Moreover, the presence of the second person pronoun (“you”), local sentence semantic coherence, auxiliary words, word complexity, overall sentence semantic coherence, and adjectives better predicted the popularity of a Chinese online fantasy novel. The theoretical background and the implications of these results are detailed in the study discussion.","PeriodicalId":11316,"journal":{"name":"Discourse Processes","volume":"59 1","pages":"326 - 344"},"PeriodicalIF":2.2,"publicationDate":"2022-02-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46287922","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-02-10DOI: 10.1080/0163853X.2022.2028087
Ying Choon Wu, H. M. Müller, S. Coulson
ABSTRACT Multi-modal discourse comprehension requires speakers to combine information from speech and gestures. To date, little research has addressed the cognitive resources that underlie these processes. Here we used a dual-task paradigm to test the relative importance of verbal and visuospatial working memory in speech-gesture comprehension. Healthy, college-aged participants encoded either a series of digits (verbal load) or a series of dot locations in a grid (visuospatial load) and rehearsed them (secondary memory task) as they performed a (primary) multi-modal discourse comprehension task. Regardless of the secondary task, performance on the discourse comprehension task was better when the speaker’s gestures and speech were congruent than when they were incongruent. However, the congruity advantage was smaller when the concurrent memory task involved a visuospatial load than when it involved a verbal load. Results suggest that taxing the visuospatial working memory system reduced participants’ ability to benefit from the information in congruent iconic gestures. A control experiment demonstrated that results were not an artifact of the difficulty of the visuospatial load task. Overall, these data suggest speakers recruit visuospatial working memory to interpret gestures about concrete visual scenes.
{"title":"Visuospatial Working Memory and Understanding Co-Speech Iconic Gestures: Do Gestures Help to Paint a Mental Picture?","authors":"Ying Choon Wu, H. M. Müller, S. Coulson","doi":"10.1080/0163853X.2022.2028087","DOIUrl":"https://doi.org/10.1080/0163853X.2022.2028087","url":null,"abstract":"ABSTRACT Multi-modal discourse comprehension requires speakers to combine information from speech and gestures. To date, little research has addressed the cognitive resources that underlie these processes. Here we used a dual-task paradigm to test the relative importance of verbal and visuospatial working memory in speech-gesture comprehension. Healthy, college-aged participants encoded either a series of digits (verbal load) or a series of dot locations in a grid (visuospatial load) and rehearsed them (secondary memory task) as they performed a (primary) multi-modal discourse comprehension task. Regardless of the secondary task, performance on the discourse comprehension task was better when the speaker’s gestures and speech were congruent than when they were incongruent. However, the congruity advantage was smaller when the concurrent memory task involved a visuospatial load than when it involved a verbal load. Results suggest that taxing the visuospatial working memory system reduced participants’ ability to benefit from the information in congruent iconic gestures. A control experiment demonstrated that results were not an artifact of the difficulty of the visuospatial load task. Overall, these data suggest speakers recruit visuospatial working memory to interpret gestures about concrete visual scenes.","PeriodicalId":11316,"journal":{"name":"Discourse Processes","volume":"59 1","pages":"275 - 297"},"PeriodicalIF":2.2,"publicationDate":"2022-02-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44596939","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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