Pub Date : 2024-07-09DOI: 10.1007/s10936-024-10097-2
Yuxin Hao, Xun Duan, Sicong Zha, Tingting Xu
In the past, research on the cognitive neural mechanism of second language (L2) learners' processing time information has focused on Indo-European languages. It has also focused on the temporal category expressed by morphological changes. However, there has been a lack of research on L2 learners' various time coding means, especially for Mandarin, which lacks morphological changes. Using event-related potentials (ERPs), we investigated the cognitive neural mechanism of L2 learners with native Indonesian background in processing two time coding means (time adverbs and aspect markers) in Chinese. Indonesian has time adverb encoding time information similar to that of Chinese, but there are no aspect markers similar to Chinese in Indonesian. We measured ERPs time locked to the time adverb " (cengjing)" and the aspect marker "verb + (verb + guo)" in two different conditions, i.e., a control condition (the correct sentence) and a temporal information violation. The experimental results showed that the native speaker group induced the biphasic N400-P600 effect under the condition of time adverb violation, and induced P600 under the condition of the aspect marker "verb + (verb + guo)" violation. Indonesian L2 learners of Chinese only elicited P600 for the violation of time adverbs, and there was no statistically significant N400 similar to that of Chinese native speakers. In the case of aspect marker violation, we observed no significant ERPs component for the Indonesian L2 learners of Chinese. Both groups of subjects induced elicited a widely distributed and sustained negativity on the post-critical words after "verb + (verb + guo)" and "(cengjing)". This showed that the neural mechanism of Indonesian L2 learners of Chinese processing Chinese time coding differs from that of Chinese native speakers.
{"title":"How L2 Learners Process Different Means of Time Encoding in a Tenseless Language: An ERP Study of Mandarin.","authors":"Yuxin Hao, Xun Duan, Sicong Zha, Tingting Xu","doi":"10.1007/s10936-024-10097-2","DOIUrl":"10.1007/s10936-024-10097-2","url":null,"abstract":"<p><p>In the past, research on the cognitive neural mechanism of second language (L2) learners' processing time information has focused on Indo-European languages. It has also focused on the temporal category expressed by morphological changes. However, there has been a lack of research on L2 learners' various time coding means, especially for Mandarin, which lacks morphological changes. Using event-related potentials (ERPs), we investigated the cognitive neural mechanism of L2 learners with native Indonesian background in processing two time coding means (time adverbs and aspect markers) in Chinese. Indonesian has time adverb encoding time information similar to that of Chinese, but there are no aspect markers similar to Chinese in Indonesian. We measured ERPs time locked to the time adverb \" (cengjing)\" and the aspect marker \"verb + (verb + guo)\" in two different conditions, i.e., a control condition (the correct sentence) and a temporal information violation. The experimental results showed that the native speaker group induced the biphasic N400-P600 effect under the condition of time adverb violation, and induced P600 under the condition of the aspect marker \"verb + (verb + guo)\" violation. Indonesian L2 learners of Chinese only elicited P600 for the violation of time adverbs, and there was no statistically significant N400 similar to that of Chinese native speakers. In the case of aspect marker violation, we observed no significant ERPs component for the Indonesian L2 learners of Chinese. Both groups of subjects induced elicited a widely distributed and sustained negativity on the post-critical words after \"verb + (verb + guo)\" and \"(cengjing)\". This showed that the neural mechanism of Indonesian L2 learners of Chinese processing Chinese time coding differs from that of Chinese native speakers.</p>","PeriodicalId":47689,"journal":{"name":"Journal of Psycholinguistic Research","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2024-07-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141559976","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-07-05DOI: 10.1007/s10936-024-10095-4
Mahima Gulati, R Muralikrishnan, Kamal Kumar Choudhary
This study was conducted with the aim of exploring the general parsing mechanisms involved in processing different kinds of dependency relations, namely verb agreement with subjects versus objects in Punjabi, an SOV Indo-Aryan language. Event related brain potentials (ERPs) were recorded as twenty-five native Punjabi speakers read transitive sentences. Critical stimuli were either fully acceptable as regards verb agreement, or alternatively violated gender agreement with the subject or object. A linear mixed-models analysis confirmed a P600 effect at the position of the verb for all violations, regardless of whether subject or object agreement was violated. These results thus suggest that an identical mechanism is involved in gender agreement computation in Punjabi regardless of whether the agreement is with the subject or the object argument.
{"title":"An ERP Study on the Processing of Subject-Verb and Object-Verb Gender Agreement in Punjabi.","authors":"Mahima Gulati, R Muralikrishnan, Kamal Kumar Choudhary","doi":"10.1007/s10936-024-10095-4","DOIUrl":"10.1007/s10936-024-10095-4","url":null,"abstract":"<p><p>This study was conducted with the aim of exploring the general parsing mechanisms involved in processing different kinds of dependency relations, namely verb agreement with subjects versus objects in Punjabi, an SOV Indo-Aryan language. Event related brain potentials (ERPs) were recorded as twenty-five native Punjabi speakers read transitive sentences. Critical stimuli were either fully acceptable as regards verb agreement, or alternatively violated gender agreement with the subject or object. A linear mixed-models analysis confirmed a P600 effect at the position of the verb for all violations, regardless of whether subject or object agreement was violated. These results thus suggest that an identical mechanism is involved in gender agreement computation in Punjabi regardless of whether the agreement is with the subject or the object argument.</p>","PeriodicalId":47689,"journal":{"name":"Journal of Psycholinguistic Research","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2024-07-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141535572","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-07-03DOI: 10.1007/s10936-024-10092-7
Fan Su, Xue-Yi Huang, Xin Chang
{"title":"Correction: The Effect of Syntactic Similarity on Intra-Sentential Switching Costs: Evidence from Chinese-English Bilinguals.","authors":"Fan Su, Xue-Yi Huang, Xin Chang","doi":"10.1007/s10936-024-10092-7","DOIUrl":"10.1007/s10936-024-10092-7","url":null,"abstract":"","PeriodicalId":47689,"journal":{"name":"Journal of Psycholinguistic Research","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2024-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141493874","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-07-02DOI: 10.1007/s10936-024-10096-3
Farzaneh Khodabandeh
In the realm of language education, the influence of learners' personality traits on their educational outcomes within novel instructional frameworks has gained prominence, prompting an exploration into the effects of ambiguity tolerance on grammar acquisition among English as a Foreign Language (EFL) students. This study investigates the impact of learners' personality traits on their learning outcomes in innovative instructional models, such as flipped and blended classes. A sample of 120 EFL students was divided into four comparative groups and two control groups based on their proficiency and ambiguity tolerance (AT) scores. The study utilized a Learning Management System (LMS) to deliver instruction to the different groups. The blended group received a combination of online and face-to-face instruction, while the flipped group received online instruction using the flipped approach. The control group received only face-to-face instruction. After a semester of instruction, a posttest on grammar learning was administered. The findings showed that the blended group performed better than the flipped and face-to-face groups in terms of grammar learning. The study also found no significant differences in grammar learning between high AT and low AT participants in the flipped and blended classes. However, high AT students in the face-to-face class demonstrated higher levels of success in grammar learning compared to low AT students.
{"title":"Analyzing the Influence of Ambiguity Tolerance on Grammar Acquisition in EFL Learners Across Face-to-Face, Blended, and Flipped Learning Environments.","authors":"Farzaneh Khodabandeh","doi":"10.1007/s10936-024-10096-3","DOIUrl":"10.1007/s10936-024-10096-3","url":null,"abstract":"<p><p>In the realm of language education, the influence of learners' personality traits on their educational outcomes within novel instructional frameworks has gained prominence, prompting an exploration into the effects of ambiguity tolerance on grammar acquisition among English as a Foreign Language (EFL) students. This study investigates the impact of learners' personality traits on their learning outcomes in innovative instructional models, such as flipped and blended classes. A sample of 120 EFL students was divided into four comparative groups and two control groups based on their proficiency and ambiguity tolerance (AT) scores. The study utilized a Learning Management System (LMS) to deliver instruction to the different groups. The blended group received a combination of online and face-to-face instruction, while the flipped group received online instruction using the flipped approach. The control group received only face-to-face instruction. After a semester of instruction, a posttest on grammar learning was administered. The findings showed that the blended group performed better than the flipped and face-to-face groups in terms of grammar learning. The study also found no significant differences in grammar learning between high AT and low AT participants in the flipped and blended classes. However, high AT students in the face-to-face class demonstrated higher levels of success in grammar learning compared to low AT students.</p>","PeriodicalId":47689,"journal":{"name":"Journal of Psycholinguistic Research","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2024-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141493873","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-06-26DOI: 10.1007/s10936-024-10075-8
Masaaki Kamiya, Zhaosen Guo
The present paper examines how English native speakers produce scopally ambiguous sentences and how they make use of gestures and prosody for disambiguation. As a case in point, the participants in the present study produced the English negative quantifiers. They appear in two different positions as (1) The election of no candidate was a surprise (a: 'for those elected, none of them was a surprise'; b: 'no candidate was elected, and that was a surprise') and (2) no candidate's election was a surprise (a: 'for those elected, none of them was a surprise'; b: # 'no candidate was elected, and that was a surprise.' We were able to investigate the gesture production and the prosodic patterns of the positional effects (i.e., a-interpretation is available at two different positions in 1 and 2) and the interpretation effects (i.e., two different interpretations are available in the same position in 1). We discovered that the participants tended to launch more head shakes in the (a) interpretation despites the different positions, but more head nod/beat in the (b) interpretation. While there is not a difference in prosody of no in (a) and (b) interpretation in (1), there are pitch and durational differences between (a) interpretations in (1) and (2). This study points out the abstract similarities across languages such as Catalan and Spanish (Prieto et al. in Lingua 131:136-150, 2013. 10.1016/j.lingua.2013.02.008; Tubau et al. in Linguist Rev 32(1):115-142, 2015. 10.1515/tlr-2014-0016) in the gestural movements, and the meaning is crucial for gesture patterns. We emphasize that gesture patterns disambiguate ambiguous interpretation when prosody cannot do so.
本文研究了以英语为母语的人如何造句,以及他们如何利用手势和拟声来消除歧义。本研究的参与者以英语中的否定量词为例。它们出现在两个不同的位置:(1) The election of no candidate was a surprise (a: 'for those elected, none of them was a surprise'; b: 'no candidate was elected, and that was a surprise')和 (2) no candidate's election was a surprise (a: 'for those elected, none of them was a surprise'; b. # 'no candidate was elected, and that was a surprise'):# 没有候选人当选,这是一个惊喜"。我们研究了位置效应(即在 1 和 2 中的两个不同位置有 a-解释)和解释效应(即在 1 中的同一位置有两种不同的解释)的手势产生和前音模式。我们发现,尽管位置不同,在(a)释义中,受试者倾向于更多地摇头,而在(b)释义中,受试者则更多地点头/搏动。虽然(1)中(a)和(b)的 "不 "在拟声上没有区别,但(1)和(2)中(a)的解释在音高和持续时间上存在差异。这项研究指出了加泰罗尼亚语和西班牙语等不同语言之间的抽象相似性(Prieto et al.10.1016/j.lingua.2013.02.008; Tubau et al. in Linguist Rev 32(1):115-142, 2015.10.1515/tlr-2014-0016)中的手势动作,而意义对于手势模式至关重要。我们强调,当前语无法做到这一点时,手势模式可以消除歧义解释。
{"title":"Scope of Negation, Gestures, and Prosody: The English Negative Quantifier as a Case in Point.","authors":"Masaaki Kamiya, Zhaosen Guo","doi":"10.1007/s10936-024-10075-8","DOIUrl":"10.1007/s10936-024-10075-8","url":null,"abstract":"<p><p>The present paper examines how English native speakers produce scopally ambiguous sentences and how they make use of gestures and prosody for disambiguation. As a case in point, the participants in the present study produced the English negative quantifiers. They appear in two different positions as (1) The election of no candidate was a surprise (a: 'for those elected, none of them was a surprise'; b: 'no candidate was elected, and that was a surprise') and (2) no candidate's election was a surprise (a: 'for those elected, none of them was a surprise'; b: # 'no candidate was elected, and that was a surprise.' We were able to investigate the gesture production and the prosodic patterns of the positional effects (i.e., a-interpretation is available at two different positions in 1 and 2) and the interpretation effects (i.e., two different interpretations are available in the same position in 1). We discovered that the participants tended to launch more head shakes in the (a) interpretation despites the different positions, but more head nod/beat in the (b) interpretation. While there is not a difference in prosody of no in (a) and (b) interpretation in (1), there are pitch and durational differences between (a) interpretations in (1) and (2). This study points out the abstract similarities across languages such as Catalan and Spanish (Prieto et al. in Lingua 131:136-150, 2013. 10.1016/j.lingua.2013.02.008; Tubau et al. in Linguist Rev 32(1):115-142, 2015. 10.1515/tlr-2014-0016) in the gestural movements, and the meaning is crucial for gesture patterns. We emphasize that gesture patterns disambiguate ambiguous interpretation when prosody cannot do so.</p>","PeriodicalId":47689,"journal":{"name":"Journal of Psycholinguistic Research","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2024-06-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141459924","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-06-25DOI: 10.1007/s10936-024-10093-6
Tuyuan Cheng
{"title":"Correction: What Memory-Load Interference Tasks Tell Us about Spoken Relative Clause Processing.","authors":"Tuyuan Cheng","doi":"10.1007/s10936-024-10093-6","DOIUrl":"10.1007/s10936-024-10093-6","url":null,"abstract":"","PeriodicalId":47689,"journal":{"name":"Journal of Psycholinguistic Research","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2024-06-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141447354","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-06-24DOI: 10.1007/s10936-024-10094-5
Huili Wang, Shurong Zhang, Xueyan Li, Beixian Gu
Embodied cognition holds that one's body, actions, perceptions, and situations are integrated into the cognitive process and emphasizes the fact that sensorimotor systems play a role in language comprehension. Previous studies verified the embodied effect in literal language processing but few of them paid attention to metaphors in embodied cognition. The present study aims to explore the embodied effect in the comprehension of Chinese action-verb metaphor. Participants watched a video containing icons and corresponding actions to learn the relationship between them and how to perform these actions in the learning phase and in the test phase, a series of action-describing metaphor phrases were presented to participants with either the icons as primes or no prime at all. The results confirmed the embodied effect as the reaction times (RTs) were significantly shorter when action prime matched the action-verb in the following action-verb metaphor than that of no-prime condition, which are consistent with the facilitation observed in previous relevant studies in embodied cognition. In conclusion, this study verified the embodied effect in the comprehension of Chinese action-verb metaphor, offering further support to embodied cognition and providing a new interpretation for the metaphoric meaning construction of Chinese action-verbs.
{"title":"The Embodied Effect in the Comprehension of Chinese Action-Verb Metaphors.","authors":"Huili Wang, Shurong Zhang, Xueyan Li, Beixian Gu","doi":"10.1007/s10936-024-10094-5","DOIUrl":"10.1007/s10936-024-10094-5","url":null,"abstract":"<p><p>Embodied cognition holds that one's body, actions, perceptions, and situations are integrated into the cognitive process and emphasizes the fact that sensorimotor systems play a role in language comprehension. Previous studies verified the embodied effect in literal language processing but few of them paid attention to metaphors in embodied cognition. The present study aims to explore the embodied effect in the comprehension of Chinese action-verb metaphor. Participants watched a video containing icons and corresponding actions to learn the relationship between them and how to perform these actions in the learning phase and in the test phase, a series of action-describing metaphor phrases were presented to participants with either the icons as primes or no prime at all. The results confirmed the embodied effect as the reaction times (RTs) were significantly shorter when action prime matched the action-verb in the following action-verb metaphor than that of no-prime condition, which are consistent with the facilitation observed in previous relevant studies in embodied cognition. In conclusion, this study verified the embodied effect in the comprehension of Chinese action-verb metaphor, offering further support to embodied cognition and providing a new interpretation for the metaphoric meaning construction of Chinese action-verbs.</p>","PeriodicalId":47689,"journal":{"name":"Journal of Psycholinguistic Research","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2024-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141443534","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-06-06DOI: 10.1007/s10936-024-10090-9
George K Georgiou, Kyriakoula Rothou
Researchers tend to use oral- and silent-reading fluency measures interchangeably and to generalize research findings across reading modes, especially from oral to silent reading. In this study, we sought to examine if oral and silent word-reading fluency rely on the same cognitive-linguistic skills. Three hundred and forty-five Greek children (80 from Grade 2, 85 from Grade 4, 91 from Grade 6, and 89 from Grade 10) were assessed on measures of general cognitive ability, speed of processing, phonological awareness, rapid automatized naming, orthographic knowledge, articulation rate, and word-reading fluency (oral and silent). Results of hierarchical regression analyses revealed that phonological awareness was a unique predictor of both reading outcomes in Grade 2 and orthographic knowledge was a unique predictor of both reading outcomes in Grades 4, 6, and 10. However, rapid automatized naming predicted only oral word-reading fluency. These findings suggest that silent and oral word-reading fluency do not necessarily rely on the same cognitive-linguistic skills at the same grade level and we need to exercise some caution when we generalize the findings across reading modes.
{"title":"Do Oral and Silent Word-Reading Fluency Rely on the Same Cognitive-Linguistic Skills? Evidence from a Cross-Sectional Study in Greek.","authors":"George K Georgiou, Kyriakoula Rothou","doi":"10.1007/s10936-024-10090-9","DOIUrl":"10.1007/s10936-024-10090-9","url":null,"abstract":"<p><p>Researchers tend to use oral- and silent-reading fluency measures interchangeably and to generalize research findings across reading modes, especially from oral to silent reading. In this study, we sought to examine if oral and silent word-reading fluency rely on the same cognitive-linguistic skills. Three hundred and forty-five Greek children (80 from Grade 2, 85 from Grade 4, 91 from Grade 6, and 89 from Grade 10) were assessed on measures of general cognitive ability, speed of processing, phonological awareness, rapid automatized naming, orthographic knowledge, articulation rate, and word-reading fluency (oral and silent). Results of hierarchical regression analyses revealed that phonological awareness was a unique predictor of both reading outcomes in Grade 2 and orthographic knowledge was a unique predictor of both reading outcomes in Grades 4, 6, and 10. However, rapid automatized naming predicted only oral word-reading fluency. These findings suggest that silent and oral word-reading fluency do not necessarily rely on the same cognitive-linguistic skills at the same grade level and we need to exercise some caution when we generalize the findings across reading modes.</p>","PeriodicalId":47689,"journal":{"name":"Journal of Psycholinguistic Research","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2024-06-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141285022","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Previous research has demonstrated cognate translation priming effects in masked priming lexical decision tasks (LDTs) even when a bilingual's two languages have different scripts. Because those effect sizes are normally larger than with noncognates, the effects have been partially attributed to the impact of prime-target phonological similarity. The present research extended that work by examining priming effects when using triple different-script cognates, i.e., /ka1 feɪ1/-coffee-コーヒー/KoRhiR/. Specifically, masked cognate priming effects were examined in six different priming directions (i.e., L1↔L2, L1↔L3, and L2↔L3) for Chinese-English-Japanese trilinguals using LDTs. Significant priming effects were observed only when the primes were from the stronger language. This asymmetric pattern suggests that the phonological similarity of cognate primes only facilitates the processing of different-script triple cognates to the extent that the processing of the prime is robust enough to make phonology available before target processing is finished.
{"title":"Masked Translation Priming Effects for Chinese-English-Japanese Triple Cognates in Lexical Decision Tasks.","authors":"Lingling Li, Huilan Yang, Guanjie Jia, Giacomo Spinelli, Stephen J Lupker","doi":"10.1007/s10936-024-10085-6","DOIUrl":"10.1007/s10936-024-10085-6","url":null,"abstract":"<p><p>Previous research has demonstrated cognate translation priming effects in masked priming lexical decision tasks (LDTs) even when a bilingual's two languages have different scripts. Because those effect sizes are normally larger than with noncognates, the effects have been partially attributed to the impact of prime-target phonological similarity. The present research extended that work by examining priming effects when using triple different-script cognates, i.e., /ka1 feɪ1/-coffee-コーヒー/KoRhiR/. Specifically, masked cognate priming effects were examined in six different priming directions (i.e., L1↔L2, L1↔L3, and L2↔L3) for Chinese-English-Japanese trilinguals using LDTs. Significant priming effects were observed only when the primes were from the stronger language. This asymmetric pattern suggests that the phonological similarity of cognate primes only facilitates the processing of different-script triple cognates to the extent that the processing of the prime is robust enough to make phonology available before target processing is finished.</p>","PeriodicalId":47689,"journal":{"name":"Journal of Psycholinguistic Research","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2024-06-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141443533","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-05-29DOI: 10.1007/s10936-024-10091-8
Antonio Manuel Ávila-Muñoz
Identifying a society's perceptions and, by extension, opinions of a certain social movement can help to understand to what extent the movement has been successful in effecting change. When working to gain such an understanding, a focus on the student population is essential, as their opinions provide insight into the future conditions of society and, thus, into whether the movement has been successful in effecting lasting social change. The present work focusses on the feminist movements and, in line with the above, analyses the perceptions held by a sample of 600 Spanish students enrolled in compulsory secondary, pre-university, and university education. The method employed begins with the use of association tests to extract lexical networks. Then, following a theoretical transformation, the traditional lexical availability index is applied in combination with fuzzy set theory to the sample of lists obtained so as to map the structure of the collective network, a novel approach that results in different levels of compatibility. The highest levels of compatibility reveal the prototypical conceptualisation as well as the sample's shared cognitive perception. The results suggest that although the population under study may have absorbed the feminist movements' messages of equality and respect, distorted perceptions could still remain in certain groups analysed. This work therefore recommends that education centres may wish to consider communicating objective information on the feminist movements specifically to women, as this could ultimately lead to all students fully embracing a feminist awareness distanced from extreme ideologies.
{"title":"Spanish Students' Categorical Perceptions of Feminist Movements.","authors":"Antonio Manuel Ávila-Muñoz","doi":"10.1007/s10936-024-10091-8","DOIUrl":"10.1007/s10936-024-10091-8","url":null,"abstract":"<p><p>Identifying a society's perceptions and, by extension, opinions of a certain social movement can help to understand to what extent the movement has been successful in effecting change. When working to gain such an understanding, a focus on the student population is essential, as their opinions provide insight into the future conditions of society and, thus, into whether the movement has been successful in effecting lasting social change. The present work focusses on the feminist movements and, in line with the above, analyses the perceptions held by a sample of 600 Spanish students enrolled in compulsory secondary, pre-university, and university education. The method employed begins with the use of association tests to extract lexical networks. Then, following a theoretical transformation, the traditional lexical availability index is applied in combination with fuzzy set theory to the sample of lists obtained so as to map the structure of the collective network, a novel approach that results in different levels of compatibility. The highest levels of compatibility reveal the prototypical conceptualisation as well as the sample's shared cognitive perception. The results suggest that although the population under study may have absorbed the feminist movements' messages of equality and respect, distorted perceptions could still remain in certain groups analysed. This work therefore recommends that education centres may wish to consider communicating objective information on the feminist movements specifically to women, as this could ultimately lead to all students fully embracing a feminist awareness distanced from extreme ideologies.</p>","PeriodicalId":47689,"journal":{"name":"Journal of Psycholinguistic Research","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2024-05-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11136771/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141161473","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}