Pub Date : 2024-08-19DOI: 10.1007/s10936-024-10100-w
Aysun Dağtaş, Şehnaz Şahinkarakaş
Uncertainty is unavoidable in life; it is also an indispensable characteristic of educational settings. The process of learning a foreign language naturally involves interaction and coconstruction of knowledge. During this process, students may encounter uncertainty from a variety of sources, including the course, context, friends, or the teacher. Besides, to communicate meaningfully, the mutual effort of both the listener and the speaker is needed to deal with uncertainty. Considering this, the present study makes an effort to comprehend how learners appreciate and manage uncertainty in language learning environments. Although uncertainty is considered a multidisciplinary research topic, a limited number of studies are found in the literature which examine how students experience uncertainty and how they react to it. Regarding foreign language learning, related research focused on a specific form of uncertainty, Tolerance of Ambiguity, which is conceptualized as a cognitive style. In-class pen-and-paper surveys, reflective journals, video recordings, and stimulated recall interviews were the instruments used to gather data. The findings demonstrate that language learners frequently encounter uncertainty during the language learning process due to course-related, cognitive, and social factors, and learners may appreciate uncertainty in both positive and negative ways. Additionally, learners' emotional reactions to uncertainty depend on their positive or negative appraisals of uncertain situations. By recognizing and embracing uncertainty, language learners will adapt to it and be able to handle it through a variety of techniques. The results suggest that learners employ a variety of strategies, such as reducing, maintaining, and resolving uncertainty as well as ignoring uncertainty.
不确定性是生活中不可避免的,也是教育环境不可或缺的特点。在学习外语的过程中,自然会涉及到知识的互动和共同建构。在这个过程中,学生可能会遇到来自课程、语境、朋友或老师等各种来源的不确定性。此外,要进行有意义的交流,还需要听者和说者共同努力来应对不确定性。有鉴于此,本研究试图了解学习者在语言学习环境中如何认识和处理不确定性。尽管不确定性被认为是一个多学科的研究课题,但文献中研究学生如何体验不确定性以及如何应对不确定性的研究数量有限。关于外语学习,相关研究侧重于不确定性的一种特定形式,即 "模糊容忍度"(Tolerance of Ambiguity),它被概念化为一种认知风格。收集数据的工具包括课堂纸笔调查、反思日记、录像和刺激回忆访谈。研究结果表明,由于课程相关因素、认知因素和社会因素的影响,语言学习者在语言学习过程中经常会遇到不确定性。此外,学习者对不确定性的情绪反应取决于他们对不确定情况的积极或消极评价。通过认识和接受不确定性,语言学习者将适应不确定性,并能通过各种技巧处理不确定性。研究结果表明,学习者采用了多种策略,如减少、保持和解决不确定性以及忽略不确定性。
{"title":"Foreign Language Learners' Uncertainty Experiences and Uncertainty Management.","authors":"Aysun Dağtaş, Şehnaz Şahinkarakaş","doi":"10.1007/s10936-024-10100-w","DOIUrl":"10.1007/s10936-024-10100-w","url":null,"abstract":"<p><p>Uncertainty is unavoidable in life; it is also an indispensable characteristic of educational settings. The process of learning a foreign language naturally involves interaction and coconstruction of knowledge. During this process, students may encounter uncertainty from a variety of sources, including the course, context, friends, or the teacher. Besides, to communicate meaningfully, the mutual effort of both the listener and the speaker is needed to deal with uncertainty. Considering this, the present study makes an effort to comprehend how learners appreciate and manage uncertainty in language learning environments. Although uncertainty is considered a multidisciplinary research topic, a limited number of studies are found in the literature which examine how students experience uncertainty and how they react to it. Regarding foreign language learning, related research focused on a specific form of uncertainty, Tolerance of Ambiguity, which is conceptualized as a cognitive style. In-class pen-and-paper surveys, reflective journals, video recordings, and stimulated recall interviews were the instruments used to gather data. The findings demonstrate that language learners frequently encounter uncertainty during the language learning process due to course-related, cognitive, and social factors, and learners may appreciate uncertainty in both positive and negative ways. Additionally, learners' emotional reactions to uncertainty depend on their positive or negative appraisals of uncertain situations. By recognizing and embracing uncertainty, language learners will adapt to it and be able to handle it through a variety of techniques. The results suggest that learners employ a variety of strategies, such as reducing, maintaining, and resolving uncertainty as well as ignoring uncertainty.</p>","PeriodicalId":47689,"journal":{"name":"Journal of Psycholinguistic Research","volume":"53 5","pages":"65"},"PeriodicalIF":1.6,"publicationDate":"2024-08-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142001019","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 : 2024-08-16DOI: 10.1007/s10936-024-10107-3
Hulin Ren, Xuesong Li, Ying Li, Xianglan Chen
Although many studies document the role of propositional truth-value in human psychological reading behavior, there is a relative paucity of research examining the role of differential propositional truth-value in processing Chinese counterfactual conditionals. This study is to investigate the role of differential propositional value in processing Chinese counterfactual conditionals by means of ERPs (event-related potentials). The study is based on comprehending two types of Chinese counterfactual conditionals, which is propositional truth value introduced by two different markers of conditional conjunctions in the protasis and apodosis, such as true counterfactual conditional markers jiaru (if) & jiu (so) in the sentence wo xiang yu jiaru you tui jiu keyi zai shuixia zhixi (I think if fish had legs so they could stifle under water), and false counterfactual conditional markers ruguo (if) & namo (then) in the sentence wo xiang gou ruguo you lin namo keyi zai shuixia huxi (I think if dogs had scales, then they could breathe under water). Two counterfactual propositional values (i.e. true and false propositional values) are constructed through manipulating sentence counterfactuality between the true and false counterfactual conditional markers in the protasis and the apodosis. Twenty-four full-time Chinese college students participated in the ERP study. The results demonstrated that processing the true counterfactual propositional sentences with conditional markers jiaru (if) & jiu (so) elicited the N400 effect relative to false propositional sentences with conditional markers ruguo (if) & namo (then). Moreover, the counterfactual sentences with true propositional conditions varied from the elicitation of the N400 effect in the protasis and absence of the N400 effect in the apodosis, showing that semantic roles may gradually disappear under the impact of truth value of propositional counterfactual condition, and/or the roles of semantic anomaly was eliminated in the accumulated sentence processing. While for the false counterfactual conditional sentences, elicitations of P300 in the protasis and robust N400 effect in the apodosis were shown, indicating the increasing semantic role in the processing. Interestingly, there was the absence of the P600 effect for processing sentences with syntactic violation, suggesting little extra syntactic cost in processing sentences with false propositional condition.
尽管许多研究都记录了命题真值在人类心理阅读行为中的作用,但考察不同命题真值在处理中文反事实条件句中的作用的研究却相对较少。本研究旨在通过ERPs(事件相关电位)来探讨不同命题真值在中文反事实条件句处理中的作用。本研究以理解两种类型的汉语反事实条件句为基础,即在原句和尾句中由两种不同的条件连接词标记引入的命题真值、例如,"wo xiang yu jiaru you tui jiu keyi zai shuixia zhixi"(我想如果鱼有腿,它们就能在水下窒息)句中的真反事实条件标记 jiaru(如果)和 jiu(所以)、以及句子 wo xiang gou ruguo you lin namo keyi zai shuixia huxi(我想如果狗有鳞,它们就能在水下呼吸)中的假反事实条件标记 ruguo(如果)和 namo(那么)。通过操纵句子原句和尾句中真假反事实条件标记之间的反事实性,构建了两个反事实命题值(即真命题值和假命题值)。24 名全日制中国大学生参与了 ERP 研究。结果表明,在处理带有条件标记 "jiaru(如果)"和 "jiu(所以)"的真假反事实命题句子时,相对于带有条件标记 "ruguo(如果)"和 "namo(那么)"的假命题句子,会引起N400效应。此外,真命题条件的反事实句子在原初阶段引起 N400 效应,而在终结阶段则没有 N400 效应,这表明语义作用可能在命题反事实条件真值的影响下逐渐消失,和/或语义异常的作用在句子的累积处理中被消除。而对于虚假的反事实条件句子,则出现了原态 P300 和远期稳健 N400 效应,表明语义作用在句子加工中不断增强。有趣的是,在处理句法违规的句子时没有出现 P600 效应,这表明在处理假命题条件句子时几乎没有额外的句法成本。
{"title":"Processing of Counterfactual Conditional Sentences with Differential Propositional Truth-Value in Mandarin Chinese: Evidence from ERP.","authors":"Hulin Ren, Xuesong Li, Ying Li, Xianglan Chen","doi":"10.1007/s10936-024-10107-3","DOIUrl":"10.1007/s10936-024-10107-3","url":null,"abstract":"<p><p>Although many studies document the role of propositional truth-value in human psychological reading behavior, there is a relative paucity of research examining the role of differential propositional truth-value in processing Chinese counterfactual conditionals. This study is to investigate the role of differential propositional value in processing Chinese counterfactual conditionals by means of ERPs (event-related potentials). The study is based on comprehending two types of Chinese counterfactual conditionals, which is propositional truth value introduced by two different markers of conditional conjunctions in the protasis and apodosis, such as true counterfactual conditional markers jiaru (if) & jiu (so) in the sentence wo xiang yu jiaru you tui jiu keyi zai shuixia zhixi (I think if fish had legs so they could stifle under water), and false counterfactual conditional markers ruguo (if) & namo (then) in the sentence wo xiang gou ruguo you lin namo keyi zai shuixia huxi (I think if dogs had scales, then they could breathe under water). Two counterfactual propositional values (i.e. true and false propositional values) are constructed through manipulating sentence counterfactuality between the true and false counterfactual conditional markers in the protasis and the apodosis. Twenty-four full-time Chinese college students participated in the ERP study. The results demonstrated that processing the true counterfactual propositional sentences with conditional markers jiaru (if) & jiu (so) elicited the N400 effect relative to false propositional sentences with conditional markers ruguo (if) & namo (then). Moreover, the counterfactual sentences with true propositional conditions varied from the elicitation of the N400 effect in the protasis and absence of the N400 effect in the apodosis, showing that semantic roles may gradually disappear under the impact of truth value of propositional counterfactual condition, and/or the roles of semantic anomaly was eliminated in the accumulated sentence processing. While for the false counterfactual conditional sentences, elicitations of P300 in the protasis and robust N400 effect in the apodosis were shown, indicating the increasing semantic role in the processing. Interestingly, there was the absence of the P600 effect for processing sentences with syntactic violation, suggesting little extra syntactic cost in processing sentences with false propositional condition.</p>","PeriodicalId":47689,"journal":{"name":"Journal of Psycholinguistic Research","volume":"53 5","pages":"64"},"PeriodicalIF":1.6,"publicationDate":"2024-08-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11329382/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141989154","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}
Pub Date : 2024-08-15DOI: 10.1007/s10936-024-10103-7
Hamid R Hamidnia, Hamed Habibzadeh, Zohreh Gharaei
The present study investigated the effect of verbal working memory capacity (VWMC) on the processing of semantic information during on-line lexical ambiguity resolution of bilinguals. Seventeen Persian-English subordinate bilinguals of similar proficiency level were recruited to perform two experimental tasks: (1) a multi-load-level reading span task designed to measure their VWMC and (2) a cross-modal semantic priming task (CMPT), 24 h subsequent to the last encoding session, to assess their performance on semantic processing of L2 homographs whose subordinate readings were deemed "novel" for them. An overall 2 × 3 repeated-measures ANOVA revealed a statistically significant difference in the processing of the encoded semantic information between high and low WMC participants. The findings of the experiments lend support to the veracity of the assumptions made by Reordered Access Model in that biasing semantic context facilitates the ambiguity resolution of lexical items. Lastly, the pedagogical implications of the findings were expounded on.
{"title":"Working Memory Capacity and Contextual Novel Linguistic Input: A Cross-Modal Priming Study on Persian-English Subordinate Bilinguals.","authors":"Hamid R Hamidnia, Hamed Habibzadeh, Zohreh Gharaei","doi":"10.1007/s10936-024-10103-7","DOIUrl":"10.1007/s10936-024-10103-7","url":null,"abstract":"<p><p>The present study investigated the effect of verbal working memory capacity (VWMC) on the processing of semantic information during on-line lexical ambiguity resolution of bilinguals. Seventeen Persian-English subordinate bilinguals of similar proficiency level were recruited to perform two experimental tasks: (1) a multi-load-level reading span task designed to measure their VWMC and (2) a cross-modal semantic priming task (CMPT), 24 h subsequent to the last encoding session, to assess their performance on semantic processing of L2 homographs whose subordinate readings were deemed \"novel\" for them. An overall 2 × 3 repeated-measures ANOVA revealed a statistically significant difference in the processing of the encoded semantic information between high and low WMC participants. The findings of the experiments lend support to the veracity of the assumptions made by Reordered Access Model in that biasing semantic context facilitates the ambiguity resolution of lexical items. Lastly, the pedagogical implications of the findings were expounded on.</p>","PeriodicalId":47689,"journal":{"name":"Journal of Psycholinguistic Research","volume":"53 5","pages":"63"},"PeriodicalIF":1.6,"publicationDate":"2024-08-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141989155","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 : 2024-08-13DOI: 10.1007/s10936-024-10106-4
Fatemeh Monazzah, Mostafa Morady Moghaddam, Seyyed Ali Ostovar-Namaghi
This study investigates persuasive strategies used in the writings of Iranian university students in the field of teaching English as foreign language (TEFL). The study utilized the 7 principles of persuasive strategies presented by Cialdini (The psychology of persuasion, Quill William Morrow, New York 1984; Pre-suasion: A revolutionary way to influence and persuade, Simon & Schuster, New York 2016), which include 'reciprocity', 'commitment and consistency', 'social proof', 'liking', 'authority', 'scarcity', and 'unity'. The results indicate that strategies such as 'liking', 'unity', and 'authority' were used more frequently than other persuasive strategies. On the other hand, 'scarcity' was the least used strategy by the participants. Significant gender differences were also observed in the data. These findings have important pedagogical implications and suggest the need to incorporate persuasive strategies into instructional materials and teaching practices to enhance the persuasive writing skills of university students. Furthermore, gender differences highlight the importance of considering individual differences when teaching persuasive writing. Finally, the study discusses the pedagogical implications of these findings in the context of learning and teaching.
本研究调查了伊朗大学生在对外英语教学(TEFL)领域的写作中使用的说服策略。本研究采用了 Cialdini(《说服心理学》,Quill William Morrow,纽约,1984 年;《预说服》,A revolutionary way to influence and persuade,Simon & Schuster,纽约,2016 年)提出的说服策略 7 原则:A revolutionary way to influence and persuade, Simon & Schuster, New York 2016),其中包括 "互惠"、"承诺和一致性"、"社会证明"、"喜欢"、"权威"、"稀缺性 "和 "统一性"。结果表明,"喜欢"、"团结 "和 "权威 "等策略的使用频率高于其他说服策略。另一方面,"稀缺性 "是参与者使用最少的策略。数据中还发现了明显的性别差异。这些发现具有重要的教学意义,表明有必要将说服策略纳入教材和教学实践中,以提高大学生的说服性写作技能。此外,性别差异凸显了在进行劝说性写作教学时考虑个体差异的重要性。最后,本研究讨论了这些发现在学与教方面的教学意义。
{"title":"The Art of Influencing: Exploring Persuasive Strategies in the Writings of Iranian University Students.","authors":"Fatemeh Monazzah, Mostafa Morady Moghaddam, Seyyed Ali Ostovar-Namaghi","doi":"10.1007/s10936-024-10106-4","DOIUrl":"10.1007/s10936-024-10106-4","url":null,"abstract":"<p><p>This study investigates persuasive strategies used in the writings of Iranian university students in the field of teaching English as foreign language (TEFL). The study utilized the 7 principles of persuasive strategies presented by Cialdini (The psychology of persuasion, Quill William Morrow, New York 1984; Pre-suasion: A revolutionary way to influence and persuade, Simon & Schuster, New York 2016), which include 'reciprocity', 'commitment and consistency', 'social proof', 'liking', 'authority', 'scarcity', and 'unity'. The results indicate that strategies such as 'liking', 'unity', and 'authority' were used more frequently than other persuasive strategies. On the other hand, 'scarcity' was the least used strategy by the participants. Significant gender differences were also observed in the data. These findings have important pedagogical implications and suggest the need to incorporate persuasive strategies into instructional materials and teaching practices to enhance the persuasive writing skills of university students. Furthermore, gender differences highlight the importance of considering individual differences when teaching persuasive writing. Finally, the study discusses the pedagogical implications of these findings in the context of learning and teaching.</p>","PeriodicalId":47689,"journal":{"name":"Journal of Psycholinguistic Research","volume":"53 5","pages":"62"},"PeriodicalIF":1.6,"publicationDate":"2024-08-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141976929","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 : 2024-07-23DOI: 10.1007/s10936-024-10098-1
Yuhua Wang
{"title":"Editorial Expression of Concern: Artificial Intelligence Technologies in College English Translation Teaching.","authors":"Yuhua Wang","doi":"10.1007/s10936-024-10098-1","DOIUrl":"10.1007/s10936-024-10098-1","url":null,"abstract":"","PeriodicalId":47689,"journal":{"name":"Journal of Psycholinguistic Research","volume":"53 4","pages":"61"},"PeriodicalIF":1.6,"publicationDate":"2024-07-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141749273","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 : 2024-07-09DOI: 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":"53 4","pages":"60"},"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":"53 4","pages":"59"},"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":"53 4","pages":"58"},"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.
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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":"53 4","pages":"56"},"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}