Journal of Psycholinguistic Research最新文献

This paper examines the implications of the association patterns in our understanding of the mental lexicon. By applying the principles of graph theory to word association data, we intend to explore which measures tap better into lexical knowledge. To that end, we had different groups of English as Foreign language learners complete a lexical fluency task. Based on these empirical data, a study was undertaken on the corresponding lexical availability graph (LAG). It is observed that the aggregation (mentioned through human coding) of all lexical tokens on a given topic allows the emergence of some lexical-semantic patterns. The most important one is the existence of some key terms, featuring both high centrality in the sense of network theory and high availability in the LAG, which define a hub of related terms. These communities of words, each one organized around an anchor term, or most central word, are nicely apprehended by a well-known network metric called modularity. Interestingly enough, each module seems to describe a conceptual class, showing that the collective lexicon, at least as approximated by LA Graphs, is organised and traversed by semantic mechanisms or associations via hyponymy or hiperonymy, for instance. Another empirical observation is that these conceptual hubs can be appended, resulting in high diameters compared to same-sized random graphs; even so it seems that the small-world hypothesis holds in LA Graphs, as in other social and natural networks.

Many Saudi interpretation students have challenges and difficulties during the study of simultaneous interpreting courses. Most Saudi students encounter interpretation difficulties due to inadequate training and the adoption of traditional teaching methods. This study aimed to investigate the challenges and difficulties that undergraduate simultaneous interpretation students in Saudi Arabia encountered and suggested the best solutions to address this issue. The study followed a mixed-method research design of quantitative and qualitative data collection and analysis methods to answer the research questions. The study sample was randomly selected from two Saudi universities (Najran University and King Abdul-Aziz University). Two research tools were used: a close-ended questionnaire for interpretation students and a semi-structured interview for translation professors. Responses to the questionnaire indicated that interpretation students face diverse challenges in language, curriculum, methodology, and training. Language difficulties encompassed struggles with interpreting terminology, handling long sentences, and keeping up with fast speech. Challenges related to curricula included issues of density, lack of clarity, and outdated simultaneous interpretation textbooks. Teaching method challenges were characterized by insufficient intensive training and a lack of technology-based interactive strategies. Interviews with professors highlighted additional challenges perceived by students, such as low proficiency and lack of motivation, expertise, background knowledge, equipment and labs. Professors recommended the following solutions: incorporating more practical and interactive interpretation activities, updating curricular content, offering skill-based training, and adopting modern interpretation techniques, equipment, and labs.

Researchers, parents, and policymakers from previous generations have recently expressed concern about the inevitable exposure of youngsters to digital media and its potentially detrimental effects on their development. Private speech is the overt audible self-talk people produce when engaged with challenging problem-solving tasks and is believed to aid in second language acquisition as reported (Vygotsky in Thought and language, MIT Press, 1962); (Winsler in Private Speech, Executive Functioning, and the Development of Verbal Self-Regulation, 2009). This qualitative case study explored private speech production in three young adolescents (two 11-year-olds and one 10-year-old) while completing an English as a foreign language task (Bingo! game) individually and collaboratively in physical and digital modes. Patterns of participants' private speech markers emerged from a thematic analysis of the transcribed oral interactions during eight sessions. The frequency of occurrence of the participants' private speech markers was reported and interpreted based on the emergent typology to compare collaborative and individual task completion in physical and digital modes. Regardless of the individual or collaborative nature of the task, private speech use decreased during the digital version of the game. However, collaborative tasks evoked more private speech from the participants regardless of modality. The findings of the study suggest digital media usage is likely to hinder private speech production for self-regulatory purposes in young adolescents, even in collaboration with peers.

Research investigating pragmatic abilities in healthy aging suggests that both production and comprehension might be compromised; however, it is not clear how pragmatic abilities evolve in late adulthood, as well as when difficulties are more likely to arise. The aim of this study is to investigate the decline of pragmatic skills in aging, and to explore what cognitive and demographic factors support pragmatic competence. We assessed pragmatic production skills, including discourse abilities such as speech, informativeness, information flow, paralinguistic aspects, as well as the ability to produce informative descriptions of pictures, and pragmatic comprehension skills, which encompassed the ability to understand discourse and the main aspects of a narrative text, to infer non-literal meanings and to comprehend verbal humor in a group of elderly individuals and in a sample of younger participants. Moreover, specific cognitive functions (short-term memory, verbal and visuospatial working memory, inhibition Theory of Mind, and Cognitive Reserve) were assessed in both groups. Pragmatic difficulties seem to occur in late adulthood, likely around 70 years, and emerge more prominently when participants are asked to understand verbal humor. Age was the only predictor of general pragmatic performance in a sample of cognitively unimpaired older adults; conversely, when elderly individuals with less intact inhibitory control are considered, a general role of inhibition emerged, in addition to working memory and ToM in specific tasks.

With the development of the economy and the improvement of living standards, people's needs have gradually changed, and sports has received increasing attention. At the same time, due to the significant efforts of all countries in sports, sports governance has also attracted considerable attention from scholars. However, the evaluation of global sports governance has rarely been discussed. This paper analyzes the principles for selecting indicators of global sports governance and develops a global sports governance evaluation indicator system consisting of 3 first-level indicators, 6 s-level indicators, and 14 third-level indicators. Additionally, this paper conducted an empirical study of the indicator system using the deep trust network model, and the results showed that the research on the evaluation index system of global sports governance based on the deep trust network model is feasible. Compared with the actual scores, the evaluation gaps for sports facility satisfaction, sports information satisfaction, and sports activity satisfaction were only 0.05, 0.09, and 0.05, respectively. Overall, this method is more accurate in analyzing the evaluation index system of global sports governance and can more directly and objectively reflect the shortcomings of current global sports governance, providing specific analysis of particular problems. The paper suggests that current global sports governance should focus on the coverage of sports facilities, attention to mass sports, satisfaction of sports activities, and promote in-depth development through both hard and soft governance measures.

The aim of the study is to examine the effect of sentential context on lexical ambiguity resolution in Greek adults and typically developing children. Context and word frequency are factors that can affect lexical processing, however, the role of them has not been thoroughly examined in Greek. To this aim, we assessed sentence context effects in homonym meaning activation in monolingual speakers of Greek, children and adults, using a cross-modal priming paradigm. Additionally, all participants conducted a verbal working memory task and an inhibition task so as to examine whether the use of sentential context for lexical ambiguity resolution relates to age and/or cognitive processing capacity. The data analysis showed (a) major processing differences between adults and children due to ambiguity and sentential context, (b) children's processing times affected by cognitive skills while adults' processing unaffected, and (c) visual word recognition intact for all participants.

The study tested how the Recency Preference and Predicate Proximity model (Gibson et al. in Cognition 59(1):23-59, 1996, https://doi.org/10.1016/0010-0277(88)90004-2 ) plays out by examining the attachment preferences of native Russian speakers when processing locally ambiguous participial relative clause sentences with three potential NP attachment sites in Russian. Using a self-paced reading task, reading times and noun phrase selection responses were collected. Results showed significantly shorter reading times at the disambiguating region and higher accuracy rate of selection in the high-attaching condition than in the middle- and low-attaching conditions. No significant differences were found between the middle- and low-attaching conditions. We argue that Predicate Proximity is a much stronger factor than Recency Preference in Russian.

Amidst the contemporary diasporic landscape in Sinophone literature, this research critically examines the nexus of language, culture, and identity. The study aims to analyze literary pieces composed in Sinophone languages across diverse diasporic communities and uncover the impact of language and cultural elements on the articulation and comprehension of diasporic identity. This paper used the following. comparative and typological research, an in-depth analysis of three Sinophonic texts, and contextual analysis. The subject of the study was three texts: The Joy Luck Club (Amy Tan), Balzac and the Little Chinese Seamstress (Dai Sijie), and The Woman Warrior (Maxine Hong Kingston). The results showed that In The Joy Luck Club, language and cultural facets unveil the characters' dual identity struggles due to living abroad, exemplified through code-switching's psychological tension. Balzac and the Little Chinese Seamstress utilizes language and cultural details to underscore the significance of preserving heritage within the diaspora, with literary allusions amplifying this endeavor. In The Woman Warrior, language and cultural elements reflect the heroine's inner conflict as she navigates her dual cultural allegiance. This scholarly revelation deepens comprehension of how these aspects influence identity formation in the diaspora. These findings broaden the understanding of Sinophone diasporic literature, spotlighting shared trends in identity portrayal through language and culture. The research has theoretical value for literary, cultural, and anthropological studies and practical significance, potentially informing educational initiatives on diasporic literature and cultural diversity. This study's outcomes hold relevance for students, researchers, and cultural scholars exploring the role of language and culture in diasporic identity expression.

The aim of this study is to discuss the need for improved intercultural communicative competence (ICC) training for pre-service Chinese as a Second Language (CSL) teachers who travel abroad to teach. Previous studies have shown that pre-service CSL teachers often struggle with intercultural communication, and this study investigates the reasons behind their difficulties and suggests ways to address them. The researchers used the Intercultural Sensitivity Scale (ISS) and the Intercultural Effectiveness Scale (IES) to measure the ICC of 217 pre-service CSL teachers. The study found that while pre-service CSL teachers have strong intercultural communicative emotional ability, their behavioral ability in intercultural communication is weak. In particular, they lacked skills in interactive control, interactive relaxation, identity management, information skills, and behavioral flexibility. The study proposes several strategies to improve ICC training for pre-service CSL teachers. One potential approach is the use of Computer Assisted Language Learning to provide teacher-trainee students with opportunities to practice intercultural communication skills in simulated contexts, receive personalized feedback, and engage with authentic materials and cultural information relevant to their host country. CALL could also facilitate communication between pre-service CSL teachers and former CSL teachers, providing a platform for information exchange and additional psychological support. The study also suggests that pre-service training should distinguish between foreign language learning and intercultural communication skills training. Specifically, it recommends that foreign language proficiency should be improved, while training should focus on educational culture and work culture in the host country, rather than providing a general introduction to the national conditions of the country. Finally, the study proposes that pre-service training should establish contact between pre-service CSL teachers and former CSL teachers as early as possible so that trainees can learn specific relevant information in advance, which can help them get ready, avoid intercultural communication mistakes, and obtain additional psychological support. By incorporating CALL and addressing the areas of weakness identified in the study, pre-service CSL teachers can be better prepared to navigate the challenges of intercultural communication and provide effective and culturally sensitive instruction abroad.

A group of Persian speakers were asked to talk about the concept of perseverance in semi-structured interviews. Gestures that participants used to talk about this concept were analyzed. The results showed that the concept of perseverance was primarily embodied in upward head gestures, fist-shaped hand gestures, forward hand gestures, and forward leg gestures. In a significant number of cases, these four elements occurred together. This suggests that the embodiment of perseverance can be distributed in several gestures in several body parts. Although these gestures had different directions in various body parts, the pattern of occurrence of these gestures was the same in a significant number of cases. We call this process schematic embodiment. These four elements create a gestural scheme that represents the embodied realization of perseverance. We define gestural scheme as a set of dynamic, sequential, and coordinated gestures that collectively represent a concept or an event.