Pub Date : 2023-02-01DOI: 10.1017/S0142716423000024
Eleonora Marocchini
Abstract Psycholinguistic research on pragmatics in the neurotypical population has increasingly framed pragmatic competence and related cognitive skills in terms of individual differences, co-constructed discourse, and meaning negotiation. However, research on pragmatics in the Autism Spectrum has risen from a wide and biased view of autistic communication as fundamentally compromised and autistic pragmatic abilities as impaired. Mostly due to the impactful theory of a deficit in Theory of Mind, early research on autistic communication presumed a unitary pragmatic impairment, only to find that several pragmatic abilities seem to be “preserved.” However, the interpretation of these findings usually takes an ableist turn, as most studies subsequently suggest that surface-level performance should not be interpreted as competence, but rather as a result of “compensatory” strategies. The raising number of contributions from autistic academics and participatory research enriched the field with new perspectives focusing on differences rather than impairments and drawing hypotheses on communication difficulties between neurotypes rather than within a specific neurotype. However, such contributions are hardly ever cited in the most prominent works. In conclusion, the field would benefit from a higher level of citation of autistic-led research and from an epistemological perspective shift within the mostly neurotypical academic community.
{"title":"Impairment or difference? The case of Theory of Mind abilities and pragmatic competence in the Autism Spectrum","authors":"Eleonora Marocchini","doi":"10.1017/S0142716423000024","DOIUrl":"https://doi.org/10.1017/S0142716423000024","url":null,"abstract":"Abstract Psycholinguistic research on pragmatics in the neurotypical population has increasingly framed pragmatic competence and related cognitive skills in terms of individual differences, co-constructed discourse, and meaning negotiation. However, research on pragmatics in the Autism Spectrum has risen from a wide and biased view of autistic communication as fundamentally compromised and autistic pragmatic abilities as impaired. Mostly due to the impactful theory of a deficit in Theory of Mind, early research on autistic communication presumed a unitary pragmatic impairment, only to find that several pragmatic abilities seem to be “preserved.” However, the interpretation of these findings usually takes an ableist turn, as most studies subsequently suggest that surface-level performance should not be interpreted as competence, but rather as a result of “compensatory” strategies. The raising number of contributions from autistic academics and participatory research enriched the field with new perspectives focusing on differences rather than impairments and drawing hypotheses on communication difficulties between neurotypes rather than within a specific neurotype. However, such contributions are hardly ever cited in the most prominent works. In conclusion, the field would benefit from a higher level of citation of autistic-led research and from an epistemological perspective shift within the mostly neurotypical academic community.","PeriodicalId":48065,"journal":{"name":"Applied Psycholinguistics","volume":"44 1","pages":"365 - 383"},"PeriodicalIF":2.1,"publicationDate":"2023-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43569703","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}
Purpose: The simultaneous repair of incisional hernias (IH) and the reconstruction of the intestinal transit may pose a challenge for many surgeons. Collaboration between units specialized in abdominal wall and colorectal surgery can favor simultaneous treatment. Methods: Descriptive study of patients undergoing simultaneous surgery of complex IH repair and intestinal transit reconstruction from the start of treatment in a joint team. All interventions were performed electively and with the collaboration of surgeons experts in abdominal wall and colorectal surgery. Results: 23 patients are included. 11 end colostomies, 1 loop colostomy, 6 end ileostomies and 5 loop ileostomies. Seven (30%) patients presented with a medial laparotomy incisional hernia, 3 (13%) with a parastomal incisional hernia, and 13 (56%) with a medial and parastomal incisional hernia. Closure of the hernial defect was achieved in 100% of cases, and reconstruction of the intestinal tract was achieved in 22 (95%). Component separation was required in 17 patients (74%), which were 11 (48%) posterior and 6 (26%) anterior. In-hospital morbidity was 9%, and only two patients presented Clavien-Dindo morbidity > III when requiring reoperation, one due to hemorrhage of the surgical bed and another due to dehiscence of the coloproctostomy. The mean follow-up was 11 months, with 20 (87%) patients having no complications. Mesh had to be removed in one patient with anastomotic dehiscence, no mesh had to be removed due to surgical site infection.
目的：同时修复切口疝（IH）和重建肠道转运可能会给许多外科医生带来挑战。腹壁外科和结肠直肠外科专业单位之间的合作有利于同时进行治疗。方法：对在一个联合团队中同时接受复杂 IH 修复手术和肠道转运重建手术的患者进行描述性研究。所有手术均在腹壁和结肠直肠外科专家的合作下择期进行。结果：共纳入 23 名患者。11例结肠末端造口术，1例环状结肠造口术，6例回肠末端造口术和5例环状回肠造口术。7名（30%）患者出现内侧开腹切口疝，3名（13%）患者出现腹膜旁切口疝，13名（56%）患者出现内侧和腹膜旁切口疝。100%的病例实现了疝缺损闭合，22 例（95%）实现了肠道重建。17例患者（74%）需要进行组件分离，其中11例（48%）在后方，6例（26%）在前方。院内发病率为9%，只有两名患者的Clavien-Dindo发病率大于III级，需要再次手术，其中一名是由于手术床出血，另一名是由于结肠直肠造口开裂。平均随访时间为 11 个月，20 名（87%）患者没有出现并发症。一名患者因吻合口开裂而不得不移除网片，没有患者因手术部位感染而不得不移除网片。
{"title":"Simultaneous Treatment of Complex Incisional Hernia and Stoma Reversal.","authors":"Carles Olona, Ricard Sales, Aleidis Caro-Tarragó, Beatriz Espina, Raquel Casanova, Rosa Jorba","doi":"10.3389/jaws.2023.11093","DOIUrl":"10.3389/jaws.2023.11093","url":null,"abstract":"<p><p><b>Purpose:</b> The simultaneous repair of incisional hernias (IH) and the reconstruction of the intestinal transit may pose a challenge for many surgeons. Collaboration between units specialized in abdominal wall and colorectal surgery can favor simultaneous treatment. <b>Methods:</b> Descriptive study of patients undergoing simultaneous surgery of complex IH repair and intestinal transit reconstruction from the start of treatment in a joint team. All interventions were performed electively and with the collaboration of surgeons experts in abdominal wall and colorectal surgery. <b>Results:</b> 23 patients are included. 11 end colostomies, 1 loop colostomy, 6 end ileostomies and 5 loop ileostomies. Seven (30%) patients presented with a medial laparotomy incisional hernia, 3 (13%) with a parastomal incisional hernia, and 13 (56%) with a medial and parastomal incisional hernia. Closure of the hernial defect was achieved in 100% of cases, and reconstruction of the intestinal tract was achieved in 22 (95%). Component separation was required in 17 patients (74%), which were 11 (48%) posterior and 6 (26%) anterior. In-hospital morbidity was 9%, and only two patients presented Clavien-Dindo morbidity > III when requiring reoperation, one due to hemorrhage of the surgical bed and another due to dehiscence of the coloproctostomy. The mean follow-up was 11 months, with 20 (87%) patients having no complications. Mesh had to be removed in one patient with anastomotic dehiscence, no mesh had to be removed due to surgical site infection.</p>","PeriodicalId":48065,"journal":{"name":"Applied Psycholinguistics","volume":"33 1","pages":"11093"},"PeriodicalIF":0.0,"publicationDate":"2023-01-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10831652/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78936440","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 : 2023-01-01DOI: 10.1017/S0142716423000073
C. Nagle, P. Trofimovich, Oğuzhan Tekin, Kim McDonough
Abstract Comprehensibility has risen to the forefront of second language (L2) speech research. To date, research has focused on identifying the linguistic, behavioral, and affective correlates of comprehensibility, how it develops over time, and how it evolves over the course of an interaction. In all these approaches, comprehensibility is the dependent measure, but comprehensibility can also be construed as a predictor of other communicative outcomes. In this study, we examined the extent to which comprehensibility predicted interlocutors’ overall impression of their interaction. We analyzed data from 90 paired interactions encompassing three communicative tasks. Interactive partners were L2 English speakers who did not share the same native language. After each task, they provided self- and partner-ratings of comprehensibility, collaboration, and anxiety, and at the end of the interaction, they provided exit ratings of their overall experience in the interaction, communication success, and comfort interacting with their partner. We fit mixed-effects models to the self- and partner-ratings to investigate if those ratings changed over time, and we used the results to derive model-estimated predictors to be incorporated into regression models of the exit ratings. Only the self-ratings, including self-comprehensibility, were significantly associated with the exit ratings, suggesting a speaker-centric view of L2 interaction.
{"title":"Framing second language comprehensibility: Do interlocutors’ ratings predict their perceived communicative experience?","authors":"C. Nagle, P. Trofimovich, Oğuzhan Tekin, Kim McDonough","doi":"10.1017/S0142716423000073","DOIUrl":"https://doi.org/10.1017/S0142716423000073","url":null,"abstract":"Abstract Comprehensibility has risen to the forefront of second language (L2) speech research. To date, research has focused on identifying the linguistic, behavioral, and affective correlates of comprehensibility, how it develops over time, and how it evolves over the course of an interaction. In all these approaches, comprehensibility is the dependent measure, but comprehensibility can also be construed as a predictor of other communicative outcomes. In this study, we examined the extent to which comprehensibility predicted interlocutors’ overall impression of their interaction. We analyzed data from 90 paired interactions encompassing three communicative tasks. Interactive partners were L2 English speakers who did not share the same native language. After each task, they provided self- and partner-ratings of comprehensibility, collaboration, and anxiety, and at the end of the interaction, they provided exit ratings of their overall experience in the interaction, communication success, and comfort interacting with their partner. We fit mixed-effects models to the self- and partner-ratings to investigate if those ratings changed over time, and we used the results to derive model-estimated predictors to be incorporated into regression models of the exit ratings. Only the self-ratings, including self-comprehensibility, were significantly associated with the exit ratings, suggesting a speaker-centric view of L2 interaction.","PeriodicalId":48065,"journal":{"name":"Applied Psycholinguistics","volume":"44 1","pages":"131 - 156"},"PeriodicalIF":2.1,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48548125","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 : 2023-01-01DOI: 10.1017/S0142716422000480
Dora Jue Pan, Mariko Nakayama, C. McBride, Zebedee Rui En Cheah, Mo Zheng, Charlie Cheuk Laam Yeung
Abstract This study examined the correlates of different aspects of vocabulary knowledge in L1 Chinese and L2 English in Hong Kong bilingual children (N = 481, age = 6–12 years old). Their nonverbal IQ, cognitive-linguistic skills, receptive and expressive vocabulary knowledge breadth, and vocabulary knowledge depth in Chinese and English were measured. Results demonstrated that morphological awareness was uniquely correlated with different aspects of vocabulary knowledge across Chinese and English. Phonological processing skills played different roles in vocabulary knowledge in L1 and L2. In addition, receptive vocabulary breadth uniquely contributed to expressive vocabulary breadth across languages. Moreover, both receptive and expressive vocabulary breadth contributed to vocabulary knowledge depth in L1 Chinese and L2 English. The findings highlight some shared and unique aspects of different vocabulary constructs across languages.
{"title":"Cognitive-linguistic skills and vocabulary knowledge breadth and depth in children’s L1 Chinese and L2 English","authors":"Dora Jue Pan, Mariko Nakayama, C. McBride, Zebedee Rui En Cheah, Mo Zheng, Charlie Cheuk Laam Yeung","doi":"10.1017/S0142716422000480","DOIUrl":"https://doi.org/10.1017/S0142716422000480","url":null,"abstract":"Abstract This study examined the correlates of different aspects of vocabulary knowledge in L1 Chinese and L2 English in Hong Kong bilingual children (N = 481, age = 6–12 years old). Their nonverbal IQ, cognitive-linguistic skills, receptive and expressive vocabulary knowledge breadth, and vocabulary knowledge depth in Chinese and English were measured. Results demonstrated that morphological awareness was uniquely correlated with different aspects of vocabulary knowledge across Chinese and English. Phonological processing skills played different roles in vocabulary knowledge in L1 and L2. In addition, receptive vocabulary breadth uniquely contributed to expressive vocabulary breadth across languages. Moreover, both receptive and expressive vocabulary breadth contributed to vocabulary knowledge depth in L1 Chinese and L2 English. The findings highlight some shared and unique aspects of different vocabulary constructs across languages.","PeriodicalId":48065,"journal":{"name":"Applied Psycholinguistics","volume":"44 1","pages":"77 - 99"},"PeriodicalIF":2.1,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45028126","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 : 2023-01-01DOI: 10.1017/S0142716422000479
Min Hyun Oh, Jeannette Mancilla‐Martinez, Jin Kyoung Hwang
Abstract The unprecedented growth of Spanish-English dual language learners (DLLs) in new destination states (e.g., Georgia, Indiana, South Carolina, Tennessee) calls for better understanding of the relation between their bilingual vocabulary skills and English reading achievement. The current study focused on school-age Spanish-English DLLs (N = 60) in Tennessee and explored how various vocabulary knowledge conceptualizations predict English reading comprehension achievement, controlling for English word reading skills and grade level. Vocabulary knowledge was assessed using monolingual (English-only and Spanish-only) and bilingual (conceptual and total) scoring methods. Results showed that, while DLLs performed below the national mean for English-only and Spanish-only vocabulary, they performed within the average to above-average range for bilingually scored conceptual vocabulary. More uniquely, the expressive vocabulary knowledge emerged as a robust predictor of English reading comprehension above and beyond the influence of English word reading skills. Findings suggest practical and theoretical value of bilingually driven vocabulary assessment approaches. As expected, bilingually scored vocabulary provided a more comprehensive understanding of DLLs’ vocabulary knowledge by accounting for vocabulary knowledge in both Spanish and English, compared to monolingually scored vocabulary. We discuss theoretical and instructional implications, with a focus on asset-driven and scientific assessment understandings for supporting DLLs’ vocabulary and reading achievement in new destination states.
{"title":"Revisiting the traditional conceptualizations of vocabulary knowledge as predictors of dual language learners’ English reading achievement in a new destination state","authors":"Min Hyun Oh, Jeannette Mancilla‐Martinez, Jin Kyoung Hwang","doi":"10.1017/S0142716422000479","DOIUrl":"https://doi.org/10.1017/S0142716422000479","url":null,"abstract":"Abstract The unprecedented growth of Spanish-English dual language learners (DLLs) in new destination states (e.g., Georgia, Indiana, South Carolina, Tennessee) calls for better understanding of the relation between their bilingual vocabulary skills and English reading achievement. The current study focused on school-age Spanish-English DLLs (N = 60) in Tennessee and explored how various vocabulary knowledge conceptualizations predict English reading comprehension achievement, controlling for English word reading skills and grade level. Vocabulary knowledge was assessed using monolingual (English-only and Spanish-only) and bilingual (conceptual and total) scoring methods. Results showed that, while DLLs performed below the national mean for English-only and Spanish-only vocabulary, they performed within the average to above-average range for bilingually scored conceptual vocabulary. More uniquely, the expressive vocabulary knowledge emerged as a robust predictor of English reading comprehension above and beyond the influence of English word reading skills. Findings suggest practical and theoretical value of bilingually driven vocabulary assessment approaches. As expected, bilingually scored vocabulary provided a more comprehensive understanding of DLLs’ vocabulary knowledge by accounting for vocabulary knowledge in both Spanish and English, compared to monolingually scored vocabulary. We discuss theoretical and instructional implications, with a focus on asset-driven and scientific assessment understandings for supporting DLLs’ vocabulary and reading achievement in new destination states.","PeriodicalId":48065,"journal":{"name":"Applied Psycholinguistics","volume":"44 1","pages":"51 - 75"},"PeriodicalIF":2.1,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42991309","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 : 2023-01-01DOI: 10.1017/S0142716422000431
Tami Sabag-Shushan, T. Katzir, Anat Prior
Abstract The contribution of vocabulary to academic achievements in general and to reading comprehension (RC) in particular has led to the development of various tools for vocabulary assessment. However, existing assessments do not distinguish between word types, and specifically, they do not target emotion vocabulary, despite growing recognition of the importance of emotional processing to RC ability. In this study, we first describe the development of a novel vocabulary assessment in Hebrew – Herut – and examine its validity and sensitivity. This assessment includes both emotion words and nonemotion words, and is based on curriculum. Next, we studied the contribution of the emotion and nonemotion words subscales of the Herut to RC in a sample of 1,333 Hebrew-speaking fourth- and fifth-grade students. Both types of vocabulary knowledge made significant independent contributions to RC, and the contribution of emotion words was slightly larger than that of nonemotion words. Finally, the Herut measure was found to be more predictive of RC than a general vocabulary measure in Hebrew.
{"title":"Assessment of emotion word vocabulary and its contribution to reading comprehension","authors":"Tami Sabag-Shushan, T. Katzir, Anat Prior","doi":"10.1017/S0142716422000431","DOIUrl":"https://doi.org/10.1017/S0142716422000431","url":null,"abstract":"Abstract The contribution of vocabulary to academic achievements in general and to reading comprehension (RC) in particular has led to the development of various tools for vocabulary assessment. However, existing assessments do not distinguish between word types, and specifically, they do not target emotion vocabulary, despite growing recognition of the importance of emotional processing to RC ability. In this study, we first describe the development of a novel vocabulary assessment in Hebrew – Herut – and examine its validity and sensitivity. This assessment includes both emotion words and nonemotion words, and is based on curriculum. Next, we studied the contribution of the emotion and nonemotion words subscales of the Herut to RC in a sample of 1,333 Hebrew-speaking fourth- and fifth-grade students. Both types of vocabulary knowledge made significant independent contributions to RC, and the contribution of emotion words was slightly larger than that of nonemotion words. Finally, the Herut measure was found to be more predictive of RC than a general vocabulary measure in Hebrew.","PeriodicalId":48065,"journal":{"name":"Applied Psycholinguistics","volume":"44 1","pages":"29 - 50"},"PeriodicalIF":2.1,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45789450","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 : 2023-01-01DOI: 10.1017/S0142716422000418
Katrine Falcon Søby, Evelyn Milburn, Line Burholt Kristensen, Valentin Vulchanov, M. Vulchanova
Abstract How do native speakers process texts with anomalous learner syntax? Second-language learners of Norwegian, and other verb-second (V2) languages, frequently place the verb in third position (e.g., *Adverbial-Subject-Verb), although it is mandatory for the verb in these languages to appear in second position (Adverbial-Verb-Subject). In an eye-tracking study, native Norwegian speakers read sentences with either grammatical V2 or ungrammatical verb-third (V3) word order. Unlike previous eye-tracking studies of ungrammaticality, which have primarily addressed morphosyntactic anomalies, we exclusively manipulate word order with no morphological or semantic changes. We found that native speakers reacted immediately to ungrammatical V3 word order, indicated by increased fixation durations and more regressions out on the subject, and subsequently on the verb. Participants also recovered quickly, already on the following word. The effects of grammaticality were unaffected by the length of the initial adverbial. The study contributes to future models of sentence processing which should be able to accommodate various types of “noisy” input, that is, non-standard variation. Together with new studies of processing of other L2 anomalies in Norwegian, the current findings can help language instructors and students prioritize which aspects of grammar to focus on.
{"title":"In the native speaker’s eye: Online processing of anomalous learner syntax","authors":"Katrine Falcon Søby, Evelyn Milburn, Line Burholt Kristensen, Valentin Vulchanov, M. Vulchanova","doi":"10.1017/S0142716422000418","DOIUrl":"https://doi.org/10.1017/S0142716422000418","url":null,"abstract":"Abstract How do native speakers process texts with anomalous learner syntax? Second-language learners of Norwegian, and other verb-second (V2) languages, frequently place the verb in third position (e.g., *Adverbial-Subject-Verb), although it is mandatory for the verb in these languages to appear in second position (Adverbial-Verb-Subject). In an eye-tracking study, native Norwegian speakers read sentences with either grammatical V2 or ungrammatical verb-third (V3) word order. Unlike previous eye-tracking studies of ungrammaticality, which have primarily addressed morphosyntactic anomalies, we exclusively manipulate word order with no morphological or semantic changes. We found that native speakers reacted immediately to ungrammatical V3 word order, indicated by increased fixation durations and more regressions out on the subject, and subsequently on the verb. Participants also recovered quickly, already on the following word. The effects of grammaticality were unaffected by the length of the initial adverbial. The study contributes to future models of sentence processing which should be able to accommodate various types of “noisy” input, that is, non-standard variation. Together with new studies of processing of other L2 anomalies in Norwegian, the current findings can help language instructors and students prioritize which aspects of grammar to focus on.","PeriodicalId":48065,"journal":{"name":"Applied Psycholinguistics","volume":"44 1","pages":"1 - 28"},"PeriodicalIF":2.1,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48361257","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 : 2023-01-01DOI: 10.1017/S0142716423000012
Nadya Kogan, Elinor Saiegh-Haddad
Abstract Notwithstanding remarkable phonological differences, the CV syllable is the most frequent syllable type in both Russian and Hebrew. This led to the prediction that the internal structure of the CVC syllable in the two languages, as reflected in phonological awareness tasks, might be similar. The study tested phonological awareness in two groups of monolingual kindergarteners: Hebrew-speaking (N = 35) and Russian-speaking (N = 20) in order to shed light on the underlying structure of the CVC syllable in the two languages. Phonological awareness tasks targeted awareness of the sub-syllabic structure (structured and unstructured) and phoneme awareness (initial and final). A linear mixed model analysis revealed that children in both groups showed greater facility with body-coda CV-C than with onset-rime C-VC syllable splitting and higher scores on final than on initial phoneme isolation tasks. The unstructured tasks also reflected the cohesion of the CV body in both languages. The findings demonstrate a similar internal representation of the CVC syllable in Russian and in Hebrew speakers as reflected in phonological awareness among preschoolers.
{"title":"The internal structure of the syllable in Russian and in Hebrew: Evidence from monolingual kindergarteners","authors":"Nadya Kogan, Elinor Saiegh-Haddad","doi":"10.1017/S0142716423000012","DOIUrl":"https://doi.org/10.1017/S0142716423000012","url":null,"abstract":"Abstract Notwithstanding remarkable phonological differences, the CV syllable is the most frequent syllable type in both Russian and Hebrew. This led to the prediction that the internal structure of the CVC syllable in the two languages, as reflected in phonological awareness tasks, might be similar. The study tested phonological awareness in two groups of monolingual kindergarteners: Hebrew-speaking (N = 35) and Russian-speaking (N = 20) in order to shed light on the underlying structure of the CVC syllable in the two languages. Phonological awareness tasks targeted awareness of the sub-syllabic structure (structured and unstructured) and phoneme awareness (initial and final). A linear mixed model analysis revealed that children in both groups showed greater facility with body-coda CV-C than with onset-rime C-VC syllable splitting and higher scores on final than on initial phoneme isolation tasks. The unstructured tasks also reflected the cohesion of the CV body in both languages. The findings demonstrate a similar internal representation of the CVC syllable in Russian and in Hebrew speakers as reflected in phonological awareness among preschoolers.","PeriodicalId":48065,"journal":{"name":"Applied Psycholinguistics","volume":"44 1","pages":"101 - 129"},"PeriodicalIF":2.1,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41680602","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 : 2022-12-14DOI: 10.1017/S0142716422000467
N. Kirk
Abstract While Psychology research in general has been criticized for oversampling from WEIRD (Western, Educated, Industrialized, Rich, Democratic) populations, Psycholinguistics has a problem with conducting a large amount of research on a relatively small number of languages. Yet even within WEIRD environments, the experiences of speakers of Minority, Indigenous, Non-standard(ized), and Dialect (MIND) varieties are not always captured alongside their use of a more prestigious standard language. This position piece will provide a case study of one such variety: Scots, a Germanic variety spoken in Scotland, which is often considered “bad English.” However, its speakers display cognitive characteristics of bilingualism despite often regarding themselves as monolingual due to sociolinguistic factors. Such factors include social prestige and language ideology, as well as linguistic distance. In doing so, this paper introduces a new acronym encouraging researchers to MIND their language – by developing more inclusive ways of capturing the linguistic experiences of MIND speakers, to move away from binary distinctions of “bilingual” and “monolingual,” and to recognize that not all varieties are afforded the status of language, nor do many multilinguals consider themselves as anything other than monolingual.
{"title":"MIND your language(s): Recognizing Minority, Indigenous, Non-standard(ized), and Dialect variety usage in “monolinguals”","authors":"N. Kirk","doi":"10.1017/S0142716422000467","DOIUrl":"https://doi.org/10.1017/S0142716422000467","url":null,"abstract":"Abstract While Psychology research in general has been criticized for oversampling from WEIRD (Western, Educated, Industrialized, Rich, Democratic) populations, Psycholinguistics has a problem with conducting a large amount of research on a relatively small number of languages. Yet even within WEIRD environments, the experiences of speakers of Minority, Indigenous, Non-standard(ized), and Dialect (MIND) varieties are not always captured alongside their use of a more prestigious standard language. This position piece will provide a case study of one such variety: Scots, a Germanic variety spoken in Scotland, which is often considered “bad English.” However, its speakers display cognitive characteristics of bilingualism despite often regarding themselves as monolingual due to sociolinguistic factors. Such factors include social prestige and language ideology, as well as linguistic distance. In doing so, this paper introduces a new acronym encouraging researchers to MIND their language – by developing more inclusive ways of capturing the linguistic experiences of MIND speakers, to move away from binary distinctions of “bilingual” and “monolingual,” and to recognize that not all varieties are afforded the status of language, nor do many multilinguals consider themselves as anything other than monolingual.","PeriodicalId":48065,"journal":{"name":"Applied Psycholinguistics","volume":"44 1","pages":"358 - 364"},"PeriodicalIF":2.1,"publicationDate":"2022-12-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45517800","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 : 2022-12-01DOI: 10.1017/S014271642200042X
Annick De Houwer
The pervasive monolingual bias present within many societies threatens the well-being of bilingual children and their families. Unfortunately, such bias is present in much psycholinguistic research as well. Bilingual–monolingual comparisons with methodological approaches upholding monolingual norms are not equitable to bilinguals. We do not need such comparisons to learn more about bilingual use and processing. Instead, psycholinguistic research investigating the impact of different kinds of environments for language learning, use, and processing within bilingual populations can be transformative. Applied psycholinguistic research with an increased focus on investigating all the languages bilingual children and their families need for day-to-day communication, and on the factors supporting their learning and use, can help inform educators, policy makers, and language and speech professionals. This will hopefully contribute to the well-being of the people we study.
{"title":"The danger of bilingual–monolingual comparisons in applied psycholinguistic research","authors":"Annick De Houwer","doi":"10.1017/S014271642200042X","DOIUrl":"https://doi.org/10.1017/S014271642200042X","url":null,"abstract":"\u0000 The pervasive monolingual bias present within many societies threatens the well-being of bilingual children and their families. Unfortunately, such bias is present in much psycholinguistic research as well. Bilingual–monolingual comparisons with methodological approaches upholding monolingual norms are not equitable to bilinguals. We do not need such comparisons to learn more about bilingual use and processing. Instead, psycholinguistic research investigating the impact of different kinds of environments for language learning, use, and processing within bilingual populations can be transformative. Applied psycholinguistic research with an increased focus on investigating all the languages bilingual children and their families need for day-to-day communication, and on the factors supporting their learning and use, can help inform educators, policy makers, and language and speech professionals. This will hopefully contribute to the well-being of the people we study.","PeriodicalId":48065,"journal":{"name":"Applied Psycholinguistics","volume":"44 1","pages":"343 - 357"},"PeriodicalIF":2.1,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49266131","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}
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