Language Sciences最新文献_第5页

In support of neurodiverse participatory sensemaking 支持神经多样性的参与式意义构建

IF 1.7 2区文学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Language Sciences

Pub Date : 2025-03-11 DOI: 10.1016/j.langsci.2025.101717

Jelle van Dijk, Lara Oral

This paper asks how neurodiverse dyadic interactions may be supported by technologies, focusing on autistic children and their non-autistic others. Autism technologies often assume autism to be a social disorder that needs ‘fixing’, which we argue invalidates the experience of autistic sensemaking. Taking an enactive, participatory sensemaking perspective, paired with an ethics of neurodiversity; we investigated how to support neurodiverse participatory sensemaking. We contribute to research on ‘Diversity Computing’ technologies, which are envisioned to both respect and build connections between diverse ways of embodied sensemaking. In a Research-through-Design study, we confronted embodied theory with lived neurodiverse experiences, in interaction with our designed artifacts. Involving autistic children, teachers, (neurodivergent) dancers and music therapists, we iteratively designed and reflected on DiaDance: a system allowing autistic children and their non-autistic others to move together to adaptive music. Designing DiaDance helped understanding the ways in which interactive technology may support participatory sensemaking as self-organizing, intersubjective sensorimotor attunement. In this, each participant is invited to engage in the interaction ‘on their own terms’. Along with the prototype, we developed a set of interaction design principles, as well as outstanding challenges. In discussion, we identify three core conceptual reframings of understanding neurodiverse social interaction and how to design for it. These reframings reorient away from designing for instruction, representation and promoting social system level norms, and towards designing for scaffolding, attunement and intersubjective dialogue. With this work, we contribute to design that does justice to a diversity of sensemaking bodies, working towards a more neuro-inclusive society.

本文探讨了神经多样性二元相互作用如何通过技术支持，重点关注自闭症儿童及其非自闭症儿童。自闭症技术通常假设自闭症是一种需要“修复”的社会障碍，我们认为这使自闭症的意义制造经验无效。采取积极的、参与式的意义构建视角，结合神经多样性的伦理；我们研究了如何支持神经多样性参与式意义构建。我们致力于“多样性计算”技术的研究，该技术旨在尊重并建立不同方式的具体化语义之间的联系。在一项通过设计进行的研究中，我们在与我们设计的人工制品的互动中，将具体化理论与生活的神经多样性经验进行了对比。涉及自闭症儿童、教师、（神经发散）舞蹈家和音乐治疗师，我们反复设计和反思DiaDance：一个允许自闭症儿童和他们的非自闭症儿童一起随着适应性音乐移动的系统。设计DiaDance有助于理解互动技术如何支持参与性的自组织、主体间的感觉运动调谐。在这种情况下，每个参与者都被邀请以“自己的方式”参与互动。除了原型之外，我们还制定了一套交互设计原则，以及一些突出的挑战。在讨论中，我们确定了理解神经多样性社会互动以及如何为其设计的三个核心概念重构。这些重构从为指导、表现和促进社会系统层面规范而设计，转向为脚手架、协调和主体间对话而设计。通过这项工作，我们为设计做出了贡献，这些设计公正地对待了不同的感知体，努力建立一个更加包容神经的社会。

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引用次数: 0

Collateral signals and conversation quality 附带信号和谈话质量

IF 1.7 2区文学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Language Sciences

Pub Date : 2025-03-04 DOI: 10.1016/j.langsci.2025.101716

Andrew J. Guydish , Jean E. Fox Tree

When we think of the quality of a conversation, what comes to mind? Generally, it is the content that was discussed during the conversation, with uplifting topics leading to positive experiences, and dispiriting topics leading to negative experiences. However, there is also a great deal of information that is exchanged in the process of conveying conversational content, such as how communicators get their words out, how they produce those words, and how they manage the conversations that support the exchange of content information. In this paper, we explore the possible influence of collateral signals on judgements of conversational quality. Specifically, we examine how juxtapositions, concomitants, inserts, and modifications may influence conversational quality. We provide examples of each type of collateral signal from a variety of sources, and we discuss the possible impact each signal may have on conversational quality. Based on our analysis of the examples included, we propose that collateral signals may have a direct influence on conversational quality judgements that are independent of conversational content. That is, the subjective evaluation of conversations by interlocutors may not end simply at what is said, but how it was said.

当我们想到谈话的质量时，会想到什么？一般来说，它是在谈话中讨论的内容，令人振奋的话题导致积极的经历，令人沮丧的话题导致消极的经历。然而，在传递会话内容的过程中也有大量的信息被交换，例如，沟通者如何将他们的话发出来，他们如何产生这些话，以及他们如何管理支持内容信息交换的对话。在本文中，我们探讨了附带信号对会话质量判断的可能影响。具体来说，我们研究并置、伴随语、插入语和修饰语如何影响会话质量。我们提供了来自各种来源的每种附带信号的示例，并讨论了每种信号可能对会话质量产生的影响。根据我们对所包括的例子的分析，我们提出附带信号可能对独立于会话内容的会话质量判断有直接影响。也就是说，对话者对对话的主观评价可能不仅仅止于说了什么，还在于怎么说。

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引用次数: 0

Frege's triangle and Austin's square: the meaning and use of no-predicates in English 弗雷格的三角形和奥斯汀的方形：英语中非谓语的意义和用法

IF 1.7 2区文学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Language Sciences

Pub Date : 2025-02-19 DOI: 10.1016/j.langsci.2025.101714

Rachel Szekely

This paper presents an analysis of no and not in English nominal copular sentences, couched in the speech-act theoretical framework original to J. L. Austin's “How to talk—Some simple ways” (1953/1989). I show that these negators differ in their speech act potential in this environment, and offer an explanation for the difference in meaning found in copular sentences containing them: the combination of the predicate nominal, analyzed as a Fregean concept, with no, results in a meaning that is distinct from nominal copular sentences occurring with not, and also different from the meaning found in sentences in which no combines with a nominal argument or in the postverbal position of the existential there-sentence. This work contributes to our understanding of the relationship between predication and negation and the interpretation and use of nominal predicates.

本文以j.l. Austin的《How to talk-Some simple ways》（1953/1989）的语言-行为理论框架为基础，分析了英语名词性流行句中的no和not。我展示了这些否定词在这种环境下的言语行为潜力不同，并为包含它们的常用句子中发现的意义差异提供了解释：作为Fregean概念分析，谓语名词性与no的结合产生的意义不同于与not一起出现的名词性共同句，也不同于no与名词性论证结合的句子或存在性there句的后语位置所产生的意义。这项工作有助于我们理解谓词和否定之间的关系以及名义谓词的解释和使用。

引用次数: 0

Linguistic synesthesia and embodiment: A study based on Mandarin modality exclusivity norms 语言联觉与体现：基于普通话情态排他性规范的研究

IF 1.7 2区文学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Language Sciences

Pub Date : 2025-02-16 DOI: 10.1016/j.langsci.2025.101715

Chu-Ren Huang , Qingqing Zhao , Kathleen Ahrens , Zhao Wang , Yunfei Long

This study aims to resolve the ongoing debate about sensory modality embodiment found in linguistic synesthesia by proposing an empirical model: Perceived Strength of Embodiment (PSE). The perceived strength of embodiment for sensory adjectives is measured based on the sensory ratings of the adjectives in the five sensory modalities, while the perceived strength of embodiment for each sensory modality is calculated based on the PSE of all adjectives according to their dominant modalities. PSE is designed to address a salient dilemma in the widely-accepted modality-based embodiment asymmetry: that is, such asymmetry fails to predict the directionality behaviors between sensory words because each sensory word is typically associated with more than one modality, and each may have different strengths of association. Based on an analysis of sensory adjectives, we find that a lexical concept-based embodiment asymmetry better explains the data than a modality-based embodiment asymmetry and, additionally, the lexical concept-based account is supported by Mandarin synesthetic compound adjective data. In sum, this paper argues that the PSE model is an empirical approach to measuring the degree of embodiment which furthers the understanding of the role of embodiment in the linguistic conceptualization of sensory perceptions.

本研究旨在通过提出一个经验模型：感知强度的体现（PSE）来解决目前关于语言联觉中感觉模态体现的争论。感官形容词的体现感强度是根据五个感官模态中形容词的感官评分来测量的，而每个感官模态的体现感强度是根据所有形容词根据其主导模态的PSE来计算的。PSE旨在解决被广泛接受的基于模态的体现不对称中的一个突出困境：即这种不对称无法预测感官词之间的方向性行为，因为每个感官词通常与多个模态相关联，并且每个模态可能具有不同的关联强度。通过对感官形容词的分析，我们发现基于词汇概念的体现不对称比基于情态的体现不对称更能解释数据，此外，基于词汇概念的解释也得到了汉语联觉复合形容词数据的支持。总之，本文认为PSE模型是一种测量体现程度的实证方法，进一步理解体现在感官知觉的语言概念化中的作用。

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引用次数: 0

Participatory sense-making and knowing-in-connection in VR VR中的参与式意义构建和关联认知

IF 1.7 2区文学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Language Sciences

Pub Date : 2025-01-07 DOI: 10.1016/j.langsci.2024.101705

Nara Miranda de Figueiredo , Giovanni Rolla , Guilherme Nunes de Vasconcelos

In this paper we discuss human interaction and connection in Virtual Reality (VR). We focus on knowing-in-connection (KiC), a form of participatory sense-making (PSM) in which individuals understand and influence each other's perspectives while managing their own normativities. We propose that, in humans, KiC involves existentially grasping what is at stake for others and oneself in a mutually caring relationship. Subsequently, we resort to the allusory nature of VR experiences to explore whether KiC can be fostered in VR. According to this view, there is a biological limit to VR experiences. We also draw on the enactive theory to emphasize the constitutive role of affection in cognitive processes and to consider how PSM in VR involves distributed affective qualities and body identities that modulate relationship norms and interactive asymmetries. We conclude that for linguistic bodies the existential dimension of PSM, which is proper of KiC, will most likely not be instantiated in virtual environments. For, the limitation of VR interactions is not only biological: in human interaction, the existential dimension is also affected and it cannot be fully engaged virtually.

本文讨论了虚拟现实（VR）中人与人之间的互动和联系。我们关注的是联系中的认知（KiC），这是一种参与式意义形成（PSM）的形式，在这种形式中，个体在管理自己的规范性的同时理解并影响彼此的观点。我们认为，在人类中，KiC涉及在相互关心的关系中对他人和自己的利害关系的存在性把握。随后，我们借助VR体验的典故性来探讨是否可以在VR中培养KiC。根据这一观点，VR体验存在生物学上的限制。我们还利用行为理论来强调情感在认知过程中的构成作用，并考虑虚拟现实中的PSM如何涉及调节关系规范和互动不对称的分布式情感品质和身体身份。我们得出的结论是，对于语言体来说，PSM的存在维度（属于KiC）很可能不会在虚拟环境中实例化。因为，虚拟现实互动的局限性不仅仅是生物学上的：在人类的互动中，存在维度也受到影响，无法完全虚拟地参与。

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引用次数: 0

The use of please in the expression of (im)politeness in the language of London teenagers and adults 在伦敦青少年和成人的语言中，用“请”来表示（不）礼貌

IF 1.7 2区文学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Language Sciences

Pub Date : 2025-01-04 DOI: 10.1016/j.langsci.2024.101703

Paloma Núñez Pertejo, Ignacio M. Palacios Martínez

This paper explores the expression of (im)politeness in the language of teenagers and adults, looking specifically at cases of so-called ‘pragmatic reversal’ (Mazzon, 2017; Fedriani, 2019), in which a politeness marker is used with a confrontational meaning to threaten face. We focus on the use of please, traditionally a courtesy marker, in contexts where it expresses either positive or negative (im)politeness (Culpeper, 2011; Leech, 2014; Aijmer, 2015; Taylor, 2016), drawing on data from the London English Corpus and the spoken component of the British National Corpus 2014. Our analysis of teen talk suggests that please is sometimes used by adolescent speakers when there is a clear mismatch between polite and impolite formulae (e.g., ‘What's that shitty thing please?’). Such processes of pragmatic reversal seem to contribute to harmonious relationships among teenagers, consolidating mutual bonds, which is of key importance during the teen years, in that the discourse of these young speakers is governed by socio-pragmatic norms which differ markedly from those of adults. The paper concludes by noting the significant role of speaker age in the study of (im)politeness, and hence the need to address this issue both in terms of definitions of (im)politeness theory and in the application of these to real data.

本文探讨了（im）礼貌在青少年和成人语言中的表达，特别关注所谓的“语用逆转”(Mazzon, 2017；Fedriani, 2019)，其中礼貌标记带有对抗性的意义来威胁脸。我们关注的是“请”这个传统上的礼貌标记在表达积极或消极礼貌的语境中的使用(Culpeper, 2011；水蛭,2014;Aijmer, 2015;Taylor, 2016)，利用伦敦英语语料库和2014年英国国家语料库的口语部分的数据。我们对青少年谈话的分析表明，当礼貌和不礼貌的表达方式明显不匹配时，青少年说话者有时会使用“please”（例如，“请问那是什么东西？”）。这种语用逆转过程似乎有助于青少年之间的和谐关系，巩固相互联系，这在青少年时期是至关重要的，因为这些年轻说话者的话语受到与成年人明显不同的社会语用规范的支配。本文最后指出说话人年龄在礼貌研究中的重要作用，因此需要从礼貌理论的定义和这些理论在实际数据中的应用两方面来解决这个问题。

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引用次数: 0

Rhythm as an integration principle for modeling speech-action intersemiosis in classroom interaction: a social semiotic perspective 节奏作为模拟课堂互动中言语-动作间义的整合原则：一个社会符号学视角

IF 1.7 2区文学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Language Sciences

Pub Date : 2024-12-26 DOI: 10.1016/j.langsci.2024.101704

Xiaoqin Wu

A continuing challenge for scholars working with multimodal educational research is to devise theoretical and methodological tools that can effectively navigate the complexity and emergent meaning when different semiotic resources interact. This paper demonstrates how rhythm, as an integration principle, coordinates the interaction of speech and embodied action in classroom settings at multi-scalar temporalities. Transcription designs are also devised to capture and visualize the patterns of multimodal rhythmic interaction. Drawing on a social semiotic theorization of rhythm, the paper conducts nuanced multimodal analyses of video data documenting teacher-student embodied interaction. The paper first reports four types of multimodal rhythmic patterns in classroom interaction, showcasing how rhythms coordinate across participants and semiotic resources. It then demonstrates how the tempo of the speech rhythmically structures the embodied actions at different time scales, resulting in multimodal synchronies that are semantically motivated. Finally, the paper reveals that the multiple actions in a pedagogic practice, while themselves rhythmical, may not always be rhythmically integrated with speech. The paper contributes to existing studies of speech-action interplay by developing theoretical and methodological tools to capture and visualize their interactions. Observations developed in this paper can also potentially inform pedagogic practices that involve the co-deployment of speech and embodied action.

对于从事多模态教育研究的学者来说，一个持续的挑战是设计出理论和方法工具，能够有效地驾驭不同符号资源相互作用时的复杂性和突现意义。本文论证了节奏作为一种整合原则，如何在多尺度时态的课堂环境中协调言语和身具动作的互动。转录设计也被设计用来捕捉和可视化多模态节奏相互作用的模式。本文借鉴节奏的社会符号学理论，对记录师生具身互动的视频数据进行了细致入微的多模态分析。本文首先报道了课堂互动中的四种多模态节奏模式，展示了节奏如何在参与者和符号资源之间协调。然后，它展示了语言的节奏如何在不同的时间尺度上有节奏地组织具体的动作，从而产生语义驱动的多模态同步。最后，本文揭示了教学实践中的多种动作虽然本身具有节奏性，但并不总是与言语具有节奏性。本文通过开发理论和方法工具来捕捉和可视化语言-行动相互作用，为现有的语言-行动相互作用研究做出了贡献。本文中发展的观察也可以潜在地为涉及言语和具体行动共同部署的教学实践提供信息。

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引用次数: 0

Linguistic relativity from an enactive perspective: the entanglement of language and cognition 动作视域下的语言相对性：语言与认知的纠缠

IF 1.7 2区文学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Language Sciences

Pub Date : 2024-12-19 DOI: 10.1016/j.langsci.2024.101702

Ulises Rodríguez Jordá , Ezequiel A. Di Paolo

We seek to relate the fields of linguistic relativity (LR) and the enactive approach in cognitive science. We distinguish contemporary research on LR, starting after the mid-1990s, from earlier approaches to the field. Current studies are characterised by a nuanced methodology rooted in the psycholinguistics tradition. While improving on earlier research, they also move away from philosophically oriented discussions about the relation between language and cognition and focus instead on experimentally testing relativistic effects for specific cognitive domains. We claim that this procedure retains some fundamental assumptions from classical cognitive science, precisely those that are challenged by an enactive perspective. These include a commitment to the modularity of mind and a computational understanding of the interactions between cognitive domains. We contend that contemporary LR research is, in fact, compatible with these classical cognitivist ideas, despite superficial points of tension. We then survey recent post-cognitivist approaches to language in cognitive science and explore ways in which LR and the enactive framework could be mutually enriched. Whereas the structural or categorial aspects of language are central for LR research, these are usually downplayed in post-cognitivist approaches, often influenced by the integrationist distinction between first-order linguistic practices and second-order constructs. We advance a specifically enactive perspective that seeks to preserve the systematic features of language while also integrating them within a dynamical understanding of the relation between language and cognition at multiple timescales.

我们试图将语言相对性（LR）和认知科学中的主动方法联系起来。我们将20世纪90年代中期以后开始的当代LR研究与该领域的早期方法区分开来。当前研究的特点是植根于心理语言学传统的细致入微的方法。在对早期研究进行改进的同时，他们也远离了以哲学为导向的关于语言和认知之间关系的讨论，转而关注于实验测试特定认知领域的相对论效应。我们认为，这一过程保留了经典认知科学的一些基本假设，而恰恰是那些受到行为视角挑战的假设。这些包括对心智模块化的承诺和对认知领域之间相互作用的计算理解。我们认为，当代LR研究实际上与这些经典认知主义思想兼容，尽管表面上存在紧张点。然后，我们回顾了认知科学中最近的后认知主义语言研究方法，并探索了LR和活动框架相互丰富的方法。虽然语言的结构或范畴方面是LR研究的核心，但这些方面在后认知主义方法中通常被淡化，往往受到一阶语言实践和二阶结构之间的整合主义区分的影响。我们提出了一个具体的动态视角，旨在保留语言的系统特征，同时在多个时间尺度上将它们整合到语言与认知之间关系的动态理解中。

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引用次数: 0

Unravelling the competing dynamics of Chinese causative markers shi 使, ling 令, jiao1 叫 and jiao2 教: A diachronic analysis 汉语使役标记的竞争动态：历时分析

IF 1.7 2区文学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Language Sciences

Pub Date : 2024-12-12 DOI: 10.1016/j.langsci.2024.101701

Xiaoyu Tian , Dirk Speelman , Weiwei Zhang

This study uses multinomial logistic regression models and mixed-effects binomial logistic models to examine the factors influencing the choice of Chinese causative markers shi 使 (‘make’), ling 令 (‘make’), jiao1 叫 (‘let’) and jiao2 教 (‘let’) from the 14th to the 20th century. The analyses uncover the complex competing dynamics among these alternative ways to express causation. Specifically, our examination reveals an overlap of contextual features between jiao1 and jiao2, which is likely to have contributed to the decline of the latter as a causative marker in contemporary Chinese. In contrast, ling exhibits a distinct usage pattern characterized by [ling + ren (‘people/person’) + emotion] constructions, presumably allowing it to maintain a stable presence despite its lower frequency compared to the widely used marker, shi. We address the challenges of model convergence and model selection by synthesizing consistent outcomes from multiple logistic regression models, thereby providing a comprehensive understanding of the examined data.

本研究采用多项逻辑回归模型和混合效应二项逻辑回归模型，考察了14 - 20世纪汉语致因标记“令”、“令”、“让”和“让”选择的影响因素。这些分析揭示了这些表达因果关系的替代方式之间复杂的竞争动态。具体来说，我们的研究揭示了“jiao1”和“jiao2”之间的上下文特征重叠，这可能是导致“jiao1”在当代汉语中作为使役标记的衰落的原因。相比之下，“令”表现出一种独特的使用模式，其特征是“令”+“人”+“情感”结构，这可能使其保持稳定的存在，尽管与广泛使用的“是”相比，“令”的使用频率较低。我们通过综合多个逻辑回归模型的一致结果来解决模型收敛和模型选择的挑战，从而提供对检查数据的全面理解。

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引用次数: 0

More to gesture than meets the (analyst's) eye? Querying the problem of online gestural loss from applied linguistics and psychotherapy perspectives 更多的是手势而不是（分析师）的眼睛？从应用语言学和心理治疗的角度探讨网络手势丢失问题

IF 1.7 2区文学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Language Sciences

Pub Date : 2024-12-07 DOI: 10.1016/j.langsci.2024.101692

Simon Harrison

When our social and professional spoken language activities become mediated by a screen technology, such as videoconferencing platforms, what happens to gesture? Out of the various research domains that have contended with this question, two are juxtaposed in this paper. Applied linguistics and psychotherapy differ as to the purpose of their field's speaking activities and the motivations of their practitioners, yet their professional activities share an emphasis on language, communication, participation, intersubjectivity, relational asymmetries, and ability or skill. Both domains are deeply concerned with the meaningful situation of being with others. They devote considerable attention to gesture, yet do so through different conceptual and methodological lenses, making their divergent conclusions about online gesture valuable to compare. Where applied linguists are finding gestural ‘loss’, ‘impossibility’, ‘absence’, and near ‘non-existence’, psychotherapists find not only negatives but also gestural ‘amplification’, ‘increase’, ‘closeness’, ‘enhancement’ and ‘overload’. This paper explores the different disciplinary lenses at play, asking what is meant by gesture and its criteria for online loss (or amplification) within and across these different domains of research.

当我们的社交和专业口语活动被屏幕技术（如视频会议平台）所调节时，手势会发生什么？在与这个问题争论的各种研究领域中，本文并列列出了两个领域。应用语言学和心理治疗在各自领域演讲活动的目的和从业者的动机上有所不同，但他们的专业活动都强调语言、沟通、参与、主体间性、关系不对称以及能力或技能。这两个领域都与与他人在一起的有意义的情况密切相关。他们对手势投入了相当多的关注，但却是通过不同的概念和方法透镜来做的，这使得他们关于在线手势的不同结论具有比较价值。在应用语言学家发现手势“损失”、“不可能”、“缺席”和“近乎不存在”的地方，心理治疗师发现的不仅是消极的，还有手势“放大”、“增加”、“亲近”、“增强”和“过载”。本文探讨了不同的学科视角，询问手势的含义及其在这些不同研究领域内和跨领域的在线损失（或放大）标准。

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引用次数: 0