Crosslinguistic Differences in Food Labels Do Not Yield Differences in Taste Perception

IF 3.5 1区 文学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Emanuel Bylund, Steven Samuel, Panos Athanasopoulos
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Abstract

Research has shown that speakers of different languages may differ in their cognitive and perceptual processing of reality. A common denominator of this line of investigation has been its reliance on the sensory domain of vision. The aim of our study was to extend the scope to a new sense—taste. Using as a starting point crosslinguistic differences in the category boundaries of edible bulbs, we examined whether monolingual speakers of English and bilingual speakers of Norwegian and English were influenced by language-specific categories during tasting. The results showed no evidence of such effects, not even for the Norwegian participants in an entirely Norwegian context. This suggests that crosslinguistic differences in visual perception do not readily generalize to the domain of taste. We discuss the findings in terms of predictive processing, with particular reference to trigeminal stimulation (a central tasting component) and the interplay between chemosensory signals and top-down linguistic modulation.

Abstract Image

食品标签的跨语言差异不会产生味觉差异
研究表明,讲不同语言的人对现实的认知和感知处理可能不同。这些研究的一个共同点是对视觉这一感官领域的依赖。我们的研究旨在将范围扩大到新的感官--味觉。以可食用鳞茎类别界限的跨语言差异为出发点,我们研究了单语英语使用者和挪威语与英语双语使用者在品尝过程中是否会受到特定语言类别的影响。结果表明,没有证据表明存在这种影响,即使是挪威语参与者在完全使用挪威语的情况下也是如此。这表明,视觉感知方面的跨语言差异并不容易推广到味觉领域。我们从预测处理的角度讨论了这一研究结果,并特别提到了三叉神经刺激(品尝的核心部分)以及化学感觉信号与自上而下的语言调制之间的相互作用。
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来源期刊
Language Learning
Language Learning Multiple-
CiteScore
9.10
自引率
15.90%
发文量
65
期刊介绍: Language Learning is a scientific journal dedicated to the understanding of language learning broadly defined. It publishes research articles that systematically apply methods of inquiry from disciplines including psychology, linguistics, cognitive science, educational inquiry, neuroscience, ethnography, sociolinguistics, sociology, and anthropology. It is concerned with fundamental theoretical issues in language learning such as child, second, and foreign language acquisition, language education, bilingualism, literacy, language representation in mind and brain, culture, cognition, pragmatics, and intergroup relations. A subscription includes one or two annual supplements, alternating among a volume from the Language Learning Cognitive Neuroscience Series, the Currents in Language Learning Series or the Language Learning Special Issue Series.
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