人文科学最新文献_第6页

Black archives, white philanthropists: Pan-African worldmaking in the interwar United States

IF 1 2区历史学

Journal of Historical Geography Pub Date : 2025-04-11 DOI: 10.1016/j.jhg.2025.03.003

Jake Hodder

引用次数: 0

How are far-right online communities using X/Twitter Spaces? Discourse, communication, sharing

IF 2.3 2区文学

Discourse Context & Media Pub Date : 2025-04-11 DOI: 10.1016/j.dcm.2025.100884

Kurt Sengul

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引用次数: 0

Mandarin-speaking children’s acquisition of the additive particle ye ‘also’ 讲普通话的儿童对加点词 "也 "的习得

IF 1.1 3区文学

Lingua Pub Date : 2025-04-11 DOI: 10.1016/j.lingua.2025.103936

Haiquan Huang , Yixiong Chen , Xuewu Qin , Xin Wang , Jie Xu

{"title":"Mandarin-speaking children’s acquisition of the additive particle ye ‘also’","authors":"Haiquan Huang , Yixiong Chen , Xuewu Qin , Xin Wang , Jie Xu","doi":"10.1016/j.lingua.2025.103936","DOIUrl":"10.1016/j.lingua.2025.103936","url":null,"abstract":"<div><div>Previous studies have reported conflicting findings on children’s interpretation of additive particles. One of the previous studies has reported that Mandarin-speaking children up to 7 have difficulty deriving the presupposition triggered by the additive particle <em>ye</em> ‘also’. By contrast, another body of research has found that 3-to-4-year-olds can correctly interpret additive particles across languages. Such conflicting findings might have resulted from the different research techniques. Moreover, no study has been conducted to probe whether children are able to identify subject- versus object-associated focus in sentences with an additive particle. Against this backdrop, the current study attempts to systematically re-evaluate how Mandarin-speaking children interpret sentences with <em>ye</em> ‘also’, using an adapted research method. Two experiments were conducted with 3-to-4-year-olds and a group of adult controls. Experiment 1 probed whether children were able to identify object-associated focus in sentences with <em>ye</em>. Experiment 2 evaluated whether another group of children were able to identify subject-associated focus in sentences with <em>ye</em>. It was found that 3-year-olds already performed quite well and 4-year-olds nearly had adult-like performance in both experiments. The findings indicate that Mandarin-speaking preschoolers are able to identify subject- versus object-associated focus in sentences with <em>ye</em>, and such a linguistic ability develops in an incremental fashion. We discuss the methodological and theoretical implications of the findings.</div></div>","PeriodicalId":47955,"journal":{"name":"Lingua","volume":"320 ","pages":"Article 103936"},"PeriodicalIF":1.1,"publicationDate":"2025-04-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143816545","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Bishop Geisler and the 1934 ‘Torello-Ricci Affair’: fighting for moral authority in a Fascist borderland

IF 0.5 3区历史学

Modern Italy Pub Date : 2025-04-11 DOI: 10.1017/mit.2025.9

Eden K. McLean

引用次数: 0

The Developmental Puzzle of Irony Understanding: Is Epistemic Vigilance the Missing Piece?

IF 2.2 2区文学

Journal of Child Language Pub Date : 2025-04-11 DOI: 10.1017/s0305000925000091

Ana Milosavljevic, Thomas Castelain, Nausicaa Pouscoulous, Diana Mazzarella

引用次数: 0

Investigating the dynamic relationship of lexical and syntactic complexity in L2 writing across proficiency levels: A CDST-inspired study

IF 4.9 1区文学

System Pub Date : 2025-04-11 DOI: 10.1016/j.system.2025.103678

Jinlu Liu , Ming Wu , Haitao Liu

{"title":"Investigating the dynamic relationship of lexical and syntactic complexity in L2 writing across proficiency levels: A CDST-inspired study","authors":"Jinlu Liu , Ming Wu , Haitao Liu","doi":"10.1016/j.system.2025.103678","DOIUrl":"10.1016/j.system.2025.103678","url":null,"abstract":"<div><div>This study examines the development of lexical and syntactic complexity in L2 writing across five proficiency levels (ST2-ST6) of Chinese EFL learners. Analyzing 3423 essays from the Chinese Learner English Corpus (2003), we employed the Moving-Average Type-Token Ratio and Mean Dependency Distance to measure lexical and syntactic complexity, respectively. Results revealed significant, though non-linear, increase in both measures across proficiency levels. Syntactic complexity showed consistent growth, while lexical complexity plateaued at intermediate levels. A dynamic relationship analysis indicated periods of compensatory growth between lexical and syntactic complexity, particularly at lower proficiency levels. A combined complexity measure demonstrated an overall linear trend with significant non-linear components. These findings, interpreted through the lens of Complex Dynamic Systems Theory, suggest that L2 writing development involves intricate, sometimes competitive interactions between different levels of language proficiency. The study's outcomes have implications for language pedagogy, particularly in informing stage-appropriate instructional strategies and multi-dimensional assessment practices.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"131 ","pages":"Article 103678"},"PeriodicalIF":4.9,"publicationDate":"2025-04-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143817314","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Is interpreter advantage a gift or an effect of training? Cognitive changes and interpreting acquisition at the early stage of training

IF 3.6 1区文学

Bilingualism: Language and Cognition Pub Date : 2025-04-11 DOI: 10.1017/s136672892500032x

Xueni Zhang, Binghan Zheng, Rui Wang, Haoshen He

{"title":"Is interpreter advantage a gift or an effect of training? Cognitive changes and interpreting acquisition at the early stage of training","authors":"Xueni Zhang, Binghan Zheng, Rui Wang, Haoshen He","doi":"10.1017/s136672892500032x","DOIUrl":"https://doi.org/10.1017/s136672892500032x","url":null,"abstract":"<p>Simultaneous interpreting (SI) is an intensive multitasking activity that requires coordination of a variety of linguistic and cognitive control mechanisms. Research has shown that interpreters perform better in tasks that require domain-general executive functions (EF), but the question remains whether such cognitive alternation is a result of interpreting experience or it reflects a selection bias that only cognitively capable people are recruited and trained to be interpreters. We examined the cognitive changes experienced by beginner-level students engaged in an intensive, two-week interpreting training programme. Our findings show that: (a) only cognitive flexibility was enhanced by training, together with improvement in SI performance; (b) the three EF subcomponents in their pre-existing forms negatively correlated with training gains; and (c) only pre-existing cognitive flexibility was positively associated with improvement in SI performance. Findings were discussed regarding the relationship between cognitive abilities and the early-stage acquisition of interpreting.</p>","PeriodicalId":8758,"journal":{"name":"Bilingualism: Language and Cognition","volume":"217 1","pages":""},"PeriodicalIF":3.6,"publicationDate":"2025-04-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143819205","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

What is proficiency? Characterizing spoken language proficiency in older Spanish-English bilinguals

IF 3.6 1区文学

Bilingualism: Language and Cognition Pub Date : 2025-04-11 DOI: 10.1017/s1366728925000343

Dalia L. Garcia, Tamar H. Gollan

{"title":"What is proficiency? Characterizing spoken language proficiency in older Spanish-English bilinguals","authors":"Dalia L. Garcia, Tamar H. Gollan","doi":"10.1017/s1366728925000343","DOIUrl":"https://doi.org/10.1017/s1366728925000343","url":null,"abstract":"<p>We conducted a detailed linguistic analysis of Oral Proficiency Interviews (OPIs) from older Spanish-English bilinguals (<span>n</span> = 28) to determine which cognitive, linguistic, and demographic factors predict proficiency. In the dominant language, older age was associated with lower proficiency scores, but aging effects were not significant after accounting for cognitive functioning scores. In the nondominant language, bilinguals with larger vocabulary scores, fewer speech errors, and higher education levels obtained higher proficiency scores. Multiple linguistic submeasures from the OPIs were highly correlated across languages (e.g., fast speakers spoke fast in both languages), but these same measures exhibited significant language dominance effects (e.g., bilinguals spoke faster in the dominant than in the nondominant language). These results suggest it is critical to control for cognitive functioning when examining aging effects on language production, reveal powerful individual differences that affect how people talk regardless of language, and validate the use of the OPI to measure bilingual proficiency.</p>","PeriodicalId":8758,"journal":{"name":"Bilingualism: Language and Cognition","volume":"34 1","pages":""},"PeriodicalIF":3.6,"publicationDate":"2025-04-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143819206","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

European History Quarterly Roundtable: Histories of Race in Europe and Questions of Knowledge Production

IF 0.3 3区历史学

European History Quarterly Pub Date : 2025-04-10 DOI: 10.1177/02656914251328511

Bolaji Balogun, Sarah Demart, Claire Eldridge, Chandra Frank, Camilla Hawthorne, Stefanie Michels, Erin Kathleen Rowe, Kimberly St. Julian-Varnon

引用次数: 0

Is planning time beneficial for anaphora resolution? A corpus-based study of L1 Spanish–L2 English learners 规划时间是否有利于拟声词的解决？基于语料库的第一语言西班牙语-第二语言英语学习者研究

IF 3.6 2区文学

Language Teaching Pub Date : 2025-04-10 DOI: 10.1017/s0261444825000011

Elena García-Guerrero, Cristóbal Lozano

引用次数: 0