Discourse Processes最新文献_第10页

Conversational Roles, Generational Differences and the Emergence of Historical and Personal Memories Surrounding WWII during Familial Discussions 家庭讨论中的会话角色、代际差异和二战历史和个人记忆的出现

IF 2.2 2区心理学

Discourse Processes Pub Date : 2022-04-06 DOI: 10.1080/0163853X.2022.2037053

Aurélie van der Haegen, Charles B. Stone, O. Luminet, W. Hirst

{"title":"Conversational Roles, Generational Differences and the Emergence of Historical and Personal Memories Surrounding WWII during Familial Discussions","authors":"Aurélie van der Haegen, Charles B. Stone, O. Luminet, W. Hirst","doi":"10.1080/0163853X.2022.2037053","DOIUrl":"https://doi.org/10.1080/0163853X.2022.2037053","url":null,"abstract":"ABSTRACT We examined whether and how conversational roles shape the extent to which details and recollections surrounding World War II (WWII) emerge in family conversations. Each family was tasked with collaboratively discussing four topics surrounding WWII specific to Belgium. We then conducted both quantitative and qualitative analyses. The former compared the collaborative recall with each family member’s individual recall; the latter focused on the conversational roles and dynamics within each family. While the results suggest that familial discussions lead to more “old” (from the individual recollection) recollections than “new” recollections, about 40% new recollections did emerge; however, with fewer personal details surrounding the discussed recollections. Although, the extent to which more details and new recollections emerged during the conversations across families depended on the conversational roles adopted by each discussant. Our results are discussed in terms of the importance of conversational roles in understanding when and how memories may emerge within a conversation and, in turn, transmit across generations.","PeriodicalId":11316,"journal":{"name":"Discourse Processes","volume":"59 1","pages":"500 - 519"},"PeriodicalIF":2.2,"publicationDate":"2022-04-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41553438","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Implicit Textually Enhanced Processing of Aspectual Meanings in English Learners with German as a First Language 以德语为母语的英语学习者对不实义的内隐语篇强化处理

IF 2.2 2区心理学

Discourse Processes Pub Date : 2022-03-29 DOI: 10.1080/0163853X.2022.2052498

A. Schramm, V. Haser, M. Mensink, Jonas Reifenrath, Parinaz Kassemi

{"title":"Implicit Textually Enhanced Processing of Aspectual Meanings in English Learners with German as a First Language","authors":"A. Schramm, V. Haser, M. Mensink, Jonas Reifenrath, Parinaz Kassemi","doi":"10.1080/0163853X.2022.2052498","DOIUrl":"https://doi.org/10.1080/0163853X.2022.2052498","url":null,"abstract":"ABSTRACT This research addresses implicit learning of temporal meanings in English by adult non-native readers of German, a language without morphosyntactic imperfective aspect. Twenty-four learners from mixed first languages participated in a norming study assessing unenhanced aspect awareness. Then, in a second experiment, 91 native-German learners participated in quantitative (word completion; question-answering; truth value judgment) and, in a third experiment, a subset of seven in qualitative measures (stimulated recall, interview). We build on previous theorizing that assumes initially advanced understanding of perfective compared to imperfective aspect, the use of the latter having to be learned in our new narrative context, and later acquisition stages to exhibit implicit rather than explicit knowledge. We expect that second-language learners profit from awareness created through textually enhanced materials, which leads to fairly implicit learning and thus to improvement in understanding of and knowledge about imperfective aspect. We investigated the learning of aspect in pragmatic (story) and semantic (sentence) contexts. Semantically, aspect specifies whether an event is ongoing or completed; pragmatically, whether it subsequently aids causal inferencing or not. Our data partly confirm our expectations, showing initial awareness of perfective aspect (semantic and pragmatic context) and gradually improved understanding (pragmatic and eventually even semantic context) as well as rapidly improved explicit knowledge of imperfective aspect, which in turn appears to trigger implicit perfective-aspect knowledge. These findings and separate trajectories advance our understanding of language learning and support the call for implicit learning techniques in second-language teaching and learning.","PeriodicalId":11316,"journal":{"name":"Discourse Processes","volume":"59 1","pages":"520 - 552"},"PeriodicalIF":2.2,"publicationDate":"2022-03-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47492869","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The Primacy of Multimodal Alignment in Converging on Shared Symbols for Novel Referents 多模态对齐在新指称的共享符号收敛中的首要地位

IF 2.2 2区心理学

Discourse Processes Pub Date : 2022-03-16 DOI: 10.1080/0163853X.2021.1992235

Marlou Rasenberg, A. Özyürek, S. Bögels, Mark Dingemanse

引用次数: 5

Please Join Me/Us/Them on My/Our/Their Journey to Justice in STEM 请加入我/我们/他们的STEM正义之旅

IF 2.2 2区心理学

Discourse Processes Pub Date : 2022-03-15 DOI: 10.1080/0163853X.2022.2050084

Rod D. Roscoe

引用次数: 3

HISTORICAL PERSPECTIVE TAKING AND THE SELF IN ONLINE COMMUNITY DISCUSSIONS 网络社区讨论中的历史视角与自我

IF 2.2 2区心理学

Discourse Processes Pub Date : 2022-03-09 DOI: 10.1080/0163853X.2022.2041153

Jolie C. Matthews

引用次数: 1

Offering an Interpretation of Prior Talk in Everyday Interaction: A Semantic Map Approach 从语义图的角度解读日常互动中的先验话语

IF 2.2 2区心理学

Discourse Processes Pub Date : 2022-02-21 DOI: 10.1080/0163853X.2022.2028088

J. Zinken, Uwe-A. Küttner

{"title":"Offering an Interpretation of Prior Talk in Everyday Interaction: A Semantic Map Approach","authors":"J. Zinken, Uwe-A. Küttner","doi":"10.1080/0163853X.2022.2028088","DOIUrl":"https://doi.org/10.1080/0163853X.2022.2028088","url":null,"abstract":"ABSTRACT Sometimes in interaction, a speaker articulates an overt interpretation of prior talk. Such moments have been studied as involving the repair of a problem with the other’s talk or as formulating an understanding of the matter at hand. Stepping back from the established notions of formulations and repair, we examine the variety of actions speakers do with the practice of offering an interpretation, and the order within this domain. Results show half a dozen usage types of interpretations in mundane interaction. These form a largely continuous territory of action, with recognizably distinct usage types as well as cases falling between these (proto)typical uses. We locate order in the domain of interpretations using the method of semantic maps and show that, contrary to earlier assumptions in the literature, interpretations that formulate an understanding of the matter at hand are actually quite pervasive in ordinary talk. These findings contribute to research on action formation and advance our understanding of understanding in interaction. Data are video- and audio-recordings of mundane social interaction in the German language from a variety of settings.","PeriodicalId":11316,"journal":{"name":"Discourse Processes","volume":"59 1","pages":"298 - 325"},"PeriodicalIF":2.2,"publicationDate":"2022-02-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42062042","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

An Analysis of the Linguistic Features of Popular Chinese Online Fantasy Novels 中国流行网络奇幻小说的语言特征分析

IF 2.2 2区心理学

Discourse Processes Pub Date : 2022-02-14 DOI: 10.1080/0163853X.2022.2028432

Jian Jin, Siyun Liu

{"title":"An Analysis of the Linguistic Features of Popular Chinese Online Fantasy Novels","authors":"Jian Jin, Siyun Liu","doi":"10.1080/0163853X.2022.2028432","DOIUrl":"https://doi.org/10.1080/0163853X.2022.2028432","url":null,"abstract":"ABSTRACT Previous studies found that linguistic features can be used to predict the success of novels. However, which specific linguistic features better contribute to a novel’s popularity is unclear. This study addressed this issue by investigating the linguistic features of 2,008 online Chinese fantasy novels with different popularity (indicated by the Baidu Index). Specifically, word part-of-speech, personal pronouns, word complexity, and local/overall sentence semantic coherence were analyzed using a word segmentation tool (Jieba) and a latent semantic analysis software (Chinese version of Coh-Metrix). Results showed significant differences between popular and non-popular (high and low popularity) novels in the distribution of parts-of-speech, use of the second person pronoun, word complexity, and sentence semantic coherence. Moreover, the presence of the second person pronoun (“you”), local sentence semantic coherence, auxiliary words, word complexity, overall sentence semantic coherence, and adjectives better predicted the popularity of a Chinese online fantasy novel. The theoretical background and the implications of these results are detailed in the study discussion.","PeriodicalId":11316,"journal":{"name":"Discourse Processes","volume":"59 1","pages":"326 - 344"},"PeriodicalIF":2.2,"publicationDate":"2022-02-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46287922","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2

Visuospatial Working Memory and Understanding Co-Speech Iconic Gestures: Do Gestures Help to Paint a Mental Picture? 视觉空间工作记忆和理解共同语言的标志性手势:手势有助于描绘心理画面吗?

IF 2.2 2区心理学

Discourse Processes Pub Date : 2022-02-10 DOI: 10.1080/0163853X.2022.2028087

Ying Choon Wu, H. M. Müller, S. Coulson

{"title":"Visuospatial Working Memory and Understanding Co-Speech Iconic Gestures: Do Gestures Help to Paint a Mental Picture?","authors":"Ying Choon Wu, H. M. Müller, S. Coulson","doi":"10.1080/0163853X.2022.2028087","DOIUrl":"https://doi.org/10.1080/0163853X.2022.2028087","url":null,"abstract":"ABSTRACT Multi-modal discourse comprehension requires speakers to combine information from speech and gestures. To date, little research has addressed the cognitive resources that underlie these processes. Here we used a dual-task paradigm to test the relative importance of verbal and visuospatial working memory in speech-gesture comprehension. Healthy, college-aged participants encoded either a series of digits (verbal load) or a series of dot locations in a grid (visuospatial load) and rehearsed them (secondary memory task) as they performed a (primary) multi-modal discourse comprehension task. Regardless of the secondary task, performance on the discourse comprehension task was better when the speaker’s gestures and speech were congruent than when they were incongruent. However, the congruity advantage was smaller when the concurrent memory task involved a visuospatial load than when it involved a verbal load. Results suggest that taxing the visuospatial working memory system reduced participants’ ability to benefit from the information in congruent iconic gestures. A control experiment demonstrated that results were not an artifact of the difficulty of the visuospatial load task. Overall, these data suggest speakers recruit visuospatial working memory to interpret gestures about concrete visual scenes.","PeriodicalId":11316,"journal":{"name":"Discourse Processes","volume":"59 1","pages":"275 - 297"},"PeriodicalIF":2.2,"publicationDate":"2022-02-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44596939","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Emotions and the Comprehension of Single versus Multiple Texts during Game-based Learning 基于游戏的学习过程中情绪与单一文本与多重文本的理解

IF 2.2 2区心理学

Discourse Processes Pub Date : 2022-02-07 DOI: 10.1080/0163853X.2021.1950450

Daryn A. Dever, Megan D. Wiedbusch, Elizabeth B. Cloude, James C. Lester, R. Azevedo

{"title":"Emotions and the Comprehension of Single versus Multiple Texts during Game-based Learning","authors":"Daryn A. Dever, Megan D. Wiedbusch, Elizabeth B. Cloude, James C. Lester, R. Azevedo","doi":"10.1080/0163853X.2021.1950450","DOIUrl":"https://doi.org/10.1080/0163853X.2021.1950450","url":null,"abstract":"ABSTRACT This study examined 57 learners’ emotions (i.e., joy, anger, confusion, frustration) as they engaged with scientific content while learning about microbiology with Crystal Island, a game-based learning environment (GBLE). Measures of learners’ prior knowledge, in-game text comprehension, facial expressions of emotion, and posttest reading comprehension were collected to examine the relationship between emotions and single- and multiple-text comprehension. Analyses found that both discrete and non-discrete emotions were expressed during reading and answering in-game assessments of single-text comprehension. Learners expressed greater joy during reading and greater expressions of anger, confusion, and frustration during in-game assessments. Further results found that learners who expressed a high number of different emotions throughout reading and completing in-game assessments tended to have lower in-game comprehension scores whereas a higher number of different expressed emotions while completing in-game assessments was associated with greater posttest comprehension. Finally, while increased prior knowledge was associated with higher single- and multiple-text comprehension, there was no interaction between prior knowledge and emotions on multiple-text comprehension. Overall, this study found that (1) learners often express more than one emotion during GBLE activities, (2) emotions expressed while learning with a GBLE shift across different activities, and (3) emotions are related to demonstrated comprehension, but the type of activity influences this relationship. Results from this study provide implications for how emotions can be examined as learners engage in GBLE activities as well as the design of GBLEs to support learners’ emotions accounting for different activity demands to increase comprehension of single and multiple texts.","PeriodicalId":11316,"journal":{"name":"Discourse Processes","volume":"59 1","pages":"94 - 115"},"PeriodicalIF":2.2,"publicationDate":"2022-02-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49144883","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 7

Cognitive Effort in Text Processing and Reading Comprehension in Print and on Tablet: An Eye-Tracking Study 印刷品和平板电脑上文本处理和阅读理解的认知努力:一项眼动追踪研究

IF 2.2 2区心理学

Discourse Processes Pub Date : 2022-02-03 DOI: 10.1080/0163853X.2022.2030157

P. Delgado, L. Salmerón

引用次数: 5