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Discourse Processes最新文献

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Sarcasm Across Time and Space: Patterns of Usage by Age, Gender, and Region in the United States 跨越时间和空间的讽刺:美国年龄、性别和地区的使用模式
IF 2.2 2区 心理学
Discourse Processes Pub Date : 2022-12-02 DOI: 10.1080/0163853X.2022.2085475
Alexander A. Johnson, R. Kreuz
{"title":"Sarcasm Across Time and Space: Patterns of Usage by Age, Gender, and Region in the United States","authors":"Alexander A. Johnson, R. Kreuz","doi":"10.1080/0163853X.2022.2085475","DOIUrl":"https://doi.org/10.1080/0163853X.2022.2085475","url":null,"abstract":"ABSTRACT Past research has highlighted some differences in how sarcasm is interpreted by different groups of individuals as well as biases in individuals’ expectations regarding who is more likely to use it (e.g., occupation, gender). However, examinations of patterns of sarcasm production have been much less frequent. The current research extends past work highlighting the relationship between sarcasm production and demographic as well as geographic factors by extending this research to an online sample. Patterns of sarcasm production by age, gender, and geographic region within the United States were explored using three measures. Results revealed that older individuals and females showed decreased sarcasm use and were more likely to define sarcasm as negative, while geographic regions showed variation only in self-reported use. These results highlight some of the many factors associated with sarcasm use and further demonstrate the complexity of this contentious linguistic act.","PeriodicalId":11316,"journal":{"name":"Discourse Processes","volume":"60 1","pages":"1 - 17"},"PeriodicalIF":2.2,"publicationDate":"2022-12-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48122098","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
Keeping an Eye on the Refutation Effect: The Role of Prior Knowledge and Text-Based Interest on Attention Allocation 关注反驳效应:先验知识和文本兴趣在注意分配中的作用
IF 2.2 2区 心理学
Discourse Processes Pub Date : 2022-11-26 DOI: 10.1080/0163853X.2022.2142459
L. Catrysse, Margot Chauliac, V. Donche, D. Gijbels
{"title":"Keeping an Eye on the Refutation Effect: The Role of Prior Knowledge and Text-Based Interest on Attention Allocation","authors":"L. Catrysse, Margot Chauliac, V. Donche, D. Gijbels","doi":"10.1080/0163853X.2022.2142459","DOIUrl":"https://doi.org/10.1080/0163853X.2022.2142459","url":null,"abstract":"ABSTRACT This study examined the relationship between refutation texts and attention allocation by focusing on the interaction between important reader-and-text characteristics. Specifically, the authors investigated how prior knowledge and text-based interest affect attention allocation on refutation/control statements, topic, and explanatory and concluding sentences in refutation and nonrefutation texts. We employed eye tracking to monitor the reading behavior of 92 students in higher education. The results revealed that during first-pass regressive reading, nonrefutation-text readers, compared with refutation-text readers, read topic sentences longer, indicating the correct scientific information. Concluding sentences, summarizing the correct scientific information, were reread for longer by refutation-text readers. With increasing prior knowledge, refutation texts were read more slowly than nonrefutation texts during first-pass reading. A higher text-based interest increased rereading time in the refutation text and decreased rereading time in the nonrefutation text. This study advances present knowledge in the field by demonstrating that the interaction between text and reader characteristics affects attention allocation in reading and comprehension.","PeriodicalId":11316,"journal":{"name":"Discourse Processes","volume":"59 1","pages":"745 - 770"},"PeriodicalIF":2.2,"publicationDate":"2022-11-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48796215","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
Masculine generic pronouns as a gender cue in generic statements 男性一般代词在一般陈述句中的性别提示作用
IF 2.2 2区 心理学
Discourse Processes Pub Date : 2022-11-26 DOI: 10.1080/0163853X.2022.2148071
T. Redl, A. Szuba, Peter de Swart, Stefan L. Frank, Helen de Hoop
{"title":"Masculine generic pronouns as a gender cue in generic statements","authors":"T. Redl, A. Szuba, Peter de Swart, Stefan L. Frank, Helen de Hoop","doi":"10.1080/0163853X.2022.2148071","DOIUrl":"https://doi.org/10.1080/0163853X.2022.2148071","url":null,"abstract":"ABSTRACT An eye-tracking experiment was conducted with speakers of Dutch (N = 84, 36 male), a language that falls between grammatical and natural-gender languages. We tested whether a masculine generic pronoun causes a male bias when used in generic statements—that is, in the absence of a specific referent. We tested two types of generic statements by varying conceptual number, hypothesizing that the pronoun zijn “his” was more likely to cause a male bias with a conceptually singular than a conceptually plural antecedent (e.g., Someone (conceptually singular)/Everyone (conceptually plural) with perfect pitch can tune his instrument quickly). We found male participants to exhibit a male bias but with the conceptually singular antecedent only. Female participants showed no signs of a male bias. The results show that the generically intended masculine pronoun zijn “his” leads to a male bias in conceptually singular generic contexts but that this further depends on participant gender.","PeriodicalId":11316,"journal":{"name":"Discourse Processes","volume":"59 1","pages":"828 - 845"},"PeriodicalIF":2.2,"publicationDate":"2022-11-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48020871","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
Teachers’ gestures for building listening and spoken language skills 教师培养听力和口语技能的手势
IF 2.2 2区 心理学
Discourse Processes Pub Date : 2022-11-23 DOI: 10.1080/0163853X.2022.2140556
Kristella Montiegel
{"title":"Teachers’ gestures for building listening and spoken language skills","authors":"Kristella Montiegel","doi":"10.1080/0163853X.2022.2140556","DOIUrl":"https://doi.org/10.1080/0163853X.2022.2140556","url":null,"abstract":"ABSTRACT This study investigates teachers’ gestures produced during directive actions. I examine three particular gestures—pointing to the mouth, pointing to the ear, and cupping the ear— that teachers frequently deployed when interacting with their deaf or hard-of-hearing students in an oral preschool classroom, a setting focused on spoken language and listening. Using conversation analysis, I find that teachers’ gestures occurred in sequences involving multiple directives to students and were routinely produced as subsequent directives, following students’ noncompliance or displays of trouble related to teachers’ initial directives. These gestural directives are used in two main instructional contexts: when targeting students’ linguistic abilities and when managing classroom conduct. The findings reveal a paradox whereby teachers’ gestures contribute to the classroom goal of socialization into oral communication, despite them being nonverbal resources in a setting that overtly prioritizes spoken language. Data consists of 25 hours of video recordings in one oral classroom in California.","PeriodicalId":11316,"journal":{"name":"Discourse Processes","volume":"59 1","pages":"771 - 790"},"PeriodicalIF":2.2,"publicationDate":"2022-11-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47043464","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
The Development of Referring Expression Use from Age 4 to 7 in Swedish-Speaking Children 4 ~ 7岁瑞典语儿童指称表达使用的发展
IF 2.2 2区 心理学
Discourse Processes Pub Date : 2022-10-21 DOI: 10.1080/0163853X.2022.2132794
J. Vogels, Josefin Lindgren
{"title":"The Development of Referring Expression Use from Age 4 to 7 in Swedish-Speaking Children","authors":"J. Vogels, Josefin Lindgren","doi":"10.1080/0163853X.2022.2132794","DOIUrl":"https://doi.org/10.1080/0163853X.2022.2132794","url":null,"abstract":"ABSTRACT When telling a story, a speaker needs to refer to story characters using appropriate expressions, which requires a mental model of the discourse. We hypothesize that, compared to those of adults, children’s discourse models are based more on factors that are less cognitively demanding, such as animacy, and as they grow older, discourse factors such as givenness will start to play a larger role. To test this, we conducted a longitudinal study of referring expression use in elicited narratives. Swedish-speaking children (n = 17) were tested three times between age 4 and 7 and compared to adults (n = 20). The results show that children, like adults, take into account if, when and how a character has been mentioned earlier when referring, but that they rely more on animacy than adults. These results indicate that the various cues for referential choices are in place in preschool children’s discourse models, but are weighted differently than in adults.","PeriodicalId":11316,"journal":{"name":"Discourse Processes","volume":"59 1","pages":"722 - 744"},"PeriodicalIF":2.2,"publicationDate":"2022-10-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48100640","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
Modeling Satirical Uptake Using Discourse Processing Methods 用语篇处理方法模拟讽刺接受
IF 2.2 2区 心理学
Discourse Processes Pub Date : 2022-10-06 DOI: 10.1080/0163853X.2022.2128182
S. Skalicky
{"title":"Modeling Satirical Uptake Using Discourse Processing Methods","authors":"S. Skalicky","doi":"10.1080/0163853X.2022.2128182","DOIUrl":"https://doi.org/10.1080/0163853X.2022.2128182","url":null,"abstract":"ABSTRACT Informed by a theoretical model of satirical uptake, this study investigated processing behavior and comprehension of satirical news articles. Reading times for segments of minimally different satirical and non-satirical texts were collected using within-subjects (Experiment 1) and between-subjects (Experiment 2) designs. Segment reading times and participant familiarity with news genres were used to predict ratings of sincerity, humor, and agreement, as well as manually coded comprehension scores for the satirical texts. In both experiments, text perceptions were significantly different for satirical (vs. non-satirical) texts, with some processing differences observed in Experiment 1. Further results from Experiment 1 included no effects for segment reading times on text perceptions or comprehension scores but did include effects for genre familiarity on text perceptions. Experiment 2 results indicated slower reading times were associated with higher perceptions of sincerity and lower chances of satire comprehension, suggesting effortful processing is a marker of failed satirical uptake.","PeriodicalId":11316,"journal":{"name":"Discourse Processes","volume":"59 1","pages":"702 - 721"},"PeriodicalIF":2.2,"publicationDate":"2022-10-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49381606","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
Extending Gesture’s Impact on Word Learning to Reading: A Self-Paced Reading Study 将手势对单词学习的影响扩展到阅读:一项自定节奏阅读研究
IF 2.2 2区 心理学
Discourse Processes Pub Date : 2022-09-14 DOI: 10.1080/0163853X.2022.2132080
Sarah S. Hughes-Berheim, S. Cheimariou, J. Shelley-Tremblay, Margaret M. Doheny, Laura M. Morett
{"title":"Extending Gesture’s Impact on Word Learning to Reading: A Self-Paced Reading Study","authors":"Sarah S. Hughes-Berheim, S. Cheimariou, J. Shelley-Tremblay, Margaret M. Doheny, Laura M. Morett","doi":"10.1080/0163853X.2022.2132080","DOIUrl":"https://doi.org/10.1080/0163853X.2022.2132080","url":null,"abstract":"ABSTRACT Taken together, the Coherence Principle of Multimedia Learning Theory and the Integrated Systems Hypothesis propose that co-occurring and semantically congruent verbal and visual information should be integrated into one mental representation that enhances memory. The purpose of this paper was to examine how learning pseudowords with matching versus mismatching gestures affects subsequent identification and integration of these newly learned pseudowords into read sentential contexts. Additionally, the pseudowords were manipulated to occur in either semantically congruent or semantically incongruent read sentential contexts, based on the pseudowords’ learned definition. To investigate the research question, two experiments utilizing self-paced reading paradigms were employed. Results of Experiment 1 indicated partial support for the Integrated Systems Hypothesis. In Experiment 2, results indicated that pseudowords learned with matching gestures were identified more quickly and accurately after being read in semantically congruent sentences compared to semantically incongruent sentences, as was expected based on the Integrated Systems Hypothesis as well as the Coherence Principle of Multimedia Learning Theory. Additional results and implications are reported.","PeriodicalId":11316,"journal":{"name":"Discourse Processes","volume":"59 1","pages":"646 - 667"},"PeriodicalIF":2.2,"publicationDate":"2022-09-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48460609","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
Working Memory, Vocabulary Breadth and Depth in Reading Comprehension: A Study with Third Graders 阅读理解中的工作记忆、词汇广度和深度——对三年级学生的研究
IF 2.2 2区 心理学
Discourse Processes Pub Date : 2022-09-12 DOI: 10.1080/0163853X.2022.2116263
Caterina Artuso, P. Palladino
{"title":"Working Memory, Vocabulary Breadth and Depth in Reading Comprehension: A Study with Third Graders","authors":"Caterina Artuso, P. Palladino","doi":"10.1080/0163853X.2022.2116263","DOIUrl":"https://doi.org/10.1080/0163853X.2022.2116263","url":null,"abstract":"ABSTRACT In the current study, we investigated the role of vocabulary knowledge in the relation between working memory (WM) and reading comprehension, in a sample of 55 typically developing 8-year-old Italian children. The role of WM in comprehension is well-established, as both involve similar processes for successful task performance (i.e., active maintenance of relevant information, while inhibiting irrelevant material). Less investigated is the role of vocabulary knowledge. Here, we considered breadth, (assessed via a naming task) and depth (assessed via similarity and a vocabulary task). Our data showed the strong relation between WM and reading comprehension is mediated by vocabulary depth (but not vocabulary breadth). In addition, we also demonstrated the reverse relationship, that is WM and reading comprehension account for vocabulary depth (but not breadth). These findings have important implications for educational research and contribute to the literature on the nature of reading comprehension.","PeriodicalId":11316,"journal":{"name":"Discourse Processes","volume":"59 1","pages":"685 - 701"},"PeriodicalIF":2.2,"publicationDate":"2022-09-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44532880","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
Given-New Effects on the Duration of Gestures and of Words in Face-to-Face Dialogue 给定对面对面对话中手势和言语持续时间的新影响
IF 2.2 2区 心理学
Discourse Processes Pub Date : 2022-09-05 DOI: 10.1080/0163853X.2022.2107859
J. Holler, J. Bavelas, Jonathan Woods, Mareike Geiger, Lauren Simons
{"title":"Given-New Effects on the Duration of Gestures and of Words in Face-to-Face Dialogue","authors":"J. Holler, J. Bavelas, Jonathan Woods, Mareike Geiger, Lauren Simons","doi":"10.1080/0163853X.2022.2107859","DOIUrl":"https://doi.org/10.1080/0163853X.2022.2107859","url":null,"abstract":"ABSTRACT The given-new contract entails that speakers must distinguish for their addressee whether references are new or already part of their dialogue. Past research had found that, in a monologue to a listener, speakers shortened repeated words. However, the notion of the given-new contract is inherently dialogic, with an addressee and the availability of co-speech gestures. Here, two face-to-face dialogue experiments tested whether gesture duration also follows the given-new contract. In Experiment 1, four experimental sequences confirmed that when speakers repeated their gestures, they shortened the duration significantly. Experiment 2 replicated the effect with spontaneous gestures in a different task. This experiment also extended earlier results with words, confirming that speakers shortened their repeated words significantly in a multimodal dialogue setting, the basic form of language use. Because words and gestures were not necessarily redundant, these results offer another instance in which gestures and words independently serve pragmatic requirements of dialogue.","PeriodicalId":11316,"journal":{"name":"Discourse Processes","volume":"59 1","pages":"619 - 645"},"PeriodicalIF":2.2,"publicationDate":"2022-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43202108","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
Running through the Who, Where, and When: A Cross-cultural Analysis of Situational Changes in Comics 穿越谁、在哪里、何时：漫画情境变化的跨文化分析
IF 2.2 2区 心理学
Discourse Processes Pub Date : 2022-08-05 DOI: 10.1080/0163853X.2022.2106402
Bien Klomberg, Irmak Hacımusaoğlu, Neil Cohn
{"title":"Running through the Who, Where, and When: A Cross-cultural Analysis of Situational Changes in Comics","authors":"Bien Klomberg, Irmak Hacımusaoğlu, Neil Cohn","doi":"10.1080/0163853X.2022.2106402","DOIUrl":"https://doi.org/10.1080/0163853X.2022.2106402","url":null,"abstract":"ABSTRACT Understanding visual narratives requires readers to track dimensions of time, spatial location, and characters across a sequence. Previous work has found situational changes across adjacent panels differ cross-culturally, but few works have examined such situational dimensions across extended sequences. We therefore investigated situational “runs” – uninterrupted sequences of the situational dimensions (time, space, characters) – in a corpus of 300+ annotated comics from the United States, Europe, and Asia. We compared runs’ proportion and average lengths and found that across books, semantic information changed frequently and run length correlated with proportion. Yet, cross-cultural patterns arose, with American and European comics using more continuous runs than Asian comics. American and European comics also used more and longer temporal and character continuity, while Asian comics used more spatial continuity. These findings raise questions about comprehenders’ processing strategies of visual narratives across cultures and how general frameworks of visual narrative comprehension account for variations in situational (dis)continuity.","PeriodicalId":11316,"journal":{"name":"Discourse Processes","volume":"59 1","pages":"669 - 684"},"PeriodicalIF":2.2,"publicationDate":"2022-08-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42802713","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: 3
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