Translational Issues in Psychological Science最新文献_第4页

Bilingualism Alters the Neural Correlates of Sustained Attention. 双语改变持续注意力的神经相关性

IF 1.9

Translational Issues in Psychological Science Pub Date : 2023-12-01 Epub Date: 2023-07-10 DOI: 10.1037/tps0000373

Ashley Chung-Fat-Yim, Susan C Bobb, Noriko Hoshino, Viorica Marian

{"title":"Bilingualism Alters the Neural Correlates of Sustained Attention.","authors":"Ashley Chung-Fat-Yim, Susan C Bobb, Noriko Hoshino, Viorica Marian","doi":"10.1037/tps0000373","DOIUrl":"10.1037/tps0000373","url":null,"abstract":"<p><p>The present study examined whether monolingual and bilingual language experience -- including first and second language proficiency, exposure, and age of acquisition -- modify the neural mechanisms of attention during nonverbal sound discrimination. English monolinguals and Korean-English bilinguals performed an auditory two-stimulus oddball task while their EEG was recorded. Participants heard a series of two different tones (high pitch tone versus low pitch tone), one of which occurred less frequently (deviant trials) than the other (standard trials), and were asked to mentally count the number of infrequent tones. We found that in the early time window, bilinguals had larger amplitudes than monolinguals in response to both standard and deviant trials, suggesting that bilinguals initially increased attention to identify which of the two tones they heard. In the later time window, however, bilinguals had a smaller ERP effect (deviant minus standard trials) relative to monolinguals, suggesting that bilinguals used fewer cognitive resources for the infrequent stimuli at later stages of processing. Furthermore, across the entire sample, increased exposure to the native language led to larger early, middle, and late ERP effects. These results suggest that native language exposure shapes perceptual processes involved in detection and monitoring. Knowing more than one language may alter sustained attentional processes, with implications for perception and learning.</p>","PeriodicalId":29959,"journal":{"name":"Translational Issues in Psychological Science","volume":"9 4","pages":"409-421"},"PeriodicalIF":1.9,"publicationDate":"2023-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10836257/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139681615","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Supplemental Material for Empathy Interacts with Second Language Proficiency to Modify Executive Control of Attention to Social Information 共情补充材料与第二语言能力相互作用以改变社会信息注意的执行控制

Translational Issues in Psychological Science Pub Date : 2023-10-05 DOI: 10.1037/tps0000379.supp

引用次数: 0

Empathy interacts with second language proficiency to modify executive control of attention to social information. 共情与第二语言能力相互作用，改变对社会信息注意的执行控制。

Translational Issues in Psychological Science Pub Date : 2023-10-05 DOI: 10.1037/tps0000379

Schea Fissel Brannick, Emily Sebranek, Emily Anderson, Ileana Ratiu, Arianna N. LaCroix

引用次数: 0

Theoretical approaches to studying technology and digital media in parent–child relationships with young children. 研究技术和数字媒体在幼儿亲子关系中的理论方法。

Translational Issues in Psychological Science Pub Date : 2023-09-01 DOI: 10.1037/tps0000366

Diana Devine, Cynthia L. Smith

引用次数: 0

A new way to co-play with digital media: Evaluating the role of instructional prompts on parent–child interaction quality. 一种与数字媒体合作的新方式:评估教学提示对亲子互动质量的作用。

Translational Issues in Psychological Science Pub Date : 2023-09-01 DOI: 10.1037/tps0000363

Zachary Stuckelman, Haley E. Yaremych, Georgene L. Troseth

引用次数: 0

Media in the moment: An observational assessment of the digital media context in early childhood. 当下的媒体:对儿童早期数字媒体环境的观察性评估。

Translational Issues in Psychological Science Pub Date : 2023-09-01 DOI: 10.1037/tps0000377

Sarah Coyne, Megan Gale, Sarah Ashby, Madison K. Memmott-Elison, Hailey G. Holmgren, Rachel Barr, Chenae Christensen-Duerden, Sara Brown

引用次数: 0

McDonalds, mom, media, and me: An observational study of parent and adolescent media use during public family mealtime. 麦当劳，妈妈，媒体和我:一项关于父母和青少年在公共家庭用餐时间使用媒体的观察性研究。

Translational Issues in Psychological Science Pub Date : 2023-09-01 DOI: 10.1037/tps0000368

Megan Gale, Jane Shawcroft, Sarah M. Coyne, Sara Brown, Jenny Radesky

引用次数: 0

Moving beyond quality and quantity: Approaching children’s digital media use with more nuance. 超越质量和数量:以更细微的差别对待儿童的数字媒体使用。

Translational Issues in Psychological Science Pub Date : 2023-09-01 DOI: 10.1037/tps0000378

Jennifer M. Zosh, Mengguo Jing, Jane Shawcroft, Allison Starks

引用次数: 0

Comprehension of biology texts in bilingual and monolingual university students: Exploring the effect of presentation modality, previous knowledge, and topic enjoyment. 双语和单语大学生对生物学文本的理解:探讨呈现方式、先前知识和主题享受的影响。

IF 1.8

Translational Issues in Psychological Science Pub Date : 2023-08-24 DOI: 10.1037/tps0000376

Amanda De Luis Sanabria, Maya Abdelkhaleq, Alessandra Valentini

{"title":"Comprehension of biology texts in bilingual and monolingual university students: Exploring the effect of presentation modality, previous knowledge, and topic enjoyment.","authors":"Amanda De Luis Sanabria, Maya Abdelkhaleq, Alessandra Valentini","doi":"10.1037/tps0000376","DOIUrl":"https://doi.org/10.1037/tps0000376","url":null,"abstract":"The present study investigated the effects of presentation modality (reading compared to reading while listening – RWL), biology enjoyment and biology knowledge on the comprehension of biology texts in a group of 94 university students with a wide range of language experiences. Language experience was measured both categorically (bilinguals compared to non-bilinguals) and continuously, using a detailed questionnaire on bilingualism. Participants were presented with two biology texts, one written, and one presented in two modalities simultaneously (oral and written) and completed a comprehension task after each text. They also rated their knowledge and enjoyment of biology and completed the language questionnaire. The results highlight an advantage for bilingual students when it comes to comprehending texts, and this advantage is especially notable in the Reading condition. Results also highlight a positive effect of students’ subject enjoyment on performance, particularly in the case of bilingual students. Analyses including language experience as categorical or continuous showed the same results, except a lack of interaction between language experience and presentation modality in the analyses with language experience as continuous. This suggests that bilingual participants are those most likely to experience facilitation from the reading condition, but this facilitation might be experienced similarly by bilinguals past a certain language threshold. In conclusion, bilinguals had higher comprehension scores than non-bilinguals, and presentation modality affects bilingual and non-bilingual students differently, with bilingual university students being advantaged by a written presentation of the material and being more affected by their enjoyment of biology than their non-bilingual peers.","PeriodicalId":29959,"journal":{"name":"Translational Issues in Psychological Science","volume":" ","pages":""},"PeriodicalIF":1.8,"publicationDate":"2023-08-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45563892","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Supplemental Material for Comprehension of Biology Texts in Bilingual and Monolingual University Students: Exploring the Effect of Presentation Modality, Previous Knowledge, and Topic Enjoyment 双语和单语大学生生物文本理解的补充材料：探究呈现方式、先前知识和话题享受的影响

IF 1.8

Translational Issues in Psychological Science Pub Date : 2023-08-17 DOI: 10.1037/tps0000376.supp

引用次数: 0