Journal of Psycholinguistic Research最新文献

Cross-Linguistic Recognition of Irony Through Visual and Acoustic Cues. 通过视觉和听觉线索进行反讽的跨语言识别

IF 1.6 2区文学

Journal of Psycholinguistic Research Pub Date : 2024-11-15 DOI: 10.1007/s10936-024-10111-7

Giulia Bettelli, Beatrice Giustolisi, Francesca Panzeri

{"title":"Cross-Linguistic Recognition of Irony Through Visual and Acoustic Cues.","authors":"Giulia Bettelli, Beatrice Giustolisi, Francesca Panzeri","doi":"10.1007/s10936-024-10111-7","DOIUrl":"10.1007/s10936-024-10111-7","url":null,"abstract":"To avoid misunderstandings, ironic speakers may accompany their ironic remarks with a particular intonation and specific facial expressions that signal that the message should not be taken at face value. The acoustic realization of the ironic tone of voice differs from language to language, whereas the ironic face manifests the speaker's negative stance and might thus have a universal basis. We conducted a study on 574 participants speaking 6 different languages (French, German, Dutch, English, Mandarin, and Italian-the control group) to verify whether they could recognize ironic remarks uttered in Italian in three different modalities: watching muted videos, listening to audio tracks, and when both cues were present. We found that speakers of other languages could overall recognize irony uttered in Italian when all the markers were present, and they relied mostly on visual cues: In all these language groups, accuracy in the audio-only modality was always lower than accuracy in the video-only modality, although this trend was significant only for Chinese and Dutch participants. Moreover, the rate of recognition in the audio-visual modality was always significantly higher compared to the audio-only, while the difference between the audio-visual and the video-only modality was significant only for the English group. Overall, these results speak in favor of the hypothesis of a common basis for the visual expression of irony, whereas the acoustic markers alone do not constitute a reliable cue for the cross-linguistic recognition of irony.","PeriodicalId":47689,"journal":{"name":"Journal of Psycholinguistic Research","volume":"53 6","pages":"73"},"PeriodicalIF":1.6,"publicationDate":"2024-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142639013","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"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

Some Contributions from Embodied Cognition to Psychonarratology. 体现认知对心理叙事学的一些贡献。

IF 1.6 2区文学

Journal of Psycholinguistic Research Pub Date : 2024-11-15 DOI: 10.1007/s10936-024-10110-8

Florencia Reali, Jazmín Cevasco, Fernando Marmolejo-Ramos

{"title":"Some Contributions from Embodied Cognition to Psychonarratology.","authors":"Florencia Reali, Jazmín Cevasco, Fernando Marmolejo-Ramos","doi":"10.1007/s10936-024-10110-8","DOIUrl":"10.1007/s10936-024-10110-8","url":null,"abstract":"Psychonarratology is a discipline that combines classic frameworks in narratology and psycholinguistics. The goal of this review article is to highlight the contributions that recent evidence from causality processing studies, conceptual metaphor theory and embodied cognition can make to Psychonarratology, in order to promote a more comprehensive study of narrative. We argue that, in order to increase its descriptive and explanatory power, Psychonarratology would benefit from a more strongly interdisciplinary approach. This approach would integrate grounded theoretical cognition and recent methods from different disciplines. With this aim, we review study evidence that highlights the fundamental link between cognition and causal connections in narratives, as well as proposals from conceptualization theories. These approaches indicate that metaphorical mappings and discourse connections play a crucial role in the establishment of narrative sequences. Moreover, we elaborate on the contributions that recent advances in research on embodied cognition, causality processing and Conceptual Metaphor Theory can make to the theoretical and methodological framework of Psychonarratology, such as promoting the design of more ecologically valid tasks, and the study of narrative production and comprehension by non-neurotypical participants.","PeriodicalId":47689,"journal":{"name":"Journal of Psycholinguistic Research","volume":"53 6","pages":"74"},"PeriodicalIF":1.6,"publicationDate":"2024-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142639024","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"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

Chinese Folk Songs Can Facilitate Chinese Language Learning - A Pilot Study. 中国民歌能促进汉语学习--一项试点研究。

IF 1.6 2区文学

Journal of Psycholinguistic Research Pub Date : 2024-10-28 DOI: 10.1007/s10936-024-10109-1

Zijin Yao, Ruofan Li, Yuyun Hartanto

{"title":"Chinese Folk Songs Can Facilitate Chinese Language Learning - A Pilot Study.","authors":"Zijin Yao, Ruofan Li, Yuyun Hartanto","doi":"10.1007/s10936-024-10109-1","DOIUrl":"10.1007/s10936-024-10109-1","url":null,"abstract":"While previous research has demonstrated the beneficial role of pop music in foreign language learning, there is a lack of studies exploring the potential impact of Chinese folk songs on Mandarin language acquisition. This study aimed to investigate whether a curriculum based on Chinese folk songs enhances the outcomes of Mandarin Chinese learning in foreign speakers. International students in a university in Beijing who were attending regular Mandarin courses were allocated into two groups: the group receiving an additional Chinese folk song-based curriculum (intervention) and the group not (control). Mandarin proficiency after one and two semesters between the two groups was assessed using the Chinese Proficiency Test (i.e., Hanyu Shuiping Kaoshi, HSK) by the Generalized Estimating Equations (GEE) analyses. 16 international students were analysed (intervention: 8; control: 8). After adjusting for time, the intervention group showed a significantly higher HSK score in listening section (adjusted β = 7.86, p = 0.015) than that of the control group. In conclusions, Chinese folk song-based curriculum has the potential to enhance Mandarin listening among foreign speakers.","PeriodicalId":47689,"journal":{"name":"Journal of Psycholinguistic Research","volume":"53 6","pages":"72"},"PeriodicalIF":1.6,"publicationDate":"2024-10-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142523334","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"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

Inhibitory Control Partially Mediates the Relationship between Metalinguistic Awareness and Perspective-Taking. 抑制控制在一定程度上调节金属语言意识与视角选择之间的关系

IF 1.6 2区文学

Journal of Psycholinguistic Research Pub Date : 2024-09-26 DOI: 10.1007/s10936-024-10105-5

Ester Navarro, Eleonora Rossi

{"title":"Inhibitory Control Partially Mediates the Relationship between Metalinguistic Awareness and Perspective-Taking.","authors":"Ester Navarro, Eleonora Rossi","doi":"10.1007/s10936-024-10105-5","DOIUrl":"10.1007/s10936-024-10105-5","url":null,"abstract":"Increased metalinguistic awareness (MLA) has been associated with improved performance in tasks of theory of mind; researchers have proposed that individuals with increased MLA, such as bilinguals, rely on metalinguistic skills when completing tasks that require taking other people's perspective into account compared to other individuals who mostly rely on general executive control to complete the same tasks. MLA would, therefore, act as a less effortful path to understanding other perspectives, especially when they differ from one's own. However, the evidence underlying this claim is scant and largely limited to children's theoretical frameworks. In this study, we investigated whether individual differences in MLA predict perspective-taking Theory of Mind above and beyond inhibitory control in a sample of diverse adults across a wide range of linguistic, socioeconomic, and cognitive factors. Bootstrapped mediation analyses revealed that inhibitory control partially, but not fully, mediated the relationship between MLA and perspective-taking. In addition, when differences in language, education and culture were controlled for, the effects of both MLA and inhibitory control were reduced. Overall, the findings emphasize the need to consider multivariate approaches towards understanding the mechanisms underlying theory of mind.","PeriodicalId":47689,"journal":{"name":"Journal of Psycholinguistic Research","volume":"53 5","pages":"71"},"PeriodicalIF":1.6,"publicationDate":"2024-09-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142336999","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"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

The Effect of Metacognitive Intervention on the Listening Performance and Metacognitive Awareness of High- and Low-Working Memory Capacity EFL Learners. 元认知干预对高工作记忆能力和低工作记忆能力 EFL 学习者听力表现和元认知意识的影响。

IF 1.6 2区文学

Journal of Psycholinguistic Research Pub Date : 2024-09-04 DOI: 10.1007/s10936-024-10102-8

Meysam Muhammadpour, Amir Mahdavi Zafarghandi, Abdorreza Tahriri

{"title":"The Effect of Metacognitive Intervention on the Listening Performance and Metacognitive Awareness of High- and Low-Working Memory Capacity EFL Learners.","authors":"Meysam Muhammadpour, Amir Mahdavi Zafarghandi, Abdorreza Tahriri","doi":"10.1007/s10936-024-10102-8","DOIUrl":"10.1007/s10936-024-10102-8","url":null,"abstract":"EFL listening comprehension has been a stark challenge for language learners, but little is known about the combined effect of individual differences, such as working memory capacity, and metacognitive intervention. Thus, the present experimental study investigates the effect of metacognitive intervention on the listening performance and metacognitive awareness of high- and low-WMC EFL learners. For this purpose, Oxford Placement Tests were distributed among 120 male Iranian EFL learners, of which 94 were identified as intermediate. Then, backward visual digit span tests were administered to measure their working memory capacity. Based on the median of all scores, 80 learners were selected and randomly assigned to two experimental groups and two control groups each with 20 participants. Next, their performance on the International English Language Testing System and the Metacognitive Awareness Listening Questionnaire was measured before and after the 8-session metacognitive intervention. Results showed that high-WMC experimental learners had a higher gain with a large effect size in terms of listening performance compared with all the other groups. In addition, the experimental group learners reported the significantly higher use of the metacognitive strategies with a moderate effect size. Interestingly, low-WMC learners' listening performance and metacognitive awareness also improved as a result of the intervention. Our findings bear pedagogical significance in that individual differences in WMC should be considered more in both EFL language classes and the future line of research involving the metacognitive intervention.","PeriodicalId":47689,"journal":{"name":"Journal of Psycholinguistic Research","volume":"53 5","pages":"70"},"PeriodicalIF":1.6,"publicationDate":"2024-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142126995","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"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

Norms for 718 Persian Words in Emotional Dimensions, Animacy, and Familiarity. 718 个波斯语词汇在情感维度、生动性和熟悉度方面的规范。

IF 1.6 2区文学

Journal of Psycholinguistic Research Pub Date : 2024-08-28 DOI: 10.1007/s10936-024-10104-6

Firouzeh Mahjoubnavaz, Setareh Mokhtari, Reza Khosrowabadi

{"title":"Norms for 718 Persian Words in Emotional Dimensions, Animacy, and Familiarity.","authors":"Firouzeh Mahjoubnavaz, Setareh Mokhtari, Reza Khosrowabadi","doi":"10.1007/s10936-024-10104-6","DOIUrl":"10.1007/s10936-024-10104-6","url":null,"abstract":"Research frequently uses words as stimuli to assess cognitive and psychological processes. However, various attributes of these words, such as their semantic and emotional aspects, could potentially confound study results if not properly controlled. This study aims to establish a reliable foundation for the semantic and emotional aspects of words for research in Persian. To this end, the present study provided norms for 718 Persian nouns in arousal, valence, familiarity, and animacy dimensions. The words were selected from a previous English dataset (Warriner et al. in Behav Res Methods 45(4):1191-1207, 2013), translated into Persian, and rated by a total of 463 native Persian-speaking participants. The ratings were obtained through an online questionnaire using a 9-point Likert scale for emotional dimensions (i.e., valence and arousal) and a 5-point Likert scale for semantic dimensions (i.e., familiarity and animacy). The reliability of the ratings was measured using the split-half method, and the result indicated a high consistency of ratings in all dimensions. To assess the relationship between the emotional and semantic dimensions, Pearson correlation coefficient was conducted. Gender differences were investigated through the Mann-Whitney U test, and significant differences were observed in all dimensions. These results are compared with findings from previous studies that were conducted in various languages.","PeriodicalId":47689,"journal":{"name":"Journal of Psycholinguistic Research","volume":"53 5","pages":"69"},"PeriodicalIF":1.6,"publicationDate":"2024-08-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142082148","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"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

Recognition of Emotional Prosody in Mandarin-Speaking Children: Effects of Age, Noise, and Working Memory. 普通话儿童对情绪前奏的识别：年龄、噪音和工作记忆的影响

IF 1.6 2区文学

Journal of Psycholinguistic Research Pub Date : 2024-08-24 DOI: 10.1007/s10936-024-10108-2

Chen Kuang, Xiaoxiang Chen, Fei Chen

{"title":"Recognition of Emotional Prosody in Mandarin-Speaking Children: Effects of Age, Noise, and Working Memory.","authors":"Chen Kuang, Xiaoxiang Chen, Fei Chen","doi":"10.1007/s10936-024-10108-2","DOIUrl":"10.1007/s10936-024-10108-2","url":null,"abstract":"Age, babble noise, and working memory have been found to affect the recognition of emotional prosody based on non-tonal languages, yet little is known about how exactly they influence tone-language-speaking children's recognition of emotional prosody. In virtue of the tectonic theory of Stroop effects and the Ease of Language Understanding (ELU) model, this study aimed to explore the effects of age, babble noise, and working memory on Mandarin-speaking children's understanding of emotional prosody. Sixty Mandarin-speaking children aged three to eight years and 20 Mandarin-speaking adults participated in this study. They were asked to recognize the happy or sad prosody of short sentences with different semantics (negative, neutral, or positive) produced by a male speaker. The results revealed that the prosody-semantics congruity played a bigger role in children than in adults for accurate recognition of emotional prosody in quiet, but a less important role in children compared with adults in noise. Furthermore, concerning the recognition accuracy of emotional prosody, the effect of working memory on children was trivial despite the listening conditions. But for adults, it was very prominent in babble noise. The findings partially supported the tectonic theory of Stroop effects which highlights the perceptual enhancement generated by cross-channel congruity, and the ELU model which underlines the importance of working memory in speech processing in noise. These results suggested that the development of emotional prosody recognition is a complex process influenced by the interplay among age, background noise, and working memory.","PeriodicalId":47689,"journal":{"name":"Journal of Psycholinguistic Research","volume":"53 5","pages":"68"},"PeriodicalIF":1.6,"publicationDate":"2024-08-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142047308","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"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

Cognitive Fluency in L2: The Effect of Automatic and Controlled Lexical Processing on Speech Rate. L2 中的认知流畅性：自动和受控词汇处理对语速的影响。

IF 1.6 2区文学

Journal of Psycholinguistic Research Pub Date : 2024-08-20 DOI: 10.1007/s10936-024-10099-0

Sanna Olkkonen, Patrick Snellings, Outi Veivo, Pekka Lintunen

{"title":"Cognitive Fluency in L2: The Effect of Automatic and Controlled Lexical Processing on Speech Rate.","authors":"Sanna Olkkonen, Patrick Snellings, Outi Veivo, Pekka Lintunen","doi":"10.1007/s10936-024-10099-0","DOIUrl":"10.1007/s10936-024-10099-0","url":null,"abstract":"The fluency of second language (L2) speech can be influenced by L2 proficiency, but also by differences in the efficiency of cognitive operations and personal speaking styles. The nature of cognitive fluency is still, however, little understood. Therefore, we studied the cognitive fluency of Finnish advanced students of English (N = 64) to understand how the efficiency of cognitive processing influences speech rate. Cognitive fluency was operationalised as automaticity of lexical access (measured by rapid word recognition) and attention control (measured by the Stroop task). The tasks were conducted in both L1 (Finnish) and L2 (English) to examine the (dis)similarity of processing in the two languages. Speech rate in a monologue task was used as the dependent measure of speaking performance. The results showed that after controlling for the L1 speech rate and L1 cognitive fluency, the L2 attention control measures explained a small amount of additional variance in L2 speech rate. These results are discussed in relation to the cognitive fluency framework and general speaking proficiency research.","PeriodicalId":47689,"journal":{"name":"Journal of Psycholinguistic Research","volume":"53 5","pages":"66"},"PeriodicalIF":1.6,"publicationDate":"2024-08-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11333505/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142005546","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Negative Pragmatic Transfer in Bilinguals: Cross-Linguistic Influence in the Acquisition of Quantifiers. 双语者的消极语用迁移：量词习得中的跨语言影响。

IF 1.6 2区文学

Journal of Psycholinguistic Research Pub Date : 2024-08-20 DOI: 10.1007/s10936-024-10101-9

Greta Mazzaggio, Penka Stateva

引用次数: 0

Foreign Language Learners' Uncertainty Experiences and Uncertainty Management. 外语学习者的不确定性体验与不确定性管理。

IF 1.6 2区文学

Journal of Psycholinguistic Research Pub Date : 2024-08-19 DOI: 10.1007/s10936-024-10100-w

Aysun Dağtaş, Şehnaz Şahinkarakaş

{"title":"Foreign Language Learners' Uncertainty Experiences and Uncertainty Management.","authors":"Aysun Dağtaş, Şehnaz Şahinkarakaş","doi":"10.1007/s10936-024-10100-w","DOIUrl":"10.1007/s10936-024-10100-w","url":null,"abstract":"Uncertainty is unavoidable in life; it is also an indispensable characteristic of educational settings. The process of learning a foreign language naturally involves interaction and coconstruction of knowledge. During this process, students may encounter uncertainty from a variety of sources, including the course, context, friends, or the teacher. Besides, to communicate meaningfully, the mutual effort of both the listener and the speaker is needed to deal with uncertainty. Considering this, the present study makes an effort to comprehend how learners appreciate and manage uncertainty in language learning environments. Although uncertainty is considered a multidisciplinary research topic, a limited number of studies are found in the literature which examine how students experience uncertainty and how they react to it. Regarding foreign language learning, related research focused on a specific form of uncertainty, Tolerance of Ambiguity, which is conceptualized as a cognitive style. In-class pen-and-paper surveys, reflective journals, video recordings, and stimulated recall interviews were the instruments used to gather data. The findings demonstrate that language learners frequently encounter uncertainty during the language learning process due to course-related, cognitive, and social factors, and learners may appreciate uncertainty in both positive and negative ways. Additionally, learners' emotional reactions to uncertainty depend on their positive or negative appraisals of uncertain situations. By recognizing and embracing uncertainty, language learners will adapt to it and be able to handle it through a variety of techniques. The results suggest that learners employ a variety of strategies, such as reducing, maintaining, and resolving uncertainty as well as ignoring uncertainty.","PeriodicalId":47689,"journal":{"name":"Journal of Psycholinguistic Research","volume":"53 5","pages":"65"},"PeriodicalIF":1.6,"publicationDate":"2024-08-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142001019","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"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