Journal of Psycholinguistic Research最新文献

{"title":"Two-Part Discourse Markers in Chinese: The Processing of Causal and Concessive Relations.","authors":"Merel C J Scholman, Jingqi Yan, Frances Yung, Vera Demberg","doi":"10.1007/s10936-026-10269-2","DOIUrl":"10.1007/s10936-026-10269-2","url":null,"abstract":"<p><p>Prior work has shown that comprehenders can predict upcoming discourse relations based on two-part markers such as on the one hand…on the other hand or true/sure…but in English, Dutch and German. Chinese has a larger inventory of such two-part markers, and these pairs thus might have larger effects on processing. In the present study, we investigated whether Chinese readers show a similar processing advantage for two-part connectives, and whether this facilitation differs across relation types. We compare processing of causal relations to concessive relations, which are cognitively more complex. Specifically, we conducted two self-paced reading experiments testing whether concessive two-part connectives yield a greater processing advantage than causal connectives. Across both experiments, we found no evidence that the presence of the first marker facilitated processing of the second marker, nor that concessive relations elicited greater facilitation than causal relations. Bayes factor analyses provided evidence against the hypothesized interaction. These findings suggest that, unlike previous findings in Indo-European languages, two-part connectives in Chinese may not consistently enhance processing, which might be due to the greater reliance on contextual and pragmatic cues in discourse comprehension. Our results contribute to the growing body of cross-linguistic research indicating that the facilitative role of connectives is language- and context-dependent.</p>","PeriodicalId":47689,"journal":{"name":"Journal of Psycholinguistic Research","volume":"55 5","pages":""},"PeriodicalIF":2.0,"publicationDate":"2026-08-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13522086/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148841651","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}

{"title":"Psychometric Validation and Structural Associations of the Foreign Language Classroom Anxiety Scale (FLCAS) in an Arabic-Speaking Sample.","authors":"Mohamed Ali, Saeed A Al-Dossary, Mohamad Ahmad Saleem Khasawneh, Fouad Mohammed Aldawash, Mohammed R Alzahrani, Sanaa Abugila Abdulssalam Khashkr","doi":"10.1007/s10936-026-10302-4","DOIUrl":"10.1007/s10936-026-10302-4","url":null,"abstract":"<p><p>This study examined the psychometric properties and structural validity of a foreign language Classroom anxiety scale in an Arabic-speaking sample (N = 327; Mage = 25.87 years, SD = 7.15) drawn from universities in Libya and Saudi Arabia. Foreign language anxiety was assessed using the Arabic Foreign Language Anxiety Questionnaire (AFLAQ), alongside measures of psychological distress (DASS-8) and resilience (BRS). Confirmatory factor analysis supported a three-factor structure comprising Communication Apprehension, Fear of Negative Evaluation, and Test Anxiety, with acceptable model fit. Measurement invariance across gender was established, indicating that the scale operates equivalently for males and females. Rasch analysis further supported the scale's reliability and item functioning. Structural equation modeling revealed that psychological distress was significantly associated with all dimensions of foreign language anxiety, whereas resilience showed no direct associations. However, resilience was indirectly associated with Communication Apprehension, Fear of Negative Evaluation, and Test Anxiety through psychological distress. In addition, resilience was negatively associated with psychological distress. Gender differences were observed, with females reporting higher communication apprehension and psychological distress, while males showed higher resilience. Overall, the findings support a multidimensional conceptualization of foreign language anxiety and highlight the central role of psychological distress, suggesting that resilience may be associated with foreign language anxiety indirectly through reductions in psychological distress. The study provides psychometric evidence for the AFLAQ and underscores the importance of integrating broader psychological factors in understanding foreign language anxiety in Arabic-speaking contexts.</p>","PeriodicalId":47689,"journal":{"name":"Journal of Psycholinguistic Research","volume":"55 5","pages":""},"PeriodicalIF":2.0,"publicationDate":"2026-08-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148814259","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}

{"title":"A Methodological Framework for Studying Online Language-Vision Interplay in Human-Robot Interaction.","authors":"Amit Singh, Katharina J Rohlfing","doi":"10.1007/s10936-026-10296-z","DOIUrl":"10.1007/s10936-026-10296-z","url":null,"abstract":"<p><p>Investigating the real-time interplay between language and vision has traditionally involved a trade-off between experimental control and interactive setups. To address this challenge, we present a methodological framework that embeds the visual world paradigm (VWP) within a continuous, goal-directed human-robot interaction (HRI) task. By augmenting VWP in an HRI setup to produce standardized yet responsive verbal and non-verbal behaviours, the framework makes it possible to selectively examine comprehension, production, actions and their relation to visual attention in real-time. We demonstrate the utility of the framework through a proof-of-concept manipulating action structure, specifically path and manner, as well as other-initiated repair formats, namely open and restricted requests. The findings show that the setup reliably captures time-locked referential gaze dynamics following comprehension and preceding production processes. They further indicate that differences in action history systematically influence speakers' pre-verbal cognitive processes and their subsequent linguistic choices. These findings suggest that HRI can provide a useful methodological middle ground to investigate language processes online in a tightly controlled setup without disrupting the interaction. More broadly, the framework offers a test bed for examining whether established psycholinguistic findings extend to HRI setups. At the same time, it provides HRI researchers with an empirical basis for developing adaptive agents informed by online language-vision interaction theories.</p>","PeriodicalId":47689,"journal":{"name":"Journal of Psycholinguistic Research","volume":"55 5","pages":""},"PeriodicalIF":2.0,"publicationDate":"2026-08-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13503487/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148814213","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}

{"title":"Reciprocal Predictive Relationships Between Compounding Awareness and the Comprehension of Different Semantically Decomposable Idioms Among Chinese Children.","authors":"Yuanyuan Fang, Ruibo Xie, Jie Zhang, Thi Phuong Nguyen, Yahua Cheng, Xinchun Wu","doi":"10.1007/s10936-026-10301-5","DOIUrl":"10.1007/s10936-026-10301-5","url":null,"abstract":"<p><p>This study examined the developmental relationship between compounding awareness and three types of idiom comprehension (normally decomposable idioms, abnormally decomposable idioms, and nondecomposable idioms) from grades 3 to 5. After controlling for non-verbal IQ, rapid automatized naming, phonological awareness, and autoregressive effects, it was found that: (1) children's compounding awareness made a significant direct contribution to abnormally decomposable and nondecomposable idioms from grades 3 to 4, and made a significant effect on normally decomposable, abnormally decomposable and nondecomposable idioms from grades 4 to 5; (2) children's nondecomposable and abnormally decomposable idioms comprehension made a unique contribution to compounding awareness from grades 3 to 4 and grades 4 to 5, respectively; (3) there was a bidirectional longitudinal relationship between children's compounding awareness and nondecomposable and abnormally decomposable idioms from grades 3 to 4 and grades 4 to 5, respectively. The results indicated that there were certain differences in the relationship between compounding awareness and three types of idiom comprehension, with their stage characteristics.</p>","PeriodicalId":47689,"journal":{"name":"Journal of Psycholinguistic Research","volume":"55 5","pages":""},"PeriodicalIF":2.0,"publicationDate":"2026-08-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148814229","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}

{"title":"Enhancing Pragmatic Communication in Healthy Aging: A Preliminary Investigation of the Long-Term Effects of the Advanced Cognitive Pragmatic Treatment.","authors":"Ilaria Gabbatore, Giorgia Vegna, Dize Hilviu, Ariele Merlini, Francesca M Bosco","doi":"10.1007/s10936-026-10291-4","DOIUrl":"10.1007/s10936-026-10291-4","url":null,"abstract":"<p><p>The aging process is associated with changes in cognitive and communicative skills, including pragmatic one, the ability to appropriately use language and other expressive means in social contexts. Despite its importance for quality of life and autonomy, the decline of pragmatic ability has received little attention in aging research and intervention. This preliminary study aims to investigate the efficacy and specificity of the Advanced Cognitive Pragmatic Treatment (Advanced-CPT), a novel training program designed to improve pragmatic performance in healthy older adults by targeting different expressive modalities, i.e., linguistic, extralinguistic, and paralinguistic, in addition to sensitivity to context. Twenty-four healthy participants aged 65-86 years completed the nine-week group training. Participants were assessed immediately before and after the training, and at a three-month follow-up. Cognitive functions, i.e., attention, memory, processing speed, executive functions and Theory of Mind (ToM) were also evaluated pre- and post-training. Participants showed a significant improvement in overall pragmatic performance from pre- to post-training, which was maintained at follow-up. Significant improvements were noted in both pragmatic comprehension and production, and in both linguistic and extralinguistic expressive means. A trend towards enhancement was also observed in paralinguistic ability, although the changes did not reach statistical significance, while no significant change emerged in sensitivity to the context. As expected, cognitive and ToM measures remained stable. The findings provide preliminary support for the potential of the Advanced-CPT to improve pragmatic ability in healthy aging, with gains that remained detectable at follow-up. Cognitive and ToM measures did not show comparable pre-post changes, suggesting that the main improvements observed in the present study were confined to the pragmatic domain.</p>","PeriodicalId":47689,"journal":{"name":"Journal of Psycholinguistic Research","volume":"55 5","pages":""},"PeriodicalIF":2.0,"publicationDate":"2026-08-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13498483/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148799813","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}

{"title":"Development and Validation of a Measure of Undergraduate Students' English Writing Motivation in Chinese Universities.","authors":"Wenhua Ma, Zhengdong Gan, Fulan Liu, Honghan Nang","doi":"10.1007/s10936-026-10293-2","DOIUrl":"10.1007/s10936-026-10293-2","url":null,"abstract":"<p><p>Prior second language writing motivation research tends to view writing motivation as a unidimensional construct or fails to represent the latest theoretical insights in motivational research. This study therefore aimed to validate the English as a Foreign Language Writing Motivation Questionnaire (EFL-WMQ) designed to capture the multidimensionality of EFL writing motivation from multiple theoretical perspectives. A secondary aim of this study was to investigate the relationships between EFL-WMQ dimensions and English writing performance. Data were collected from two independent samples of undergraduates from mainland China (N₁ = 173; N₂ = 368). Their English writing performance was assessed by their scores on the writing section of the National College English Test-Band 4. Confirmatory factor analyses and model comparisons suggested that an eight-factor correlated EFL-WMQ model fit the data best (i.e., intrinsic orientation, identified orientation, introjected orientation, external orientation, faciliating condition, writing self-efficacy, subjective norms, and growth mindset), and provided evidence of reliability, construct validity, and measurement invariance across gender. The hierarchical regression analyses indicated that intrinsic orientation, external orientation, writing self-efficacy, and growth mindset were significant predictors of English writing performance. The contributions and implications of the findings are discussed.</p>","PeriodicalId":47689,"journal":{"name":"Journal of Psycholinguistic Research","volume":"55 5","pages":""},"PeriodicalIF":2.0,"publicationDate":"2026-08-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148799699","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}

{"title":"Spelling Errors of Dyslexic Children in Bosnian Cyrillic and Latin Script.","authors":"Mirela Duranovic, Tamara Petkovic, Leila Begic","doi":"10.1007/s10936-026-10299-w","DOIUrl":"10.1007/s10936-026-10299-w","url":null,"abstract":"<p><p>In Bosnia and Herzegovina, two scripts are in use, which gave us the possibility to investigate the influence of visual characteristics of scripts on the manifestation of spelling errors in persons with dyslexia. The purpose of this study was to explore the nature of spelling errors made by children with dyslexia in two different scripts of the single language, Latin and Cyrillic. The most frequent spelling errors in reading in both scripts on most tasks were phonological errors. Although Bosnian is a language with rich morphological forms, children with dyslexia did not show a lack of knowledge of the grammatical rules. On the task specifically designed to include orthographic rules, phonological errors were the most prominent in Latin, while orthographic errors were the most frequent in Cyrillic. On these tasks, dyslexics who wrote in Latin made more errors than dyslexics who wrote in Cyrillic. The results lead us to the conclusion that spelling in Latin is harder than spelling in Cyrillic for dyslexic children. Representations of the visual forms of graphemes are an important aspect of spelling. These findings highlight the implications of visual characteristics of graphemes for learning to spell, particularly in children with dyslexia.</p>","PeriodicalId":47689,"journal":{"name":"Journal of Psycholinguistic Research","volume":"55 5","pages":""},"PeriodicalIF":2.0,"publicationDate":"2026-08-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148799799","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}

{"title":"Exploring the Interplay of Self-efficacy, Motivation, Critical Thinking, and Perceived Value in EFL Learning: A Social Cognitive Perspective.","authors":"Jing Fu, Malini Ganapathy, Ali Nawaz Khan","doi":"10.1007/s10936-026-10294-1","DOIUrl":"10.1007/s10936-026-10294-1","url":null,"abstract":"<p><p>Grounded in Social Cognitive Theory, this study investigated the associations among self-efficacy, personal motivation, critical thinking, perceived value of English, and English learning performance (ELP) among 322 Chinese EFL learners. The structural equation modeling results showed that students with higher levels of self-efficacy and personal motivation tended to report stronger critical thinking, which was, in turn, positively associated with their ELP. Perceived value of English further intensified the link between critical thinking and ELP. These findings lend support to the view that critical thinking may serve as a cognitive route through which motivational beliefs are related to language learning outcomes, while also underscoring the role of perceived value in conditioning the strength of this relationship in EFL learning contexts.</p>","PeriodicalId":47689,"journal":{"name":"Journal of Psycholinguistic Research","volume":"55 5","pages":""},"PeriodicalIF":2.0,"publicationDate":"2026-08-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148764125","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}

{"title":"The Processing of Chinese Reflexives as Plain Anaphors and Intensifiers.","authors":"Jun Lyu","doi":"10.1007/s10936-026-10292-3","DOIUrl":"10.1007/s10936-026-10292-3","url":null,"abstract":"<p><p>This study investigates the processing of two Chinese reflexives, ziji ('self') and ta-ziji ('s/he-self'), in structural contexts that support plain anaphor and intensifier interpretations, respectively. Two self-paced reading experiments were conducted to examine the interpretive patterns. Converging evidence from post-reading acceptability judgments and reading times showed that, in contexts supporting plain anaphor readings, both reflexives exhibited locality biases. However, in structural contexts that enforce intensifier readings, the processing patterns changed. These findings highlight the different processing profiles of the two reflexives and provide new insights into how discourse and syntactic constraints interact during online reflexive resolution.</p>","PeriodicalId":47689,"journal":{"name":"Journal of Psycholinguistic Research","volume":"55 5","pages":""},"PeriodicalIF":2.0,"publicationDate":"2026-08-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148727309","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}

{"title":"Declarative and Procedural Knowledge in English Speakers' L2 Chinese: Evidence of Verbal Identity Condition in L2 Chinese TP Ellipsis.","authors":"Lilong Xu, Boping Yuan","doi":"10.1007/s10936-026-10273-6","DOIUrl":"10.1007/s10936-026-10273-6","url":null,"abstract":"<p><p>This study reports on an empirical study, focusing on the declarative and procedural knowledge in English-speaking learners' acquisition of the verbal identity condition in their second language Chinese grammars. While subjects and objects in English sentences are generally overt, both subjects and objects in Chinese can be 'covert'. It is argued in this article that the absence of subjects and objects in affirmative answers to Chinese yes-no questions arises from TP ellipsis under a verbal identity condition (Simpson, 2014). A cross-modal self-paced reading task (SRT) and an acceptability judgment task (AJT) are involved in the study, and the results of the AJT show that all learner groups, like native Chinese speakers, judge answers with covert arguments under the verbal identity condition as more natural than those not under such a condition. In the SRT, however, beginner learners, but not intermediate and advanced learners, fail to show sensitivity to the verbal identity condition. These findings align with the Declarative/Procedural Model (Ullman, 2005, 2015), indicating that beginners rely on declarative, rule-based knowledge to evaluate grammaticality but lack proceduralized capacity to process covert arguments in real time. With increased exposure and proficiency, learners proceduralize grammatical computations, such as lexical identity checking, movement, and ellipsis, which enable them to acquire native-like sensitivity to the verbal identity condition in their procedural as well as declarative knowledge.</p>","PeriodicalId":47689,"journal":{"name":"Journal of Psycholinguistic Research","volume":"55 5","pages":""},"PeriodicalIF":2.0,"publicationDate":"2026-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148654686","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}