Applied Psycholinguistics最新文献

Effects of stuttering and sound avoidance on reference production and memory. 口吃和避声对参照产生和记忆的影响。

IF 2.8 2区文学

Applied Psycholinguistics Pub Date : 2026-02-12 eCollection Date: 2026-01-01 DOI: 10.1017/S0142716425100428

Si On Yoon, Morgan Schuchard, Anu Subramanian, Naomi H Rodgers

{"title":"Effects of stuttering and sound avoidance on reference production and memory.","authors":"Si On Yoon, Morgan Schuchard, Anu Subramanian, Naomi H Rodgers","doi":"10.1017/S0142716425100428","DOIUrl":"10.1017/S0142716425100428","url":null,"abstract":"Adults who stutter (AWS) frequently engage in language monitoring to anticipate and manage stuttering. This linguistic monitoring may reallocate cognitive resources, with potential consequences for language production and memory. We investigated whether AWS' increased monitoring during production imposes dual-task costs that limit encoding benefits, or whether it enhances memory through deeper conceptual engagement. Thirty-two AWS and sixty-four adults who do not stutter (AWNS) completed a referential communication task in which they described or identified pictures with an experimenter. To simulate AWS' linguistic monitoring, half of the AWNS performed a simultaneous sound avoidance task (AWNS-SA), prohibiting certain word-initial phonemes. After the communication task, participants completed a recognition memory test for past referents. Results showed that AWS performed more similarly to AWNS than to AWNS-SA in both language production and memory, although AWS' memory declined on a trial-by-trial basis when stuttering occurred. These findings suggest that linguistic monitoring in AWS does not impose substantial dual-task costs overall, but that stuttering moments can transiently disrupt memory encoding. Together, these results highlight the adaptive nature of linguistic monitoring in AWS and contribute to a broader understanding of how it supports language production and memory across AWS and AWNS.","PeriodicalId":48065,"journal":{"name":"Applied Psycholinguistics","volume":"47 ","pages":"e3"},"PeriodicalIF":2.8,"publicationDate":"2026-02-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12926730/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147285756","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

Ab initio word recognition in infant- and adult-directed continuous speech. 婴儿和成人定向连续言语的从头词识别。

IF 2.8 2区文学

Applied Psycholinguistics Pub Date : 2025-01-01 Epub Date: 2025-12-29 DOI: 10.1017/s0142716425100350

Katie Von Holzen, Rochelle S Newman

{"title":"Ab initio word recognition in infant- and adult-directed continuous speech.","authors":"Katie Von Holzen, Rochelle S Newman","doi":"10.1017/s0142716425100350","DOIUrl":"10.1017/s0142716425100350","url":null,"abstract":"Continuous speech presents a challenge to the ab initio learner, as the language-specific segmentation strategies they use in their first language are not always reliable cues in other languages (Cutler 2001 International Journal of Research and Practice in Interpreting, 5(1), 1-23). Yet, they are able to use more general acoustic, prosodic, and statistical cues to word boundaries, as well as lexical similarity to their first language (e.g., Shoemaker & Rast 2013. Second Language Research, 29(2), 165-183) to recognize words at first exposure to a new language. In the current study, we investigated whether adult ab initio learners' ability to recognize words after brief exposure to continuous speech in a new language is improved when that speech is produced using an infant-directed register, a style of speech found to facilitate segmentation in infancy (Thiessen et al. 2005. Infancy 7(1), 53-71). In a series of experiments, we demonstrate that although English ab initio learners of German benefited from infant-directed speech, their performance was generally lower than in previous studies unless task demands were reduced. These learners also benefited from word length and from frequency of occurrence, as has been shown previously, but these did not interact with register. As in infancy, learner-directed speech registers appear to facilitate initial processing and recognition in adult ab initio learners.","PeriodicalId":48065,"journal":{"name":"Applied Psycholinguistics","volume":"46 ","pages":""},"PeriodicalIF":2.8,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12818925/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146020297","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

Perceptual-semantic features of words differentially shape early vocabulary in American Sign Language and English. 词汇的感知语义特征对美国手语和英语早期词汇形成了不同的影响。

IF 2.8 2区文学

Applied Psycholinguistics Pub Date : 2025-01-01 Epub Date: 2025-10-06 DOI: 10.1017/s0142716425100210

Erin E Campbell, Jennie Pyers, Naomi Caselli, Amy Lieberman, Arielle Borovsky

{"title":"Perceptual-semantic features of words differentially shape early vocabulary in American Sign Language and English.","authors":"Erin E Campbell, Jennie Pyers, Naomi Caselli, Amy Lieberman, Arielle Borovsky","doi":"10.1017/s0142716425100210","DOIUrl":"10.1017/s0142716425100210","url":null,"abstract":"How do sensory experiences shape the words we learn first? Most studies of language have focused on hearing children learning spoken languages, making it challenging to know how sound and language modality might contribute to language learning. This study investigates how perceptual and semantic features influence early vocabulary acquisition in deaf children learning American Sign Language and hearing children learning spoken English. Using vocabulary data from parent-report inventories, we analyzed 214 nouns common to both languages to compare the types of meanings associated with earlier Age of Acquisition. Results revealed that while children in both groups were earlier to acquire words that were more strongly related to the senses, the specific types of sensory meaning varied by language modality. Hearing children learned words with sound-related features earlier than other words, while deaf children learned words with visual and touch-related features earlier. This suggests that the easiest words to learn are words with meanings that children can experience first-hand, which varies based on children's own sensory access and experience. Studying the diverse ways children acquire language, in this case deaf children, is key to developing language learning theories that reflect all learners.","PeriodicalId":48065,"journal":{"name":"Applied Psycholinguistics","volume":"46 ","pages":""},"PeriodicalIF":2.8,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12753005/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145879229","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

Factor structure and longitudinal changes in bilinguals' oral narratives production: role of language exposure, language-domain proficiency, and transfer. 双语者口头叙事产生的因素结构和纵向变化：语言暴露、语言领域熟练程度和迁移的作用。

IF 2.8 2区文学

Applied Psycholinguistics Pub Date : 2025-01-01 Epub Date: 2025-02-27 DOI: 10.1017/s0142716425000050

Joseph Hin Yan Lam, Molly Ann Leachman, Cecilia Del Carmen Perez, Amy S Pratt, Elizabeth D Peña, Lisa M Bedore, Ronald B Gillam

{"title":"Factor structure and longitudinal changes in bilinguals' oral narratives production: role of language exposure, language-domain proficiency, and transfer.","authors":"Joseph Hin Yan Lam, Molly Ann Leachman, Cecilia Del Carmen Perez, Amy S Pratt, Elizabeth D Peña, Lisa M Bedore, Ronald B Gillam","doi":"10.1017/s0142716425000050","DOIUrl":"10.1017/s0142716425000050","url":null,"abstract":"This paper examined the interaction between narrative performance, language exposure, and standardized measures of morphosyntax and semantics, in bilingual children tested two times, 1 year apart. We aimed to 1) identify the factor structure of oral narrative measures, and 2) examine the direction and strength of the effects of (i) language exposure and (ii) the relationship between language domains and narrative production. A total of 143 Spanish (L1)-English (L2) bilingual children completed a battery of oral narrative and oral language proficiency assessments in Spanish and English at two time points (kindergarten and Grade 1). Factor analyses yielded an identical two-factor structure of bilingual oral narrative measurements, namely productivity (word production) and complexity (sentence structure), in both Spanish and English across the two time points. Cross-lagged analysis showed that narrative production predicted semantics and morphosyntax performance in Spanish and English one year later. Cross-language transfer from L1 to L2 on the complexity of narrative was noted. Language exposure predicted only Spanish narrative production, but not English. These results suggest within- and cross-language transfer, highlighting the importance of L1 language development. In addition, current findings highlight the importance of language exposure for L1 in early school-age children.","PeriodicalId":48065,"journal":{"name":"Applied Psycholinguistics","volume":"46 ","pages":""},"PeriodicalIF":2.8,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12490792/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145233753","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

Does perceptual high variability phonetic training improve L2 speech production? A meta-analysis of perception-production connection 感知高变异性语音训练能提高 L2 语音生成吗？感知-发音联系的荟萃分析

IF 2.1 2区文学

Applied Psycholinguistics Pub Date : 2024-09-18 DOI: 10.1017/s0142716424000195

Takumi Uchihara, Michael Karas, Ron I. Thomson

{"title":"Does perceptual high variability phonetic training improve L2 speech production? A meta-analysis of perception-production connection","authors":"Takumi Uchihara, Michael Karas, Ron I. Thomson","doi":"10.1017/s0142716424000195","DOIUrl":"https://doi.org/10.1017/s0142716424000195","url":null,"abstract":"This meta-analysis of 31 studies aimed to determine the effectiveness of perception-based high variability phonetic training (HVPT) for second language (L2) production learning and to identify learner-related and methodological variables that influence production gains. Based on independent effect sizes for 43 within-participant and 17 between-participant designs, small-to-medium effects of post-training improvement were found. The average production gains for trained items and untrained items were 10.50% and 4.50%, respectively. Neither strong support for long-term retention of production learning nor generalization to untrained stimuli was observed, however. Moderator analyses showed that post-training production gains were influenced by a number of factors related to learner profiles (age and learning context), training features (provision of phonetic information, training duration, and training time per session), and features of production tests (elicitation tasks, prompt modality, and outcome measures). The relationship between perception and production gains was negligible at the participant level, but was significant and moderate at the level of individual studies for post-training and retention data. These findings provide partial support for a perception-production link. This study makes several recommendations for future studies investigating the effects of HVPT on L2 speech production learning.","PeriodicalId":48065,"journal":{"name":"Applied Psycholinguistics","volume":"2 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2024-09-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142262556","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

You might want to tone down your advice: An experimental investigation of the speech act of advice in French 你可能需要减少你的建议：对法语中 "建议 "这一言语行为的实验研究

IF 2.1 2区文学

Applied Psycholinguistics Pub Date : 2024-08-27 DOI: 10.1017/s0142716424000146

Emma Corbeau, Gabriel Thiberge

引用次数: 0

What contributes to fluent L2 speech? Examining cognitive and utterance fluency link with underlying L2 collocational processing speed and accuracy 是什么促成了流利的 L2 言语？研究认知和语篇流利性与 L2 词组处理速度和准确性之间的联系

IF 2.1 2区文学

Applied Psycholinguistics Pub Date : 2024-05-13 DOI: 10.1017/s014271642400016x

Kotaro Takizawa

{"title":"What contributes to fluent L2 speech? Examining cognitive and utterance fluency link with underlying L2 collocational processing speed and accuracy","authors":"Kotaro Takizawa","doi":"10.1017/s014271642400016x","DOIUrl":"https://doi.org/10.1017/s014271642400016x","url":null,"abstract":"Second language (L2) fluency research has suggested that a range of linguistic knowledge and processing speed serve as cognitive fluency (CF) underlying L2 utterance fluency (UF). Building on prior CF-UF link studies, this study explored L2 collocational processing speed and accuracy as underlying CF measures. This study also explored the phrasal frequency effect on the relationship between collocational processing speed and UF to test whether the processing speed of higher-frequency collocations is more strongly related to UF. A total of 108 Japanese university students completed a phrasal acceptability judgment task with adjective–noun collocations pooled from the Academic Collocation List. Speech was elicited in an argumentative speech task, and UF measures were computed based on speed, breakdown, and repair fluency. The results revealed that the collocational processing speed was weakly tied to articulation rate and mid-clause and end-clause silent pause ratio (rho = |.271–.322|), while the collocational processing accuracy was weakly to moderately tied to most UF measures except filled pause ratio (rho = |.281–.368|). The collocation frequency moderated the relationship between the processing speed and UF, suggesting that high-frequency collocations served as a proxy for automaticity in speech production. Implications for CF-UF link research are discussed.","PeriodicalId":48065,"journal":{"name":"Applied Psycholinguistics","volume":"29 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2024-05-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140927278","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

Shared representations in cognate comprehension and production: An online picture naming and lexical decision study with bilingual children 认知理解和生产中的共享表征：双语儿童在线图片命名和词汇决策研究

IF 2.1 2区文学

Applied Psycholinguistics Pub Date : 2024-05-13 DOI: 10.1017/s0142716424000158

Elly Koutamanis, Gerrit Jan Kootstra, Ton Dijkstra, Sharon Unsworth

{"title":"Shared representations in cognate comprehension and production: An online picture naming and lexical decision study with bilingual children","authors":"Elly Koutamanis, Gerrit Jan Kootstra, Ton Dijkstra, Sharon Unsworth","doi":"10.1017/s0142716424000158","DOIUrl":"https://doi.org/10.1017/s0142716424000158","url":null,"abstract":"The cognate facilitation effect, a classic example of cross-language interaction in the bilingual lexicon, has mostly been studied in adults. We examined the extent to which such effects occurred in simultaneous bilingual children’s word processing, to what extent these were modulated by language dominance, and to what extent this differed between comprehension and production tasks. Simultaneous bilingual Dutch-Greek children, ranging from Dutch-dominant to Greek-dominant, performed auditory lexical decision and picture-naming tasks in an online experiment. Cognate facilitation effects emerged in both tasks but manifested themselves differently. In lexical decision, there was an interaction effect with language dominance in accuracy, while in picture naming there was a main effect in reaction times. These findings suggest that, similar to what has been found for adults, simultaneous bilingual children have an integrated lexicon, in which both languages are interactively connected. Effects may differ as a combined result of factors such as comprehension versus production and individual differences in language dominance. Importantly, despite such differences, our results show that cognate effects emerge across tasks and across a range of individual children’s language dominance, indicating that shared representations within the bilingual lexicon are accessed during both word comprehension and production.","PeriodicalId":48065,"journal":{"name":"Applied Psycholinguistics","volume":"178 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2024-05-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140927547","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

Language anxiety does not affect the growth of L2 reading achievement: The latent growth curve model approach 语言焦虑不会影响 L2 阅读成绩的增长：潜增长曲线模型法

IF 2.1 2区文学

Applied Psycholinguistics Pub Date : 2024-05-13 DOI: 10.1017/s0142716424000171

Richard L. Sparks, Abdullah Alamer

{"title":"Language anxiety does not affect the growth of L2 reading achievement: The latent growth curve model approach","authors":"Richard L. Sparks, Abdullah Alamer","doi":"10.1017/s0142716424000171","DOIUrl":"https://doi.org/10.1017/s0142716424000171","url":null,"abstract":"Second language (L2) anxiety has been proposed to play a causal role in L2 achievement. However, most studies have failed to acknowledge confounding variables that may be relevant to the study of anxiety and L2 achievement or to investigate the causal effect of L2 anxiety using longitudinal data. For these reasons, we investigated the effect of L1 reading achievement, L2 aptitude, and L2 anxiety as covariates on the growth of L2 reading achievement across three time points. We used the latent growth curve model (LGCM) to estimate the growth trajectory of US secondary school students’ L2 reading growth in Spanish (N = 307) over three school years. The findings showed that students’ L1 reading achievement and L2 aptitude strongly and significantly predicted L2 reading achievement growth. However, L2 anxiety did not predict L2 reading achievement growth. Findings suggest that growth in L2 reading achievement depends on the language-related skills used for L1 reading and the language skills that comprise L2 aptitude, but not on anxiety. Similar to past cross-sectional studies, L2 anxiety related only to initial levels of L2 reading achievement, suggesting that anxiety reflects students’ initial experience of L2 reading but not their L2 achievement.","PeriodicalId":48065,"journal":{"name":"Applied Psycholinguistics","volume":"95 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2024-05-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140927281","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

On the learning trajectory of directional biases in reading: Evidence from the flankers task 阅读中方向偏差的学习轨迹：来自侧翼任务的证据

IF 2.1 2区文学

Applied Psycholinguistics Pub Date : 2024-04-22 DOI: 10.1017/s0142716424000134

Christophe Cauchi, Jonathan Grainger, Bernard Lété

{"title":"On the learning trajectory of directional biases in reading: Evidence from the flankers task","authors":"Christophe Cauchi, Jonathan Grainger, Bernard Lété","doi":"10.1017/s0142716424000134","DOIUrl":"https://doi.org/10.1017/s0142716424000134","url":null,"abstract":"Prior research with adult participants reported a rightward bias in the reading version of the flankers task. Here, we investigated how this bias evolves as a function of reading expertise. We tested two groups of French primary school children from Cycle 2 (grades 1 and 2) and Cycle 3 (grades 4 and 5) and one group of adult participants. In the related flanker conditions, the central target word was flanked by the same word either on the left (park park ####), the right (#### park park), or on both sides (park park park). In the unrelated conditions, the repeated flanker words were replaced by a different unrelated word. In the analysis of standardized reaction times (RTs), there was a three-way interaction between the three groups of participants and the impact of flanker relatedness as a function of the position of the related flankers. This three-way interaction reflected the significantly greater increase in effects of flanker relatedness between Cycle 2 and Cycle 3 for the bilateral flanker and the right flanker conditions compared with the left flanker condition. This suggests that the rightward bias is driven by attentional asymmetries that develop during the process of learning to read.","PeriodicalId":48065,"journal":{"name":"Applied Psycholinguistics","volume":"88 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2024-04-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140636885","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