Applied Psycholinguistics最新文献

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

Investigating the Uniform Information Density hypothesis with complex nominal compounds 用复杂名词化合物研究统一信息密度假设

IF 2.1 2区文学

Applied Psycholinguistics Pub Date : 2024-04-12 DOI: 10.1017/s0142716424000092

John C. B. Gamboa, Leigh B. Fernandez, Shanley E. M. Allen

{"title":"Investigating the Uniform Information Density hypothesis with complex nominal compounds","authors":"John C. B. Gamboa, Leigh B. Fernandez, Shanley E. M. Allen","doi":"10.1017/s0142716424000092","DOIUrl":"https://doi.org/10.1017/s0142716424000092","url":null,"abstract":"The Uniform Information Density (UID) hypothesis proposes that speakers communicate by transmitting information close to a constant rate. When choosing between two syntactic variants, it claims that speakers prefer the variant distributing information most evenly, avoiding signal peaks and troughs. If speakers prefer transmitting information uniformly, then comprehenders should also prefer a uniform signal, experiencing difficulty whenever confronted with informational peaks. However, the literature investigating this hypothesis has focused mostly on production, with only a few studies considering comprehension. In this study, we investigate comprehension in two eye-tracking experiments. Participants read sentences of two different lengths, reflecting different degrees of density, containing either a dense structure (a nominal compound, NC) or a structure that spreads the information through more words (a noun followed by a prepositional phrase, PP). Favoring the UID hypothesis, participants gazed longer at text segments following the critical structure when it was an NC than when it was a PP. They also regressed more in sentences containing longer structures. However, the pattern of results was not as clear as expected, potentially reflecting participants’ experience with the denser structure or task differences between production and comprehension. These aspects should be taken into account in future research investigating the UID hypothesis for comprehension.","PeriodicalId":48065,"journal":{"name":"Applied Psycholinguistics","volume":"42 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2024-04-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140587685","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

Bilingual oral language development among dual language immersion students: Use of a Bayesian approach with language learning progressions 双语沉浸式学生的双语口语发展：贝叶斯方法与语言学习进展的应用

IF 2.1 2区文学

Applied Psycholinguistics Pub Date : 2024-04-11 DOI: 10.1017/s0142716424000067

Ève Ryan, Preston Botter, Michelle L. Luna, Alison L. Bailey, Clémence Darriet

{"title":"Bilingual oral language development among dual language immersion students: Use of a Bayesian approach with language learning progressions","authors":"Ève Ryan, Preston Botter, Michelle L. Luna, Alison L. Bailey, Clémence Darriet","doi":"10.1017/s0142716424000067","DOIUrl":"https://doi.org/10.1017/s0142716424000067","url":null,"abstract":"The dual language development of dual language immersion (DLI) students, although often examined at the domain level (e.g., listening or reading), remains understudied for more specific skills (e.g., word, sentence, or discourse). This study examines the eleven-month progression of oral language skills in a picture description task in two languages (French and English) for early-elementary (Transitional Kindergarten through first grade) DLI students (N = 42). Using Bayesian methods, which estimate parameters using both the data and prior information, we describe French and English growth patterns as measured by learning progressions whose focus is on language features at the word, sentence, and discourse levels. For French oral language, we found evidence of meaningful positive linear growth for all language features, whereas for English oral language, meaningful linear positive growth was only detected for sophistication of topic vocabulary. Overall, coming from a French-speaking household was associated with steeper French oral language trajectories, but coming from an English-only household did not specifically impact English oral language trajectories. In both languages, grade level influenced the trajectories of some—but not all—features. We conclude with theoretical and practical implications, advocating for a language progression approach in instruction and research on bilingualism.","PeriodicalId":48065,"journal":{"name":"Applied Psycholinguistics","volume":"30 10 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2024-04-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140587682","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

How well do schoolchildren and adolescents know the form and meaning of different derivational suffixes? Evidence from a cross-sectional study 学龄儿童和青少年对不同派生后缀的形式和含义了解多少？一项横断面研究提供的证据

IF 2.1 2区文学

Applied Psycholinguistics Pub Date : 2024-04-11 DOI: 10.1017/s0142716424000043

Dalia Martinez, Danielle Colenbrander, Tomohiro Inoue, George K. Georgiou

{"title":"How well do schoolchildren and adolescents know the form and meaning of different derivational suffixes? Evidence from a cross-sectional study","authors":"Dalia Martinez, Danielle Colenbrander, Tomohiro Inoue, George K. Georgiou","doi":"10.1017/s0142716424000043","DOIUrl":"https://doi.org/10.1017/s0142716424000043","url":null,"abstract":"As children advance through school, derived words become increasingly common in their reading materials. Previous studies have shown that children’s knowledge of derivational morphology develops relatively slowly, but there is more to learn about this development. This study examined differences in knowledge of the form and meaning of suffixes across grade levels (Grades 3, 5, and 8) and different types of derivational suffixes (adjectives and nominals). We assessed 309 English-speaking children on word reading and receptive vocabulary tests and two tasks designed to assess the form (orthographic knowledge) and meaning (semantic knowledge) of 28 derivational suffixes (14 adjectives and 14 nominals). Overall, our findings showed a significant improvement in identifying and understanding derivational suffixes from Grade 3 to Grade 5 and a smaller, but still significant, improvement from Grade 5 to Grade 8. Our findings regarding suffix types were mixed. While written forms of adjectives were identified more accurately than nominals across all grades, this advantage did not extend to the students’ understanding of the meaning of the suffixes. These results highlight the distinction between the identification of suffixes and the understanding of their meaning. We discuss our results in relation to suffix frequency in children’s reading materials.","PeriodicalId":48065,"journal":{"name":"Applied Psycholinguistics","volume":"23 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2024-04-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140587686","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

Audio-visual Stroop matching task with first- and second-language color words and color associates 用第一语言和第二语言颜色词与颜色联想进行视听 Stroop 匹配任务

IF 2.1 2区文学

Applied Psycholinguistics Pub Date : 2024-04-11 DOI: 10.1017/s0142716424000055

Iva Šaban, James R. Schmidt

{"title":"Audio-visual Stroop matching task with first- and second-language color words and color associates","authors":"Iva Šaban, James R. Schmidt","doi":"10.1017/s0142716424000055","DOIUrl":"https://doi.org/10.1017/s0142716424000055","url":null,"abstract":"In the audio-visual Stroop matching task, participants compare one Stroop stimulus dimension (e.g., the color of a written word) to a second stimulus (e.g., a spoken word) and indicate whether these two stimuli match or mismatch. Slower responses on certain trials can be due to conflict which occurs between color representations (semantic conflict) or due to conflict between responses evoked by task comparisons (response conflict). The contribution of these conflicts has been investigated with color word distracters. This is the first study which explores how two types of first- and second-language words affect audio-visual matching. Native French speakers performed a bilingual Stroop matching task with intermixed French (L1) and English (L2) color words (Experiment 1) and color associates (Experiment 2) presented in congruent and incongruent colors simultaneously with spoken French color words. Participants were instructed to indicate whether the spoken word “matches” or “mismatches” the font color, while ignoring written word meaning. Interestingly, the results were similar for the critical “mismatch” trials for both French and English words. The responses were the fastest on trials in which task comparisons activate fewer response alternatives, supporting the assumption of the response conflict account.","PeriodicalId":48065,"journal":{"name":"Applied Psycholinguistics","volume":"52 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2024-04-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140587669","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