Applied Psycholinguistics最新文献_第2页

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":null,"pages":null},"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":null,"pages":null},"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":null,"pages":null},"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

Effects of speech production training on memory across short and long delays in 5- and 6-year-olds: A pre-registered study 语音制作训练对 5 岁和 6 岁儿童短时和长时延迟记忆的影响：预注册研究

IF 2.1 2区文学

Applied Psycholinguistics Pub Date : 2024-04-02 DOI: 10.1017/s0142716424000109

Belén López Assef, Margarethe McDonald, Amélie Bernard, Tania S. Zamuner

{"title":"Effects of speech production training on memory across short and long delays in 5- and 6-year-olds: A pre-registered study","authors":"Belén López Assef, Margarethe McDonald, Amélie Bernard, Tania S. Zamuner","doi":"10.1017/s0142716424000109","DOIUrl":"https://doi.org/10.1017/s0142716424000109","url":null,"abstract":"Studies on the role of speech production on learning have found a memory benefit from production labeled the “Production Effect.” While research with adults has generally shown a robust memory advantage for produced words, children show more mixed results, and the advantage is affected by age, cognitive, and linguistic factors. With adults, the Production Effect is not restricted to the immediate context but is also found after a delay. So far, no studies have investigated the effect of delayed recall on the Production Effect with children. Children aged 5 and 6 years old (n = 60) participated in two sessions. Children were trained on familiar words and images, which were heard (Listen) or produced aloud (Say). Children then performed a free recall task. One week later, children repeated the recall task and an additional recognition task. At immediate testing, there was a recency effect on words recalled from the different training conditions and a recall advantage for words produced over words heard; however, this no longer held after a 1-week delay in either the recall or recognition task. Exploratory analysis showed that vocabulary did not predict the Production Effect. Findings indicate that unlike adults, the Production Effect is not as robust in children after a delay.","PeriodicalId":48065,"journal":{"name":"Applied Psycholinguistics","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2024-04-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140587684","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

Phonology, homophony, and eyes-closed rest in Mandarin novel word learning: An eye-tracking study in adult native and non-native speakers 普通话新词学习中的语音、同音和闭眼休息：对母语和非母语成人的眼动跟踪研究

IF 2.1 2区文学

Applied Psycholinguistics Pub Date : 2024-03-04 DOI: 10.1017/s0142716424000031

Wenfu Bao, Anja Arnhold, Juhani Järvikivi

{"title":"Phonology, homophony, and eyes-closed rest in Mandarin novel word learning: An eye-tracking study in adult native and non-native speakers","authors":"Wenfu Bao, Anja Arnhold, Juhani Järvikivi","doi":"10.1017/s0142716424000031","DOIUrl":"https://doi.org/10.1017/s0142716424000031","url":null,"abstract":"This study used the visual world paradigm to investigate novel word learning in adults from different language backgrounds and the effects of phonology, homophony, and rest on the outcome. We created Mandarin novel words varied by types of phonological contrasts and homophone status. During the experiment, native (n = 34) and non-native speakers (English; n = 30) learned pairs of novel words and were tested twice with a 15-minute break in between, which was spent either resting or gaming. In the post-break test of novel word recognition, an interaction appeared between language backgrounds, phonology, and homophony: non-native speakers performed less accurately than native speakers only on non-homophones learned in pairs with tone contrasts. Eye movement data indicated that non-native speakers’ processing of tones may be more effortful than their processing of segments while learning homophones, as demonstrated by the time course. Interestingly, no significant effects of rest were observed across language groups; yet after gaming, native speakers achieved higher accuracy than non-native speakers. Overall, this study suggests that Mandarin novel word learning can be affected by participants’ language backgrounds and phonological and homophonous features of words. However, the role of short periods of rest in novel word learning requires further investigation.","PeriodicalId":48065,"journal":{"name":"Applied Psycholinguistics","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2024-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140037655","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 development of postverbal subjects in L2 Italian: A multifactorial corpus analysis 第二语言意大利语中后动词主语的发展：多因素语料分析

IF 2.1 2区文学

Applied Psycholinguistics Pub Date : 2024-02-14 DOI: 10.1017/s014271642400002x

Andrea Listanti, Jacopo Torregrossa

{"title":"The development of postverbal subjects in L2 Italian: A multifactorial corpus analysis","authors":"Andrea Listanti, Jacopo Torregrossa","doi":"10.1017/s014271642400002x","DOIUrl":"https://doi.org/10.1017/s014271642400002x","url":null,"abstract":"Most studies on the acquisition of postverbal subjects (VS) in L2 Italian focus on a limited number of linguistic factors that tend to be associated with the production of VS in L1 (e.g., verb class and subject discourse status). Moreover, they analyze homogeneous groups of learners in terms of proficiency, mostly through controlled experiments. In this paper, we present a cross-sectional corpus study based on a multifactorial analysis of the L2 use of VS structures in semi-spontaneous speech. We analyze the production of VSs by learners of different levels of proficiency (A1-C2), considering linguistic factors that trigger the production of VS in L1, but have been unaccounted for in L2 studies (e.g., agentivity of the subject, syntactic configuration of the sentence, contrastive focus). We use a cumulative link mixed model to show how the features of verbs and subjects in VS structures change across proficiency levels. The results indicate learners’ progressive mastery of the mechanisms of assignment of the subject function to the postverbal constituent and increasing sensitivity to contrastive focus as a feature relevant for the use of VS. Furthermore, we observe that psychological verbs associated with the use of VS are produced from the earliest stages of L2 acquisition.","PeriodicalId":48065,"journal":{"name":"Applied Psycholinguistics","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2024-02-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139769823","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

Affective and sensory–motor norms for idioms by L1 and L2 English speakers 第一语言和第二语言英语使用者对习语的情感和感觉运动规范

IF 2.1 2区文学

Applied Psycholinguistics Pub Date : 2024-02-02 DOI: 10.1017/s0142716423000504

Mahsa Morid, Laura Sabourin

{"title":"Affective and sensory–motor norms for idioms by L1 and L2 English speakers","authors":"Mahsa Morid, Laura Sabourin","doi":"10.1017/s0142716423000504","DOIUrl":"https://doi.org/10.1017/s0142716423000504","url":null,"abstract":"In the present study, we developed affective (valence and arousal) and sensory–motor (concreteness and imageability) norms for 210 English idioms rated by native English speakers (L1) and English second-language speakers (L2). Based on internal consistency analyses, the ratings were found to be highly reliable. Furthermore, we explored various relations within the collected measures (valence, arousal, concreteness, and imageability) and between these measures and some available psycholinguistic norms (familiarity, literal plausibility, and decomposability) for the same set of idioms. The primary findings were that (i) valence and arousal showed the typical U-shape relation, for both L1 and L2 data; (ii) idioms with more negative valence were rated as more arousing; (iii) the majority of idioms were rated as either positive or negative with only 4 being rated as neutral; (iv) familiarity correlated positively with valence and arousal; (v) concreteness and imageability showed a strong positive correlation; and (vi) the ratings of L1 and L2 speakers significantly differed for arousal and concreteness, but not for valence and imageability. We discuss our interpretation of these observations with reference to the literature on figurative language processing (both single words and idioms).","PeriodicalId":48065,"journal":{"name":"Applied Psycholinguistics","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2024-02-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139677965","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

Examining the glottal stop as a mark of gender-inclusive language in German 研究作为德语中性别包容性语言标志的喉塞音

IF 2.1 2区文学

Applied Psycholinguistics Pub Date : 2024-02-02 DOI: 10.1017/s0142716424000018

Anita Körner, Sarah Glim, Ralf Rummer

引用次数: 0

The effect of verb surprisal on the acquisition of second language syntactic structures in adults: An artificial language learning study 动词惊奇对成人学习第二语言句法结构的影响：人工语言学习研究

IF 2.1 2区文学

Applied Psycholinguistics Pub Date : 2023-12-21 DOI: 10.1017/s0142716423000334

Giulia Bovolenta, Emma Marsden

{"title":"The effect of verb surprisal on the acquisition of second language syntactic structures in adults: An artificial language learning study","authors":"Giulia Bovolenta, Emma Marsden","doi":"10.1017/s0142716423000334","DOIUrl":"https://doi.org/10.1017/s0142716423000334","url":null,"abstract":"Inverse probability adaptation effects (the finding that encountering a verb in an unexpected structure increases long-term priming for that structure) have been observed in both L1 and L2 speakers. However, participants in these studies all had established representations of the syntactic structures to be primed. It therefore remains an open question whether inverse probability adaptation effects could take place with newly encountered L2 structures. In a pre-registered experiment, we exposed participants (n = 84) to an artificial language with active and passive constructions. Training on Day 1 established expectations for specific co-occurrence patterns between verbs and structures. On Day 2, established patterns were violated for the surprisal group (n = 42), but not for the control group (n = 42). We observed no immediate priming effects from exposure to high-surprisal items. On Day 3, however, we observed an effect of input variation on comprehension of verb meaning in an auditory grammaticality judgment task. The surprisal group showed higher accuracy for passive structures in both tasks, suggesting that experiencing variation during learning had promoted the recognition of optionality in the target language.","PeriodicalId":48065,"journal":{"name":"Applied Psycholinguistics","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2023-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138826089","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

Subject-verb dependency formation and semantic interference in native and non-native language comprehension 母语和非母语理解中的主谓依存关系形成和语义干扰

IF 2.1 2区文学

Applied Psycholinguistics Pub Date : 2023-12-18 DOI: 10.1017/s0142716423000498

Hiroki Fujita, Ian Cunnings

{"title":"Subject-verb dependency formation and semantic interference in native and non-native language comprehension","authors":"Hiroki Fujita, Ian Cunnings","doi":"10.1017/s0142716423000498","DOIUrl":"https://doi.org/10.1017/s0142716423000498","url":null,"abstract":"Differences between native (L1) and non-native (L2) comprehension have been debated. This study explores whether a source of potential L1/L2 differences lies in susceptibility to memory-based interference during dependency formation. Interference effects are known to occur in sentences like The key to the cabinets were rusty, where ungrammaticality results from a number mismatch between the sentence subject and verb. Such sentences are sometimes misperceived as grammatical due to the presence of a number-matching “distractor” (“the cabinets”). Interference has been well-examined in a number agreement. However, whether and how forming thematic relations is susceptible to interference remains underexplored in L1 and L2 language comprehension. In six preregistered experiments, we investigated semantic interference in language comprehension and explored whether potential L1/L2 differences can be attributed to different degrees of susceptibility to interference. The results did not show that L2 speakers are more susceptible to interference than L1 speakers. Also, the observed interference patterns were only partially consistent with existing theories of memory retrieval during comprehension. We discuss how these theories may be reconciled with our findings and argue our results suggest that similar processes are involved in L1 and L2 subject-verb dependency formation.","PeriodicalId":48065,"journal":{"name":"Applied Psycholinguistics","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2023-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138715121","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