Applied Psycholinguistics最新文献_第9页

The triple-deficit hypothesis in Arabic: Evidence from children with and without dyslexia 阿拉伯语的三重缺陷假说:来自有和没有阅读障碍儿童的证据

IF 2.1 2区文学

Applied Psycholinguistics Pub Date : 2022-09-01 DOI: 10.1017/S0142716422000327

S. Layes, Marjolaine Cohen, Sietske van Viersen

{"title":"The triple-deficit hypothesis in Arabic: Evidence from children with and without dyslexia","authors":"S. Layes, Marjolaine Cohen, Sietske van Viersen","doi":"10.1017/S0142716422000327","DOIUrl":"https://doi.org/10.1017/S0142716422000327","url":null,"abstract":"Abstract This study investigated the triple-deficit hypothesis in Arabic, a Semitic transparent orthography, among 258 native Arabic children from Grade 3, divided into a typical readers group (n = 204) and a dyslexia group (n = 54). Children were tested on word- and pseudoword-reading accuracy, word-reading fluency, phonological awareness (PA), naming speed (NS), orthographic processing (OP), and nonverbal reasoning ability. The results indicated that all children with dyslexia had either double or triple deficits, and none of them had a single deficit. Children with triple deficits showed lower performance than children with single and no deficits on all the reading measures. They have also lower performance to children with double deficits on word-reading accuracy but comparable scores in word- and pseudoword-reading fluency. In addition, OP was confirmed as an additional independent predictor of word-level reading skills besides PA and NS, while controlling for age and nonverbal intelligence. The classification findings showed that the presence of a triple deficit maximizes the risk of reading failure. These findings support the additive nature of combined deficits in PA, NS, and OP. Moreover, they establish the benefit of including OP as a third deficit, in addition to PA and NS, underlying dyslexia in Arabic.","PeriodicalId":48065,"journal":{"name":"Applied Psycholinguistics","volume":"43 1","pages":"1165 - 1192"},"PeriodicalIF":2.1,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42203705","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: 1

Family language patterns in bilingual families and relationships with children’s language outcomes 双语家庭的家庭语言模式及其与儿童语言成绩的关系

IF 2.1 2区文学

Applied Psycholinguistics Pub Date : 2022-09-01 DOI: 10.1017/S0142716422000297

Josje Verhagen, F. Kuiken, Sible Andringa

{"title":"Family language patterns in bilingual families and relationships with children’s language outcomes","authors":"Josje Verhagen, F. Kuiken, Sible Andringa","doi":"10.1017/S0142716422000297","DOIUrl":"https://doi.org/10.1017/S0142716422000297","url":null,"abstract":"Abstract Past research shows that family language patterns (i.e., which languages are spoken in the family and by whom) are associated with bilingual children’s language use. However, it is unclear how input properties such as input quantity, parental proficiency, and language mixing may differ across family language patterns. It is also unclear whether the effects of family language patterns on children’s language proficiency remain when differences in input properties are controlled. We investigated (i) which family language patterns occurred in bilingual families in the Netherlands (n = 136), (ii) whether input properties differed across patterns, and (iii) how patterns related to children’s proficiency, once input properties were controlled. Home language situations were assessed through a questionnaire, children’s proficiency in Dutch and the minority language through vocabulary tests and parent ratings. Three language patterns were found: one-parent-one-language, both parents mixed languages or used the minority language. The results showed differences in input properties across all patterns, as well as effects of these patterns on children’s proficiency in Dutch and the minority language that disappeared once input properties were controlled. These findings do not provide robust evidence that family language patterns predict children’s proficiency, but rather, that input quantity is crucial.","PeriodicalId":48065,"journal":{"name":"Applied Psycholinguistics","volume":"43 1","pages":"1109 - 1139"},"PeriodicalIF":2.1,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46356442","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: 5

Stages of sight translation: Evidence from eye movements 视觉翻译的阶段：来自眼球运动的证据

IF 2.1 2区文学

Applied Psycholinguistics Pub Date : 2022-09-01 DOI: 10.1017/S014271642200025X

Agnieszka Lijewska, Agnieszka Chmiel, A. Inhoff

{"title":"Stages of sight translation: Evidence from eye movements","authors":"Agnieszka Lijewska, Agnieszka Chmiel, A. Inhoff","doi":"10.1017/S014271642200025X","DOIUrl":"https://doi.org/10.1017/S014271642200025X","url":null,"abstract":"Abstract The aim of the study was to investigate the coordination of source text comprehension and translation in a sight translation task. The study also sought to determine whether translation strategies influence sight translation performance. Two groups of conference interpreters—professionals and trainees—sight translated English sentences into Polish while their eye movements and performance were monitored. Translation demands were manipulated by the use of either high- or low-frequency critical words in the sentences. Translation experience had no effect on first-pass viewing durations, but experts used shorter re-view durations than trainees (especially in the low-frequency condition). Professionals translated more accurately and with less pausing than trainees. Translation in the high-frequency condition was more accurate and had shorter pauses than in the low-frequency condition. Critical word translation accuracy increased with the translation onset latency (TOL) for individual sentences, and pause durations were relatively short when TOLs were either relatively short or long. Together, these findings indicate that, in sight translation, the initial phase of normal reading for comprehension is followed by phases in which reading and translation co-occur, and that translation strategy and translation performance are linked.","PeriodicalId":48065,"journal":{"name":"Applied Psycholinguistics","volume":"43 1","pages":"997 - 1018"},"PeriodicalIF":2.1,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44556769","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

APS volume 43 issue 5 Cover and Back matter APS第43卷第5期封面和封底

IF 2.1 2区文学

Applied Psycholinguistics Pub Date : 2022-09-01 DOI: 10.1017/s0142716422000455

引用次数: 0

The effect of children’s prior knowledge and language abilities on their statistical learning 儿童的先验知识和语言能力对其统计学习的影响

IF 2.1 2区文学

Applied Psycholinguistics Pub Date : 2022-09-01 DOI: 10.1017/S0142716422000273

Katja Stärk, E. Kidd, Rebecca L. A. Frost

{"title":"The effect of children’s prior knowledge and language abilities on their statistical learning","authors":"Katja Stärk, E. Kidd, Rebecca L. A. Frost","doi":"10.1017/S0142716422000273","DOIUrl":"https://doi.org/10.1017/S0142716422000273","url":null,"abstract":"Abstract Statistical learning (SL) is assumed to lead to long-term memory representations. However, the way that those representations influence future learning remains largely unknown. We studied how children’s existing distributional linguistic knowledge influences their subsequent SL on a serial recall task, in which 49 German-speaking seven- to nine-year-old children repeated a series of six-syllable sequences. These contained either (i) bisyllabic words based on frequently occurring German syllable transitions (naturalistic sequences), (ii) bisyllabic words created from unattested syllable transitions (non-naturalistic sequences), or (iii) random syllable combinations (unstructured foils). Children demonstrated learning from naturalistic sequences from the beginning of the experiment, indicating that their implicit memory traces derived from their input language informed learning from the very early stages onward. Exploratory analyses indicated that children with a higher language proficiency were more accurate in repeating the sequences and improved most throughout the study compared to children with lower proficiency.","PeriodicalId":48065,"journal":{"name":"Applied Psycholinguistics","volume":"43 1","pages":"1045 - 1071"},"PeriodicalIF":2.1,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46858231","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: 1

APS volume 43 issue 5 Cover and Front matter APS第43卷第5期封面和封面

IF 2.1 2区文学

Applied Psycholinguistics Pub Date : 2022-09-01 DOI: 10.1017/s0142716422000443

{"title":"APS volume 43 issue 5 Cover and Front matter","authors":"","doi":"10.1017/s0142716422000443","DOIUrl":"https://doi.org/10.1017/s0142716422000443","url":null,"abstract":"Applied Psycholinguistics publishes original articles on the psychological processes involved in language. The articles address the development, use, and impairment of language in all its modalities, including spoken, signed, and written, with a particular emphasis on crosslinguistic studies. Studies appearing in Applied Psycholinguistics need to have clear applied relevance to professionals in a variety of fields, including linguistics, psychology, speech and hearing, reading, language teaching, special education, and neurology. Contributors should explicitly consider the relevance of their work to the larger community, as well as its theoretical and psychological significance. Specific topics featured in the journal include language development (the development of speech perception and production across languages, the acquistion and use of sign language, bilingualism, and second language learning), language disorders in children and adults (including those associated with brain damage, retardation and autism, specific learning disabilities, and hearing impairment), literacy development (early literacy skills, dyslexia and other reading disorders, and spelling development and disorders), and psycholinguistic processing (lexical access, time course of language processing, semantics, and syntax). In addition to research reports, theoretical reviews will be considered for publication, as will keynote articles and commentaries (the latter normally invited by the Editors). The journal will occasionally publish issues devoted to special topics within its purview.","PeriodicalId":48065,"journal":{"name":"Applied Psycholinguistics","volume":"43 1","pages":"f1 - f2"},"PeriodicalIF":2.1,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42476762","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 odd: Diverging effects of predictability and plausibility violations on sentence reading and word memory 多奇怪：可预测性和合理性违规对句子阅读和单词记忆的不同影响

IF 2.1 2区文学

Applied Psycholinguistics Pub Date : 2022-09-01 DOI: 10.1017/S0142716422000364

Katja I. Haeuser, J. Kray

{"title":"How odd: Diverging effects of predictability and plausibility violations on sentence reading and word memory","authors":"Katja I. Haeuser, J. Kray","doi":"10.1017/S0142716422000364","DOIUrl":"https://doi.org/10.1017/S0142716422000364","url":null,"abstract":"Abstract How do violations of predictability and plausibility affect online language processing? How does it affect longer-term memory and learning when predictions are disconfirmed by plausible or implausible words? We investigated these questions using a self-paced sentence reading and noun recognition task. Critical sentences violated predictability or plausibility or both, for example, “Since Anne is afraid of spiders, she doesn’t like going down into the … basement (predictable, plausible), garden (unpredictable, somewhat plausible), moon (unpredictable, deeply implausible).” Results from sentence reading showed earlier-emerging effects of predictability violations on the critical noun, but later-emerging effects of plausibility violations after the noun. Recognition memory was exclusively enhanced for deeply implausible nouns. The earlier-emerging predictability effect indicates that having word form predictions disconfirmed is registered very early in the processing stream, irrespective of semantics. The later-emerging plausibility effect supports models that argue for a staged architecture of reading comprehension, where plausibility only affects a post-lexical integration stage. Our memory results suggest that, in order to facilitate memory and learning, a certain magnitude of prediction error is required.","PeriodicalId":48065,"journal":{"name":"Applied Psycholinguistics","volume":"43 1","pages":"1193 - 1220"},"PeriodicalIF":2.1,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41882351","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: 3

“I no longer count in German.” On dominance shift in returnee heritage speakers “我不再用德语说话了。”论海归传统演讲者的主导地位转变

IF 2.1 2区文学

Applied Psycholinguistics Pub Date : 2022-09-01 DOI: 10.1017/S0142716422000261

Cristina Flores, Chao Zhou, Carina Eira

引用次数: 1

Can speakers of different languages be saying the same thing? Influences of non-native language exposure and explicit comparison on children’s language awareness 不同语言的使用者会说同样的话吗？非母语暴露和外显比较对儿童语言意识的影响

IF 2.1 2区文学

Applied Psycholinguistics Pub Date : 2022-09-01 DOI: 10.1017/S0142716422000248

Dolly P. Rojo, Catharine H. Echols, Zenzi M. Griffin

{"title":"Can speakers of different languages be saying the same thing? Influences of non-native language exposure and explicit comparison on children’s language awareness","authors":"Dolly P. Rojo, Catharine H. Echols, Zenzi M. Griffin","doi":"10.1017/S0142716422000248","DOIUrl":"https://doi.org/10.1017/S0142716422000248","url":null,"abstract":"Abstract Language awareness (LA)—an understanding of the communicative functions and conventions of language—could benefit monolingual children as they navigate their increasingly multilingual world. To evaluate how non-native language exposure influences English-speaking children’s understanding that different languages can convey equivalent information, 63 5–7-year-olds compared utterances in English and Lithuanian (unfamiliar to all participants). Half of the children also compared English utterances to Spanish (a widely spoken language in their community—94% of children had some past exposure), whereas the other half compared English utterances to Tagalog (unfamiliar to all participants). Children in the Spanish condition were significantly more likely than those in the Tagalog condition to agree that a Lithuanian and an English speaker could be saying the same thing. We argue that children’s experience with Spanish as a community language, coupled with explicit questioning about commonalities between languages, served to scaffold an understanding of LA.","PeriodicalId":48065,"journal":{"name":"Applied Psycholinguistics","volume":"43 1","pages":"973 - 995"},"PeriodicalIF":2.1,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46096731","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: 1

Majority language vocabulary and nonword repetition skills in children attending minority language immersion education 少数民族语言沉浸教育儿童的多数语言词汇和非单词重复技能

IF 2.1 2区文学

Applied Psycholinguistics Pub Date : 2022-09-01 DOI: 10.1017/S0142716422000285

Vasiliki Chondrogianni, Florence Judge-Clayden, Morna Butcher

{"title":"Majority language vocabulary and nonword repetition skills in children attending minority language immersion education","authors":"Vasiliki Chondrogianni, Florence Judge-Clayden, Morna Butcher","doi":"10.1017/S0142716422000285","DOIUrl":"https://doi.org/10.1017/S0142716422000285","url":null,"abstract":"Abstract The present study examined nonword repetition (NWR) and comprehension/production of single-word vocabulary in the majority language (English) in six- to eight-year-old English-Gaelic emergent bilingual children attending Gaelic-medium primary education (GMPE) (primary years 2 and 3). GMPE is an immersion education model found in Scotland where the minority language, Gaelic, is the language of instruction, whereas English is the majority community language, not supported in school in the first three years of primary schooling. All children spoke English as their first language (L1) and had varying exposure to the second language (L2) Gaelic outside the school setting. We investigated how individual factors, such as age and frequency of exposure, and psycholinguistic factors, such as task modality, word class (for vocabulary), frequency, length, and prosody (for NWR), influenced performance. Later exposure to Gaelic and higher nonverbal IQ were contributing predictors of performance for English vocabulary. For NWR, participants with earlier and longer exposure to Gaelic who also used both languages at home more performed significantly better on this task. These results suggest that minority language immersion education differentially affects majority language abilities; later L2 onset benefited L1 vocabulary learning, whereas earlier L2 onset boosted L1 NWR skills in these bilinguals.","PeriodicalId":48065,"journal":{"name":"Applied Psycholinguistics","volume":"43 1","pages":"1073 - 1107"},"PeriodicalIF":2.1,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49532968","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: 1