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Journal of Psycholinguistic Research

Peng Zhou, Likan Zhan, Huimin Ma
Sentence comprehension relies on the abilities to rapidly integrate different types of linguistic and non-linguistic information. The present study investigated whether Mandarin-speaking preschool children with autism spectrum disorder (ASD) are able to use verb information predictively to anticipate the upcoming linguistic input during real-time sentence comprehension. 26 five-year-olds with ASD, 25 typically developing (TD) five-year-olds and 24 TD four-year-olds were tested using the visual world eye-tracking paradigm...
November 2, 2018: Journal of Psycholinguistic Research
Tae-Young Kim, Youngmi Kim, Ji-Young Kim
The current study aims to explore the influence of resilience on (de)motivation and second language proficiency among elementary school students in South Korea. A total of 367 sixth-grade students completed questionnaires at three elementary schools. The data were analyzed with factor analysis and structural equation modeling (SEM). The results show that resilience is composed of metacognitive adaptation, sociability, optimism, perseverance, and communicative efficacy. In terms of the influence of resilience, the SEM presents that the direct impact of resilience on English as a foreign language (EFL) learning motivation is greater than its impact on demotivation...
October 29, 2018: Journal of Psycholinguistic Research
Moon-Gun Ji, Seunghyun Baek
The current study investigated the potential components that affect second language (L2; English) literacy acquisition and cause-and-effect relationships of those factors to L2 reading comprehension via a structural equation model, with the recruitment of 129 4th-graders learning English as a foreign language. This study consists of two levels of literacy skills. Micro skills include phonological, orthographic processing skills, and word recognition. Macro skills comprise vocabulary knowledge and listening-/reading comprehension...
October 28, 2018: Journal of Psycholinguistic Research
Sybren Spit, Judith Rispens
Gifted children are described as very talented children who achieve more than their age mates in one or more domains (Steiner and Carr in Educ Psychol Rev 15(3):215-246, 2003). These children potentially share a cognitive advantage enabling them to excel in language, but also in other domains. In the present study we explored whether gifted children have a relatively advanced procedural memory. We further investigated the relation between procedural memory and complex syntactic comprehension. 25 gifted children and as many non-gifted children between ages 8 and 13 were administered a serial reaction time (SRT) task and a relative clause comprehension task...
October 25, 2018: Journal of Psycholinguistic Research
Makiko Tanaka, Li-Mei Chen, Chung-Jen Hsu
The original version of the article unfortunately contained an error in Acknowledgement section.
October 23, 2018: Journal of Psycholinguistic Research
Mohammad Nowbakht
This study is designed to explore the role of second language (L2) English learners' working memory (WM), language proficiency, and age in the processing and comprehension of English anaphoric sentences. To this end, 40 EFL learners participated in the study. The proficiency levels of the participants varied from elementary to high-intermediate, as measured by the Quick Placement Test. A first-language Operation Span Task and a self-paced reading task were employed to measure the participants' WM capacity and anaphoric sentence processing and comprehension respectively...
October 20, 2018: Journal of Psycholinguistic Research
Masoud Mahmoodzadeh, Gholam Hassan Khajavy
Why do some students frequently ask questions and actively seek out answers in the classroom, while others avoid this? Many language teachers might have commonly asked themselves this question. The present study is an empirical investigation of the concept of curiosity in the field of second language acquisition (SLA). Using a mixed-methods design, we aim to conceptualize language learning curiosity (LLC) within the framework of interest/deprivation (I/D) model of curiosity (Litman and Jimerson in J Personal Assess 82(2): 147-157, 2004...
October 11, 2018: Journal of Psycholinguistic Research
Makiko Tanaka, Li-Mei Chen, Chung-Jen Hsu
This study examines the nature of stop accuracy and substitute patterns of word-initial Japanese and Mandarin stops produced by Mandarin-Japanese bilingual children. The purpose of the study is to understand phonological development in bilinguals. The sample consists of 36 bilingual children between the ages of three and six, who simultaneously acquired Japanese and Mandarin from birth. The results were as follows: (1) most of the bilingual children were able to produce Mandarin and Japanese stops by the age of three and the accuracy of the target stops were found to develop with age; (2) the age of developing the target consonants is slightly different in the two languages; (3) substitution patterns observed in each language reveals a mixture of child-specific patterns, language specific systems and language influence as well as individual differences...
September 25, 2018: Journal of Psycholinguistic Research
Daniel O Jackson
Recent studies of second language (L2) construction learning using artificial linguistic systems have begun to closely examine the role of individual differences, including personality. In such studies, adult participants learn form-meaning mappings after exposure, with scores on generalization tests as a standard criterion for learning. This paper addresses the potential role of openness in explicit versus implicit knowledge. The present research relied on a reanalysis of data from a previous study, using an extreme-groups design involving 60 participants...
September 21, 2018: Journal of Psycholinguistic Research
Peng Zhou, Stephen Crain, Michael C W Yip
No abstract text is available yet for this article.
September 19, 2018: Journal of Psycholinguistic Research
Leticia Vivas, Laura Manoiloff, Adolfo M García, Francisco Lizarralde, Jorge Vivas
The processes tapped by the widely-used word association (WA) paradigm remain a matter of debate: while some authors consider them as driven by lexical co-occurrences, others emphasize the role of meaning-based connections. To test these contrastive hypotheses, we analyzed responses in a WA task in terms of their normative defining features (those describing the object denoted by the cue word). Results indicate that 72.5% of the responses had medium-to-high coincidence with such defining semantic features. Moreover, 75...
September 17, 2018: Journal of Psycholinguistic Research
Tracy K S Chan, Simpson W L Wong, Anita M-Y Wong, Vina Wing-Hei Leung
Past studies have shown that multimodal presentation of story can improve story-retelling performance in the first language. The purpose of the present study was to investigate whether similar multimedia effects can be observed in second language learning and graphic novel reading. A total of 51 Chinese elementary school children, aged 7-8, who were learning English as a second language were recruited. They were randomly assigned to one of the three experimental conditions that differed in the format of story presentation: English text, English text with pictorial illustrations or graphic novel...
September 15, 2018: Journal of Psycholinguistic Research
Debby Damen, Per van der Wijst, Marije van Amelsvoort, Emiel Krahmer
In two experiments, we investigated whether speakers' referential communication benefits from an explicit focus on addressees' perspective. Dyads took part in a referential communication game and were allocated to one of three experimental settings. Each of these settings elicited a different perspective mind-set (baseline, self-focus, other-focus). In the two perspective settings, speakers were explicitly instructed to regard their addressees' (other-focus) or their own (self-focus) perspective before construing their referential message...
September 15, 2018: Journal of Psycholinguistic Research
Aina Sundt Gullhaugen, Teri Sakshaug
Experts have long warned against psychotherapy with psychopathic offenders out of a fear that they will beguile therapists into believing they have been rehabilitated, only to commit new offenses upon release. Yet the question is not whether to communicate with psychopathic offenders, but rather how to do so in a way which can facilitate real change. In this article, we ask: What can we learn about psychopathic offenders by studying their communication? We review the literature and describe how psychopathy is manifested in communication, how psychopathy can be understood based on this communication, and how therapists may communicate with psychopaths to create change and avoid being fooled...
August 27, 2018: Journal of Psycholinguistic Research
Natália Carolina Alencar de Resende, Mailce Borges Mota, Pieter Seuren
The present study used event-related potentials to investigate whether the processing of grammatical gender agreement involving gender regular and irregular forms recruit the same or distinct neurocognitive mechanisms and whether different grammatical gender agreement conditions elicit the same or diverse ERP signals. Native speakers of Brazilian Portuguese read sentences containing congruent and incongruent grammatical gender agreement between a determiner and a regular or an irregular form (condition 1) and between a regular or an irregular form and an adjective (condition 2)...
August 16, 2018: Journal of Psycholinguistic Research
Julien Dirani, Arne Dietrich
Reading plays an essential role in our everyday lives. The aim of this study is to investigate how letters are represented in the brain using the unique characteristics of the Arabic language, which can be written with 2 different scripts. The hypothesis proposed is that the processing of script is sound based: Phonology is what determines letter identity. Using a forward-masked priming paradigm, we showed that Latin-script primes facilitated the recognition of subsequent Arabic-script targets which differed in orthography but shared phonology, thus suggesting a common level of phonological processing...
October 2018: Journal of Psycholinguistic Research
Dina Abdel Salam El-Dakhs, Jeanette Altarriba
Empirical evidence has recently been provided for the distinctiveness of emotion words as compared to abstract and concrete words for monolinguals, calling for a reconsideration of the relation between emotion and language. The present study investigates whether the distinctiveness of emotion words among monolinguals holds for foreign language learners. To this end, three groups (n = 120 per group) of late Arabic-English bilinguals who learned English as a foreign language completed tasks including free recall, rating, and discrete word association...
October 2018: Journal of Psycholinguistic Research
Hyunwoo Kim
This study investigated whether Chinese-Korean bilinguals can use structure-based information to interpret Korean sentences containing floating numeral quantifiers during online processing. A numeral quantifier in Korean can be stranded from its modified noun through scrambling as long as the quantifier forms a constituent with the noun. For Chinese-Korean bilinguals, acquiring this structural knowledge gives rise to a learnability problem because this ability cannot be derived from the L1, not easily induced from Korean input and is not obtained through classroom instruction...
October 2018: Journal of Psycholinguistic Research
Jihad M Hamdan, Rose Fowler Al-Hawamdeh
This empirical study examines the extent to which 'face', i.e. (audio visual dialogues), affects the listening comprehension of advanced Jordanian EFL learners in a TOFEL-like test, as opposed to its absence (i.e. a purely audio test) which is the current norm in many English language proficiency tests, including but not limited to TOFEL iBT, TOEIC and academic IELTS. Through an online experiment, 60 Jordanian postgraduate linguistics and English literature students (advanced EFL learners) at the University of Jordan sit for two listening tests (simulating English proficiency tests); namely, one which is purely audio [i...
October 2018: Journal of Psycholinguistic Research
Fang Huang, Cathy Ka Weng Hoi, Timothy Teo
Learning style is one of the main factors that determines how students learn English and has a significant influence on students' learning strategy selection, which further affects their learning outcomes (Ehrman and Oxford in Mod Lang J 74(3):311-327, 1990; Oxford in Language learning styles and strategies: an overview, 2003. ). This study examines the learning style preferences of Chinese university students and whether those preferences influence their English achievements...
October 2018: Journal of Psycholinguistic Research
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