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Journal of Psycholinguistic Research

Jacqueline Cummine, Daniel Aalto, Amberley Ostevik, Kulpreet Cheema, William Hodgetts
Reading is a complex process that includes the integration of information about letters (graphemes) and sounds (phonemes). In many circumstances, such as noisy environments, response inhibition is an additional factor that plays a marked role in successful oral reading. Response inhibition can take the form of task relevant inhibition (i.e., foils in a go/no-go task) and task irrelevant inhibition (i.e., distractor information). Here we investigated task relevant inhibition by having participants (N = 30) take part in two tasks: go/no-go naming with nonwords foils (GNG-NW) and go/no-go naming with pseudohomophones foils (GNG-PH)...
March 12, 2018: Journal of Psycholinguistic Research
Jeong-Im Han, Sujin Oh
This study examined two possible sources of asymmetrical lexical access: phonetic proximity to the nearest L1 category and orthographic information. Three groups of native Korean speakers learned Arabic non-words with sound pairs with/without an L1-dominant category (/l-r/ vs. /χ-ħ/), and then their phonetic categorization and lexical encoding abilities were evaluated. One group was presented with the same letters for the target pair (e.g., <l> for both /l/ and /r/), the second group, different letters (e...
March 12, 2018: Journal of Psycholinguistic Research
Chia-Ying Chu, Utako Minai
Previous studies have shown that young children often fail to comprehend demonstratives correctly when they are uttered by a speaker whose perspective is different from children's own, and instead tend to interpret them with respect to their own perspective (e.g., Webb and Abrahamson in J Child Lang 3(3):349-367, 1976); Clark and Sengul in J Child Lang 5(3):457-475, 1978). In the current study, we examined children's comprehension of demonstratives in English (this and that) and Mandarin Chinese (zhe and na) in order to test the hypothesis that children's non-adult-like demonstrative comprehension is related to their still-developing non-linguistic cognitive abilities supporting perspective-taking, including Theory of Mind and Executive Function...
March 10, 2018: Journal of Psycholinguistic Research
Saman Ebadi, Hiwa Weisi, Zahra Khaksar
Grit as an interesting and significant topic in psychology has been associated with better study habits and higher grades through perseverance and passion for long term goals. The only available measurement instrument of grit (Duckworth et al. in J Personal Soc Psychol 92:1087-1101, 2007) is general both in terms of its subject matter and context. Thus, this study aims to develop and validate an English as a foreign language (EFL) grit instrument whose items are specific to EFL context to obtain a more detailed view of its components for Iranian EFL learners, and to tap on other grit related factors in the EFL context...
March 6, 2018: Journal of Psycholinguistic Research
Çiğdem Koşe Demiray, Tülin Gençöz
Aim of present study was to understand changes in speech of clients with regard to certain linguistic features from 5th to 15th session of psychotherapy. First person pronoun use in information structure positions were analyzed in speech of clients. Participants of this study were 11 psychotherapists (clinical psychology master and doctorate students) and 16 clients (applicants to AYNA Psychotherapy Unit). In present study word count results of clinets' speeches were analyzed by ANOVA method. According to results, use of first person pronoun changed significantly in preverbal position from 5th to 15th sessions of psychotherapy...
March 2, 2018: Journal of Psycholinguistic Research
Ariadne Loutrari, Freideriki Tselekidou, Hariklia Proios
Prosodic patterns of speech appear to make a critical contribution to memory-related processing. We considered the case of a previously unexplored prosodic feature of Greek storytelling and its effect on free recall in thirty typically developing children between the ages of 10 and 12 years, using short ecologically valid auditory stimuli. The combination of a falling pitch contour and, more notably, extensive final-syllable vowel lengthening, which gives rise to the prosodic feature in question, led to statistically significantly higher performance in comparison to neutral phrase-final prosody...
February 27, 2018: Journal of Psycholinguistic Research
Amirabbas Rafiee Fazel, Mehdi Latifi, M Raouf Moini
The variable success in learning a second language (L2) may be best explained by varying degrees of motivation. This study investigated whether individual differences in appraisal dimensions of motivation explained explicit and implicit syntactic knowledge. Participants learned three syntactic structures under implicit and explicit training conditions. They also completed two motivation questionnaires before instruction. Syntactic development was assessed at early and late stages of acquisition. Results indicated superior performance on the tests of explicit knowledge, but a limited effect for the role of motivation in its development...
February 9, 2018: Journal of Psycholinguistic Research
Sami Boudelaa
Previous research suggests that late bilinguals who speak typologically distant languages are the least likely to show evidence of non-selective lexical access processes. This study puts this claim to test by using the gating task to determine whether words beginning with speech sounds that are phonetically similar in Arabic and English (e.g., [b,d,m,n]) give rise to selective or non-selective lexical access processes in late Arabic-English bilinguals. The results show that an acoustic-phonetic input (e.g., [bæ]) that is consistent with words in Arabic (e...
February 7, 2018: Journal of Psycholinguistic Research
Yu-Lin Cheng
In this study, EFL learners who listened to four short context-rich audio files each delivered in an unfamiliar English accent were required to produce best-attempt transcriptions and accent imitation recordings. Results indicate that exposure alone does not suffice to eliminate accent impact on EFL listeners. Importantly, results from one-way ANOVA analyses reveal between-participants differences in residual accent impact, vocabulary knowledge, and quality of accent imitation. Results from a linear mixed-effects model analysis, while suggesting that other unidentified factors may also assist EFL listeners in processing unfamiliar accented English, demonstrate that the more able mimics cope more successfully with unfamiliar accents than the less able mimics...
February 7, 2018: Journal of Psycholinguistic Research
Amaya Mendikoetxea, Cristóbal Lozano
This paper shows the need to triangulate different approaches in Bilingualism and Second Language Acquisition (SLA) research to fully understand late bilinguals' interlanguage grammars. Methodologically, we show how experimental and corpus data can be (and should be) triangulated by reporting on a corpus study (Lozano and Mendikoetxea in Biling Lang Cognit 13(4):475-497, 2010) and a new follow-up offline experiment investigating Subject-Verb inversion (Subject-Verb/Verb-Subject order) in L1 Spanish-L2 English (n = 417)...
February 5, 2018: Journal of Psycholinguistic Research
Manoochehr Jafari Gohar, Mahboubeh Rahmanian, Hassan Soleimani
Vocabulary learning has always been a great concern and has attracted the attention of many researchers. Among the vocabulary learning hypotheses, involvement load hypothesis and technique feature analysis have been proposed which attempt to bring some concepts like noticing, motivation, and generation into focus. In the current study, 90 high proficiency EFL students were assigned into three vocabulary tasks of sentence making, composition, and reading comprehension in order to examine the power of involvement load hypothesis and technique feature analysis frameworks in predicting vocabulary learning...
February 5, 2018: Journal of Psycholinguistic Research
Na Gao, Rosalind Thornton, Peng Zhou, Stephen Crain
The present study used a Truth Value Judgment Task to investigate whether changes in sentence structure lead to corresponding changes in the assignment of scope relations by Mandarin-speaking children and adults. In one condition, participants were presented with ordinary negative sentences containing disjunction; this condition was designed to verify the existing claim that disjunction is a positive polarity item for adult speakers of Mandarin, but not for child speakers. In a second condition, participants were presented with negative sentences where the disjunction phrase was preposed from object position; this condition was designed to examine the extent to which changes in sentence structure can result in changes in scope assignments to negated disjunctions...
February 5, 2018: Journal of Psycholinguistic Research
Klara Ceberio, Itziar Aduriz, Arantza Díaz de Ilarraza, Ines Garcia-Azkoaga
In this paper we present the coreferential tagging of part of the EPEC Corpus of Basque. Although coreference is a pragmatic linguistic phenomenon highly dependent on the situational context, it shows some language-specific patterns that vary according to the features of each language. Due to the fact that Basque is not an Indo-European language, it differs considerably in grammar from the languages spoken in surrounding areas. We will explain these features and the decisions made in each case. After describing the criteria defined for coreferential tagging in Basque, the annotation process will be explained...
February 5, 2018: Journal of Psycholinguistic Research
Xinyue Guo, Yingli Yang
The present study investigated the effectiveness of recasts and prompts on the acquisition of the English third-person singular form and the mediating role of cognitive style on the effects of feedback. One hundred and seventy-five college students from four intact classes were assigned to four groups: form-focused instruction with recast (FFI-recast), FFI with prompt (FFI-prompt), FFI, and control. The group embedded figures test (Witkin et al. in Rev Educ Res 47:1-64, 1977) was adopted to test learners' cognitive style (field dependence/independence)...
January 30, 2018: Journal of Psycholinguistic Research
Ryan J Ferguson, Annie Roy-Charland, Joël Dickinson
Psychometric tests related to vocabulary assessments are, for the most part, restricted in their use by trained professionals and/or are costly. These restrictions limit their use, especially for research purposes. To circumvent these limitations, the Raney Vocabulary Measure was created for assessing vocabulary proficiency, specifically for research purposes. The measure consists of 30 questions where participants were instructed to choose the best definition of each word. The purpose of the study was to examine the utility of the new measure using the highly standardized but protected Wechsler Adult Intelligence Scale...
January 29, 2018: Journal of Psycholinguistic Research
Youan Kwon, Changhwan Lee, Jini Tae, Yoonhyoung Lee
The purpose of this study was to examine the role of phonological information on visual word recognition by using letter transposition effects. The Korean writing system gives a unique opportunity to investigate such phenomenon since the transposition of the beginning consonant (onset) and the end consonant (coda) of a certain syllable allows one to keep the coda phonology constant while changing the written alphabetic characters. In this study, 23 participants' ERPs to such transposition cases were compared with the ERPs to cases that do not maintain coda phonology while the participants were performing a go/no-go lexical decision task for visually presented letter strings...
January 29, 2018: Journal of Psycholinguistic Research
Hassan Soleimani, Mahboubeh Rahmanian
Research in multilingualism has shown that bilinguals have enhanced executive function (e.g., Donnelly et al. in Proceedings of the 37th annual conference of the cognitive science society 2015; Green in Bilingualism Lang Cognit 1(02):67-81, 1998. ); however, this with many other areas in multilingualism have been questioned like their non-verbal reasoning or their metacognitive ability. This study attempts to explore learning more than one languages in the field of metacognitive abilities...
January 24, 2018: Journal of Psycholinguistic Research
Csilla Rákosi
This paper proposes the use of the tools of statistical meta-analysis as a method of conflict resolution with respect to experiments in cognitive linguistics. With the help of statistical meta-analysis, the effect size of similar experiments can be compared, a well-founded and robust synthesis of the experimental data can be achieved, and possible causes of any divergence(s) in the outcomes can be revealed. This application of statistical meta-analysis offers a novel method of how diverging evidence can be dealt with...
January 22, 2018: Journal of Psycholinguistic Research
Hsin-Yi Liang, Brent Kelsen
Personality and motivation have been identified as influential variables associated with foreign language learning; however, few studies have investigated their effect on oral presentations. This study addresses the importance of both personality and motivation in students' collaborative oral presentation performance. A Big Five personality trait questionnaire measuring Extraversion, Agreeableness, Conscientiousness, Neuroticism and Openness to Experience, together with the Collaborative Inquiry-based Project Questionnaire measuring Task, Project Work, Reinforcement, Social Learning and Social Pressure motivational constructs were employed to evaluate 257 university students...
January 19, 2018: Journal of Psycholinguistic Research
Melissa L Glasser, Rebecca A Williamson, Şeyda Özçalışkan
Children can understand iconic co-speech gestures that characterize entities by age 3 (Stanfield et al. in J Child Lang 40(2):1-10, 2014; e.g., "I'm drinking" [Formula: see text] tilting hand in C-shape to mouth as if holding a glass). In this study, we ask whether children understand co-speech gestures that characterize events as early as they do so for entities, and if so, whether their understanding is influenced by the patterns of gesture production in their native language. We examined this question by studying native English speaking 3- to 4 year-old children and adults as they completed an iconic co-speech gesture comprehension task involving motion events across two studies...
January 5, 2018: Journal of Psycholinguistic Research
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