刊讯｜SSCI 期刊《心理语言学研究》2022年第1-6期

Volume 51, Issue 1-6, Aug 2022

Journal of Psycholinguistic Research（SSCI一区，2021 IF：1.315）2022年第1-6期共发研究性论文70篇。研究论文涉及语义透明度、汉字识别、启动效应、阅读理解、隐喻概念等。（2022年已更完）

目录

ARTICLES

■The Differentiation of Narrative Styles in Individuals with High Psychopathic Deviate by Gawda, Barbara. 

■Effects of Word Semantic Transparency, Context Length, and L1 Background on CSL Learners’ Incidental Learning of Word Meanings in Passage-Level Reading by Tang, Ming; Chan, Shui Duen. 

■Word Knowledge Dimensions in L2 Lexical Inference: Testing Vocabulary Knowledge and Partial Word Knowledge by Zhang, Haomin; Zhenxia, Pei. 

■A Standardized Set of 380 Pictures for Lebanese Arabic: Norms for Name Agreement, Conceptual Familiarity, Imageability, and Subjective Frequency by Chedid Georges; Sfeir, Michel; Mouzawak Marie; Saroufim Leen; Hayek Perla; 等. 

■The Contribution of Morphological Awareness and Vocabulary Knowledge to Chinese as a Second Language Reading Comprehension: A Path Analysis by Zhou, Jing. 

■The Effects of Semantic Role Predictability on the Production of Overt Pronouns in Spanish by Medina Fetterman Ana M; Vazquez, Natasha N; Arnold, Jennifer E. 

■Psychometric and Logometric Properties of the Armenian Version of Augmentative and Alternative Communication Assessment Questionnaire: Assessing Reliability and Validity by Petrosyan, Tigran R; Avagyan, Armenuhi V; Petrosyan, Anush A; Margaryan, Tatev V; Mkrtchyan, Hasmik H. 

■Compositionality of the Constituent Characters in Chinese Two-Character-Word Recognition by Adult Readers of High and Low Chinese Proficiency by Lv Jinyan; Zhuang Binyuan; Chen, Xiaoli; Xue Lifeng; Li, Degao. 

■The Effects of Word Identity, Case, and SOA on Word Priming in a Subliminal Context by Peel, Hayden J; Royals, Kayla A; Chouinard, Philippe A. 

■No Self Without Salience: Affective and Self-relevance Ratings of 552 Emotionally Valenced and Neutral Dutch Words by Dimitrova, Lora I; Vissia, Eline M; Geugies Hanneke; Hofstetter Hedwig; Chalavi Sima; 等

■The Impact of L2 EnglishLearners' Belief about an Interlocutor's English Proficiency on L2 Phonetic Accommodation by Jiang, Fan; Kennison Shelia. 

■Fluency in L2: Read and Spontaneous Speech Pausing Patterns of Turkish, Swahili, Hausa and Arabic Speakers of English by Eren Ömer; Kılıç Mehmet; Bada Erdoğan. 

■Examining Associations Among Emotional Intelligence, Creativity, Self-efficacy, and Simultaneous Interpreting Practice Through the Mediating Effect of Field Dependence/Independence: A Path Analysis Approach by Ferdowsi Sima; Razmi, Mohammad Hasan. 

■Investigating Iranian English Learners’ Private Speech Across Proficiency Levels and Gender Based on Vygotsky’s Sociocultural Theory by Mahan, Yaghoubi; Farrokh Parisa. 

■A Classroom-Based Study on the Antecedents of Epistemic Curiosity in L2 Learning by Nakamura, Sachiko; Reinders Hayo; Pornapit, Darasawang. 

■The Effect of Emotional Valence on Auditory Word Recognition Memory in English as a Foreign Language by Arriagada-Mödinger Francia; Ferreira, Roberto A. 

■Exploring EFL Learners’ Metaphorical Conceptions of Language Learning: A Multimodal Analysis by Xu, Li; Naserpour Azam; Rezai Afsheen; Namaziandost Ehsan; Azizi Zeinab. 

■Processing Evidence for the Grammatical Encoding of the Mass/Count Distinction in Mandarin Chinese by Yao Panpan; Stockall Linnaea; Hall, David; Borer Hagit. 

■Validation of a Greek Sentence Repetition Task with Typically Developing Monolingual and Bilingual Children by Prentza Alexandra; Tafiadis Dionysios; Chondrogianni Vasiliki; Ianthi-Maria, Tsimpli. 

■Korean-English Bilingual Children’s Stress Cue Sensitivity and its Relationship with Reading in English by Park, Jeong Hyun; Li-Jen, Kuo; Dixon, Quentin; Kim Haemin. 

■Modelling the Role of L2 Writing Anxiety in Graph-based Composing Performance and Strategy Use by Abolhasani Hamideh; Golparvar, Seyyed Ehsan; Robatjazi Mohammad Ali. 

■Introduction to Organizational Psycholinguistics

Sergei V. Myskin

■Comparative Study of Chinese and American Media Reports on the COVID-19 and Expressions of Social Responsibility: A Critical Discourse Analysis (first, second and last of 5) by Yanni Zhang Naveed Akhtar Irfan Ullah Khan

■“Do You See and Hear More? A Study on Telugu Perception Verbs” by P. Phani KrishnaS. ArulmoziRamesh Kumar Mishra

■Metacomprehension Monitoring Accuracy: Effects of Judgment Frames, Cues and Criteria by Qishan Chen

■Parallelism Between Sentence Structure and Nominal Phrases in Japanese: Evidence from Scrambled Instrumental and Locative Adverbial Phrases by Katsuo TamaokaTakane ItoMichael P. Mansbridge

■Modality Effects Examined by Means of an Online Sentence-Picture Comparison Task by Joachim ReinweinSerge Tassé

■Mirror Generalization During Early Word Recognition (first, second and last of 4) by Huilan YangJ. Nick ReidJingjun Chen

■BeCause of the Effect the role of health messages ordering on behavioral change intention by Maria Laura BettinsoliCaterina Suitner

■Can a Scientist Be a Young, Attractive Woman? The Stereotype of a Scientist and the Lexical Choices of Women and Men by Monika ObrębskaPaweł KlekaRomana Knoll

■Is Phonology Embodied? Evidence from Mechanical Stimulation byIris BerentMelanie Platt

■Anaphoric Pronouns and the Computation of Prominence Profiles by Barbara Tomaszewicz-ÖzakınPetra B. Schumacher

■Using the Structure of Evaluative Components as a basis for comparing the oral narratives of schizophrenics and healthy individuals by Sina ShafiyanAli IzanlooAmir Amin Yazdi

■Working Memory Capacity and Relative Clause Attachment Preference of Persian EFL Learners: Does Segmentation Play Any Role? (first, second and last of 4) by Mohammad Hadi MahmoodiHamidreza SheykholmolukiSaeed Shahsavari

■Visual-Syntactic Text Formatting: Developing EFL Learners’ Reading Fluency Components by Wei GaoEhsan NamaziandostMohammad Awad Al-Dawoody Abdulaal

■An Analysis of Turkish Interactional Discourse Markers ‘ŞEY’, ‘YANİ’, And ‘İŞTE’by Ayşe Altıparmak

■Binding Out of Relative Clauses in Native and Non-native Sentence Comprehension by Claudia FelserJanna-Deborah Drummer

■The Validity and Reliability of the Language Battery in Comprehensive Aphasia Test-Turkish (CAT-TR) by Şevket Özdemirİlknur MavişAylin Müge Tunçer

■The Same yet Different: Oral and Silent Reading in Children and Adolescents with Dyslexia by Madelon van den BoerLoes BazenElise de Bree

■Are Second Person Masculine Generics Easier to Process for Men than for Women? Evidence from Polish by Agnieszka SzubaTheresa RedlHelen de Hoop

■Determiner-Number Specification and Non-Local Agreement Computation in L1 and L2 Processing by Yesi ChengJason RothmanIan Cunnings

■Saudi English: A Descriptive Analysis of English Language Variations in Saudi Arabia by Maather AlRawiNuha AlShurafaTariq Elyas

■Listen-and-repeat training in the learning of non-native consonant duration contrasts: influence of consonant type as reflected by MMN and behavioral methods by Antti SalorantaLeena Maria HeikkolaMaija S. Peltola

■Individual differences in processing non-speech acoustic signals influence cue weighting strategies for L2 speech contrasts by Xiaoluan Liu

■Distributional Lattices as a Model for Discovering Syntactic Categories in Child-Directed Speech by Haiting ZhuAlexander Clark

■Speaker-Specific Cues Influence Semantic Disambiguation (first, second and last of 4) by Catherine DaviesVincent PorrettaEkaterini Klepousniotou

■The Persian Lexicon Project: minimized orthographic neighbourhood effects in a dense language (first, second and last of 4) by Fatemeh NematiChris WestburyHossein Haghbin

■Research on Rhetorical Devices in German: The Use of Rhetorical Questions in Sales Presentations by Jana NeitschOliver Niebuhr

■Aging and the Perception of Affective and Linguistic Prosody (first, second and last of 4) by Maria MartzoukouGrigorios NasiosDespina Papadopoulou

■It’s in the Way That You Use It: How Vocabulary Knowledge and Usage Predict Writing Quality Among Adult Basic Education Learners by Cheryl S. LavigneKathryn A. TremblayKatherine S. Binder

■Effects of Syntactic Distance and Word Order on Language Processing: An Investigation Based on a Psycholinguistic Treebank of English by Ruochen NiuHaitao Liu

■Contextual Factors Affecting the Use and Acquisition of Affirmative Operators: A Methodological-Didactic Tool Based on Spanish by Ariel Laurencio Tacoronte

■When Developmental Language Disorder Meets Diglossia: A Cross-Sectional Investigation of Listening Comprehension Among Native Arabic-Speaking Preschoolers (first, second and last of 4) by Ibrahim A. AsadiAsaid KhatebAfnan Khoury-Metanis

■Learning to Spell Novel Words: The Relationship Between Orthographic and Semantic Representations During Incidental Learning by Shauna P. A. de LongJocelyn R. Folk

■Are there Individual Differences in Learning Homophones During Silent Reading? by Megan Elizabeth DeibelJocelyn R. Folk

■The Implicit Achievement Motive in the Writing Style by Nicole Gruber

■Personality and Word Use: Study on Czech Language and the Big Five by Dalibor KučeraJiří HavigerJana M. Havigerová

■Speaker-Specific Cues Influence Semantic Disambiguation (first, second and last of 4) by Catherine DaviesVincent PorrettaEkaterini Klepousniotou

■The Persian Lexicon Project: minimized orthographic neighbourhood effects in a dense language (first, second and last of 4) by Fatemeh NematiChris WestburyHossein Haghbin

■Research on Rhetorical Devices in German: The Use of Rhetorical Questions in Sales Presentations by Jana NeitschOliver Niebuhr

■Aging and the Perception of Affective and Linguistic Prosody (first, second and last of 4) by Maria MartzoukouGrigorios NasiosDespina Papadopoulou

■It’s in the Way That You Use It: How Vocabulary Knowledge and Usage Predict Writing Quality Among Adult Basic Education Learners by Cheryl S. LavigneKathryn A. TremblayKatherine S. Binder

■Effects of Syntactic Distance and Word Order on Language Processing: An Investigation Based on a Psycholinguistic Treebank of English by Ruochen NiuHaitao Liu

■Contextual Factors Affecting the Use and Acquisition of Affirmative Operators: A Methodological-Didactic Tool Based on Spanish by Ariel Laurencio Tacoronte

■When Developmental Language Disorder Meets Diglossia: A Cross-Sectional Investigation of Listening Comprehension Among Native Arabic-Speaking Preschoolers (first, second and last of 4) by Ibrahim A. AsadiAsaid KhatebAfnan Khoury-Metanis

■Learning to Spell Novel Words: The Relationship Between Orthographic and Semantic Representations During Incidental Learning by Shauna P. A. de LongJocelyn R. Folk

■Are there Individual Differences in Learning Homophones During Silent Reading? by Megan Elizabeth DeibelJocelyn R. Folk

■The Implicit Achievement Motive in the Writing Style by Nicole Gruber

■Personality and Word Use: Study on Czech Language and the Big Five by Dalibor KučeraJiří HavigerJana M. Havigerová

摘要

The Differentiation of Narrative Styles in Individuals with High Psychopathic Deviate

Gawda, Barbara.  Maria Curie-Skłodowska University, Department of Psychology of Emotion and Personality, Lublin, Poland

Abstract The current study was designed to show the differentiation of narrative styles in individuals with high scores in Psychopathic deviate (Pd) scale and develop a method enabling identification of psychopathic personality traits based on linguistic indicators. 600 spontaneous narrations related to emotional topics have been examined for grammar, syntactic, and lexical indicators. The indicators have been selected based on a review related to language of psychopaths. The narrations were written by 200 persons who were also tested for psychopathic deviate and intelligence level, including prisoners diagnosed with antisocial personality disorder. Independent judges identified the linguistic indicators which were then counted for each person with the use of computer software. The configuration profiles of the linguistic indicators/narrative styles were established using k-mean clustering method. Then, ANOVA was performed to show which clusters differentiate the levels of psychopathic deviate. The findings show there are two configurations of language features (important: single features were not examined) associated with high levels of psychopathic deviate patterns. Two narrative styles were identified, labelled demonstrative-digressive-egocentric-emotional-dogmatic and reserved-focused on the topic-repetitive, which indicate high psychopathic deviate traits. The ROC curves were applied to establish the prediction of the narrative styles for high psychopathic deviate scores.

Effects of Word Semantic Transparency, Context Length, and L1 Background on CSL Learners’ Incidental Learning of Word Meanings in Passage-Level Reading

Tang, Ming; Huaqiao University, Chinese Language and Culture College, Xiamen, China

Chan, Shui Duen.  The Hong Kong Polytechnic University, Department of Chinese and Bilingual Studies, Hung Hom, Hong Kong, Hong Kong

Abstract This study investigated the effects of semantic transparency of Chinese disyllabic compound words on Chinese as a second language (CSL) learners’ incidental learning of word meanings in sentence-level reading and passage-level reading. The accuracy of the learners’ lexical inferencing was compared among various types of words (transparent, semi-transparent, and opaque words), different context lengths (sentence and passage contexts), and learners with different L1 backgrounds (with and without a Chinese character background in their L1s). In the study, ninety CSL adult learners were asked to infer the meanings of target words in the sentence context and the passage context. The results indicated that the effects of semantic transparency and context length on inferencing accuracy were significant, while the effect of L1 background was not. It was also found that there were significant interactions between transparency and context length as well as between transparency and L1 background.

Word Knowledge Dimensions in L2 Lexical Inference: Testing Vocabulary Knowledge and Partial Word Knowledge

Zhang, Haomin;East China Normal University, Faculty of Education, Shanghai, China

Zhenxia, Pei.  East China Normal University, The Psycholinguistics Lab, School of Foreign Languages, Shanghai, China

Abstract This study explored the role of word knowledge dimensions in second language (L2) word-meaning inference. College-level L2 learners (N = 121) participated in this study and completed a series of word knowledge tests including vocabulary size, word associates, morpheme-form knowledge, morpheme-meaning knowledge, morpheme discrimination, and morpheme recognition. Two modules of lexical inferencing tasks (pseudoword inference and real-word inference) were also administered to the participants. Through multivariate path analysis, the findings demonstrated that word-knowledge dimensions made a collective contribution to L2 lexical inference after text comprehension ability was controlled for. More critically, the study found that word associates and morpheme-form knowledge had the strongest predicting power among all word-knowledge components. Theoretical justifications were provided to discuss the mechanism of word knowledge and lexical inference. In addition, applied implications were discussed to shed light on L2 vocabulary instruction and learning.

A Standardized Set of 380 Pictures for Lebanese Arabic: Norms for Name Agreement, Conceptual Familiarity, Imageability, and Subjective Frequency

Chedid Georges, Institut Universitaire de Gériatrie de Montréal, Centre de Recherche, Montreal, Canada

Sfeir, Michel; Holy Spirit University of Kaslik, Kaslik, Lebanon

Mouzawak Marie; Holy Spirit University of Kaslik, Kaslik, Lebanon

Saroufim Leen; Holy Spirit University of Kaslik, Kaslik, Lebanon

Hayek Perla; Holy Spirit University of Kaslik, Kaslik, Lebanon

Wilson, Maximilliano ; Université Laval, Centre Interdisciplinaire de Recherche en Réadaptation Et Intégration Sociale (Cirris) Et Département de Réadaptation, Quebec City, Canada

Brambati, Simona Maria,  Institut Universitaire de Gériatrie de Montréal, Centre de Recherche, Montreal, Canada

Abstract Research on language processing requires language-specific norms of pictorial and linguistic experimental stimuli across different psycholinguistic variables. Such normative data have not yet been collected for Lebanese Arabic (LA), an Arabic dialect. Arabic languages are characterized by diglossia: while modern standard Arabic is their common means of formal communication, Arabic dialects are the medium of oral communication within each community. This claims for specific dialectal norms. Thus, the main goal of the present study was to collect normative LA data for 380 pictures taken from Cykowicz, Friedman, Rothstein, and Snodgrass (The Quarterly Journal of Experimental Psychology Section A 50(3):560–585; including the 260 pictures of Snodgrass & Vanderwart in Journal of experimental psychology: Human learning and memory 6(2):174–215, 1980) using a sample of 248 native LA speakers. Norms are reported for name agreement, conceptual familiarity, imageability and subjective frequency, together with word length in number of letters and syllables. We compared the obtained norms with the normative data of other Arabic dialects (Levantine, Tunisian and Gulf Arabic) and with English, French and Spanish. Results showed the distinction of LA from the other Arabic dialects. This provides support of specific dialectal Arabic norms and will allow researchers to rigorously select the stimuli to investigate language processing in LA-speaking populations.

The Contribution of Morphological Awareness and Vocabulary Knowledge to Chinese as a Second Language Reading Comprehension: A Path Analysis

Zhou, Jing.  Pomona College, Department of Asian Languages and Literatures, Claremont, USA

Abstract This study explored the role of morphological awareness and vocabulary knowledge in reading comprehension ability of Chinese as a second language (CSL) learners. Two-hundred and nine CSL students participated in this study and completed a series of measures including two tests of morphological awareness (morpheme discrimination test and compound structure test), a vocabulary knowledge test and a reading comprehension test. Drawing upon path analysis, this study found that morphological awareness contributed to vocabulary knowledge, and vocabulary knowledge is predictive to L2 Chinese reading comprehension. The results also indicated that morphological awareness significantly indirectly contributed to L2 Chinese reading comprehension through the mediation of vocabulary knowledge. Hierarchical regression analysis revealed that although both morpheme awareness and compound structure awareness contributed to vocabulary knowledge and L2 Chinese reading, morpheme awareness made more contribution compared to compound structure awareness.

The Effects of Semantic Role Predictability on the Production of Overt Pronouns in Spanish

Medina Fetterman Ana M; UNC Chapel Hill, Department of Psychology and Neuroscience, Chapel Hill, USA; OSU Main Campus, Department of Psychology, Columbus, USA

Vazquez, Natasha N; UNC Chapel Hill, Department of Psychology and Neuroscience, Chapel Hill, USA

Arnold, Jennifer E.  UNC Chapel Hill, Department of Psychology and Neuroscience, Chapel Hill, USA

Abstract In order to refer in any language, speakers must choose between explicit forms of expression, such as names or descriptions, or more ambiguous forms like pronouns. Current models suggest that reference form is driven by subjecthood, where speakers in English choose pronouns for the subject, and speakers of null pronoun languages like Spanish or Italian use null pronouns. We test this generalization by examining the effect of a different factor, thematic role predictability, on reference production in Spanish. In stories about transfer events (e.g., Ana gave a ball to Liz), speakers prefer to use pronouns more for reference to goals (Liz) than sources (Rosa and Arnold, Journal of Memory and Language 94:43–60, 2017). However, this has not been examined for null pronoun languages. In two experiments, we demonstrate that Spanish speakers are also sensitive to thematic role, but it primarily affects the rate of overt pronouns (ella, el) rather than null pronouns. These results highlight the need to include semantic constraints in models of reference production for null-pronoun languages.

Psychometric and Logometric Properties of the Armenian Version of Augmentative and Alternative Communication Assessment Questionnaire: Assessing Reliability and Validity

Petrosyan, Tigran R; Armenian State Institute of Physical Culture and Sports, Department of Physical Rehabilitation, Yerevan, Armenia

Avagyan, Armenuhi V; Education and Research Foundation, Yerevan, Armenia

Petrosyan, Anush A; Technologies for Management of Health, LLC, Yerevan, Armenia

Margaryan, Tatev V; Technologies for Management of Health, LLC, Yerevan, Armenia

Mkrtchyan, Hasmik H.  Armenian State Institute of Physical Culture and Sports, Department of Physical Rehabilitation, Yerevan, Armenia

Abstract The study describes the development of the AAC-Arm questionnaire and its initial psychometric and logometric testing for reliability and validity. Psychometric and logometric principles were used to develop an assessment questionnaire capable of evaluating the communication state domains important to patients with neurological disorders. The hypothesized domains were to include (1) auditory function, (2) speech function (3) cognitive functions (4) sensorimotor function, and (5) activities of daily living (ADL). An initial pool of 78 questions was pilot-tested for clarity in 10 patients; following factor analysis, the number of questions was reduced to 39-items. Then the questionnaire was subjected to reliability and validity testing. Factor analysis supported the 5 hypothesized domains. Test–retest reliability using Spearman's correlation demonstrated substantial agreement, ranging from 0.72 for the ADL domain to 0.92 for the auditory function domain. In testing for internal consistency, Cronbach's alphas ranged from 0.86 for-the ADL domain to 0.96 for the cognitive function domain. Correlation between domains gave evidence of construct validity. In comparing similar domains in the AAC questionnaire, a moderate correlation (range 0.33–0.83) for the ADL and sensorimotor function scales were found. The correlation was more positive between the other domains. Testing of reliability for the phraseological, syntactic and semantic competence indices showed good positive correlation between initial and retest scores. The questions in the AAC questionnaire have undergone rigorous psychometric and logometric testing, and the tool is an appropriate instrument for the assessment of neurological patients with communication deficit. The psycholinguistic assessment provides with the main weight of data for successful communication therapy.

Compositionality of the Constituent Characters in Chinese Two-Character-Word Recognition by Adult Readers of High and Low Chinese Proficiency

Lv Jinyan; Qufu Normal University (Rizhao Campus), School of Translation Studies, Rizhao City, China

Zhuang Binyuan; Guangdong University of Foreign Studies, Faculty of English Language and Culture, Guangzhou, China

Chen, Xiaoli; Tarim University, Faculty of Humanities, Xinjiang, China

Xue Lifeng; Qufu Normal University, College of Chinese Language and Literature, Qufu City, China

Li, Degao.  Qufu Normal University, College of Chinese Language and Literature, Qufu City, China

Abstract In Chinese, the graphic units are Chinese characters, most of which are compound characters. Since a compound character can be different from another one in being regarded as composed of components (compositionality), readers might have developed a compositionality awareness of the constituent characters in two-character word (2C-word) recognition. Two experiments were conducted in a lexical decision task on the same set of 2C-words, the first constituent characters of which were manipulated in compositionality. Given that a Chinese character is more difficult to recognize when it is presented upside-down than when it is presented in an upright orientation and that it is inevitable to perceive the constituent characters in 2C-word recognition, we manipulated the first constituent characters’ presentation orientation to increase the task difficulty. The two constituent characters of a 2C-word target were displayed simultaneously in a trial in Experiment 1 but were shown sequentially in Experiment 2. Participants were two cohorts of adult Chinese native speakers (CNS1s and CNS2s). CNS1s had a significantly lower level of reading proficiency than CNS2s. The influence of orientation was observed in both CNS1s and CNS2s’ performance across the two experiments, but only CNS2s’ reaction times seemed to have indicated the effect of compositionality in Experiment 2. Skilled readers are more likely than less skilled readers to be conscious of compositionality of the first constituent characters, which are presented separately from the second ones, in 2C-word recognition.

The Effects of Word Identity, Case, and SOA on Word Priming in a Subliminal Context

Peel, Hayden J; La Trobe University, Bendigo Campus, Department of Psychology and Counselling, School of Psychology and Public Health, Bendigo, Australia

Royals, Kayla A; La Trobe University, Bendigo Campus, Department of Psychology and Counselling, School of Psychology and Public Health, Bendigo, Australia

Chouinard, Philippe A.  La Trobe University, Bendigo Campus, Department of Psychology and Counselling, School of Psychology and Public Health, Bendigo, Australia

Abstract It is widely assumed that subliminal word priming is case insensitive and that a short SOA (< 100 ms) is required to observe any effects. Here we attempted to replicate results from an influential study with the inclusion of a longer SOA to re-examine these assumptions. Participants performed a semantic categorisation task on visible word targets that were preceded either 64 or 192 ms by a subliminal prime. The prime and target were either the same or different word and could appear in the same or different case. We confirmed the presence of subliminal word priming (same word < different word reaction times). The word priming effect did not differ when case was the same or different, which supports case insensitive word priming. However, there was a general facilitation effect driven by case (same case < different case). Finally, there was a significant difference between the two SOA conditions; however, there were no interactions between SOA and any other factor, demonstrating that subliminal priming did not differ between short and long SOAs. The results demonstrate that word priming is case insensitive but that there is nevertheless an overall facilitation when words, regardless if they are repeated or not, are presented in the same case. This facilitation in case may reflect modularity in the low-level processing of the visual characteristics of words.

No Self Without Salience: Affective and Self-relevance Ratings of 552 Emotionally Valenced and Neutral Dutch Words

Dimitrova, Lora I; King’s College London, Department of Psychosis Studies, London, UK; King’s College London, Department of Psychological Medicine, Institute of Psychiatry, Psychology & Neuroscience, London, UK; Department of Psychiatry, Amsterdam UMC, Location VUmc, VU University Amsterdam, Amsterdam, The Netherlands

Vissia, Eline M;Centre for Psychotrauma, Heelzorg, Zwolle, The Netherlands

Geugies Hanneke; University Centre of Psychiatry, University Medical Center Groningen, University of Groningen, Groningen, The Netherlands 

Hofstetter Hedwig; Department for Research, Information and Statistics, Municipality of Amsterdam, The Netherlands

Chalavi Sima; KU Leuven, Movement Control and Neuroplasticity Research Group, Department of Movement Sciences, Leuven, Belgium

Reinders Antje A T S,King’s College London, Department of Psychological Medicine, Institute of Psychiatry, Psychology & Neuroscience, London, UK

Abstract It is unknown how self-relevance is dependent on emotional salience. Emotional salience encompasses an individual's degree of attraction or aversion to emotionally-valenced information. The current study investigated the interconnection between self and salience through the evaluation of emotional valence and self-relevance. 56 native Dutch participants completed a questionnaire assessing valence, intensity, and self-relevance of 552 Dutch nouns and verbs. One-way repeated-measures ANCOVA investigated the relationship between valence and self, age and gender. Repeated-measures ANCOVA also tested the relationship between valence and self with intensity ratings and effects of gender and age. Results showed a significant main effect of valence for self-relevant words. Intensity analyses showed a main effect of valence but not of self-relevance. There were no significant effects of gender and age. The most important finding presents that self-relevance is dependent on valence. These findings concerning the relationship between self and salience opens avenues to study an individual's self-definition.

The Impact of L2 English Learners' Belief about an Interlocutor's English Proficiency on L2 Phonetic Accommodation

Jiang, Fan; Ningbo University of Technology, School of Foreign Languages, Jiangbei District, Ningbo City, China

Kennison Shelia.  Oklahoma State University, Stillwater, USA

Abstract  The current study investigates the influence of L2 English learners’ belief about their interlocutor’s English proficiency on phonetic accommodation and explores whether interaction-induced phonetic convergence could improve L2 English learners’ vowel pronunciation. Results from two experiments show that when the subjects believed that their interlocutor was a native English speaker, they generally converged to her vowel pronunciation. When the subjects believed that their interlocutor was a non-native English speaker, they generally diverged from her vowel pronunciation. In addition, phonetic convergence enabled the subjects to improve their L2 English vowel pronunciation, leading to greater similarity to the native interlocutor. The findings are discussed in terms of the Communication Accommodation Theory, the Interactive Alignment Theory, and the Speech Learning Model.

Fluency in L2: Read and Spontaneous Speech Pausing Patterns of Turkish, Swahili, Hausa and Arabic Speakers of English

Eren Ömer; Hatay Mustafa Kemal University, ELT Department, Faculty of Education, Hatay, Turkey

Kılıç Mehmet;Gaziantep University, ELT Department, Faculty of Education, Gaziantep, Turkey

Bada Erdoğan. Çukurova University, ELT Department, Faculty of Education, Adana, Turkey

Abstract Language learners’ actual speech performances constitute an essential aspect of studies on second language learning and teaching. Although there is ample research on fluency and pauses in English, current literature does not touch on this issue from a multilingual perspective by comparing both read and spontaneous speech performances. In this descriptive study, the researchers investigated pausing patterns with 40 Turkish, Swahili, Hausa, and Arabic speakers of English. For the read speech fragments’ elicitation, the participants read out a short story, and for spontaneous speech, the data was gathered through structured interviews. In total, 4007 pauses were measured through Praat, and the findings obtained from the data were analyzed using multiple regression and several multivariate analyses of variance. The findings revealed crucial insights into the nature of fluency research in terms of (a) speech registers, (b) positions, (c) conjunctions, and (d) mother tongues.

Examining Associations Among Emotional Intelligence, Creativity, Self-efficacy, and Simultaneous Interpreting Practice Through the Mediating Effect of Field Dependence/Independence: A Path Analysis Approach

Ferdowsi Sima; Shahid Bahonar University of Kerman, Department of Foreign Languages, Faculty of Literature and Humanities, Kerman, Iran

Razmi, Mohammad Hasan.  Yazd University, Department of Language and Literature, Yazd, Iran

Investigating Iranian English Learners’ Private Speech Across Proficiency Levels and Gender Based on Vygotsky’s Sociocultural Theory

Mahan, Yaghoubi; Islamic Azad University, Department of English Language Translation, Lahijan Branch, Lahijan, Iran

Farrokh Parisa.  Islamic Azad University, Department of English Language Translation, Lahijan Branch, Lahijan, Iran

A Classroom-Based Study on the Antecedents of Epistemic Curiosity in L2 Learning

Nakamura, Sachiko; Tamagawa University, Center for English as a Lingua Franca, Tamagawagakuen, Tokyo, Japan

Reinders Hayo; King Mongkut’s University of Technology Thonburi, Department of Languages, Bangkok, Thailand

Pornapit, Darasawang.  King Mongkut’s University of Technology Thonburi, Department of Languages, Bangkok, Thailand

The Effect of Emotional Valence on Auditory Word Recognition Memory in English as a Foreign Language

Exploring EFL Learners’ Metaphorical Conceptions of Language Learning: A Multimodal Analysis

Xu, Li;Huaihua University, School of Foreign Languages, Huaihua, China

Naserpour Azam;University of Ayatollah Ozma Borujerdi, Borujerd City, Iran

Rezai Afsheen;University of Ayatollah Ozma Borujerdi, Teaching English and Linguistics Department, Borujerd City, Iran

Namaziandost Ehsan; University of Applied Science and Technology (UAST), Khuzestan, Ahvaz, Iran

Azizi Zeinab. University of Ayatollah Ozma Borujerdi, Teaching English and Linguistics Department, Borujerd City, Iran

Processing Evidence for the Grammatical Encoding of the Mass/Count Distinction in Mandarin Chinese

Validation of a Greek Sentence Repetition Task with Typically Developing Monolingual and Bilingual Children

Prentza Alexandra;University Campus, Department of Linguistics, School of Philology, Faculty of Philosophy, Ioannina, Greece

Tafiadis Dionysios; University of Ioannina, Department of Speech & Language Therapy, School of Health Sciences, Ioannina, Greece

Chondrogianni Vasiliki; University of Edinburgh, Department of Linguistics and English Language, School of Philosophy, Edinburgh, United Kingdom

Ianthi-Maria, Tsimpli.  University of Cambridge, Department of Theoretical and Applied Linguistics, Faculty of Modern and Medieval Languages and Linguistics, Cambridge, United Kingdom

Abstract  This study provides a preliminary validation of a Greek Sentence Repetition Task (SRT) with a sample of 110 monolingual and bilingual typically developing (TLD) children and examines the test’s ability to distinguish between Greek monolingual children and age-matched Albanian-Greek bilinguals using a Receiver Operating Characteristics (ROC) analysis. This is the first study to report on the psychometric evaluation of a Greek SRT and its discriminatory ability with typical populations. Since most language assessments are standardized with monolinguals and bilingual children tend to underperform on these compared to monolinguals, it is essential to establish the level of bilingual TLD children’s ability on the same tests before moving on to diagnose language impairment in bilinguals. Results showed that the Greek SRT had very high validity and reliability scores, with Accuracy measures being more reliable than Grammaticality measures. The school-age monolingual and bilingual TLD children reached different cut-off scores on this task.

Korean-English Bilingual Children’s Stress Cue Sensitivity and its Relationship with Reading in English

Park, Jeong Hyun; Texas A&M University, College Station, USA

Li-Jen, Kuo; Texas A&M University, College Station, USA

Dixon, Quentin; Texas A&M University, College Station, USA

Kim Haemin.  Texas A&M University, College Station, USA

Abstract Lexical stress plays a critical role in multisyllabic word reading in English. However, assignment of English lexical stress, which is neither fixed nor marked in writing, can pose significant challenges for English learners and has not been well-understood. The present study aims to fill the research gap by studying sensitivity to lexical stress cues and its contribution to their word reading performance among young English-language learners whose first language is Korean. The fundamental differences in prosodic systems between Korean and English provide theoretical significance of studying how bilingual children having no lexical stress in their first language process English lexical stress. This study focuses on two major cues to English lexical stress: morphological and orthographic cues. Findings revealed that the participants are sensitive to the two stress cues, with better performance with orthographic cues to stress assignment. However, no statistically significant correlations were found among variables on stress cue sensitivity with those on reading.

Modelling the Role of L2 Writing Anxiety in Graph-based Composing Performance and Strategy Use

Abolhasani Hamideh; University of Bojnord, Bojnord, Iran

Golparvar, Seyyed Ehsan; University of Bojnord, Bojnord, Iran

Robatjazi Mohammad Ali.  University of Bojnord, Bojnord, Iran

Abstract Research on integrated writing tasks is increasing, while there is a paucity of empirical findings on graph-based writing, as one type of these tasks. The present study purports to examine the contribution of L2 writing anxiety to university students’ graph writing performance and the strategies they employ for these tasks. The participants of this study were 209 undergraduate university students who wrote an essay on a graph-based prompt and completed two questionnaires measuring writing anxiety and the use of graph writing strategies. The results of structural equation modelling (SEM) indicated that writing anxiety negatively predicted graph writing strategy use and performance. Besides, graph comprehension, graph interpretation, and graph translation, as the latent variables of graph writing strategy use, were found to be positive predictors of graph writing performance. Pedagogical implications with regard to improving performance on graph-based prompts are offered.

Sergei V. Myskin,Moscow City Teacher Training University, Moscow, Russia

Abstract 

The paper introduces organizational psycholinguistics as an approach to professional communication i.e., the communication in organizations. The author systematizes a number of theories and concepts as a methodological basis of organizational psycholinguistics. The organizational psycholinguistics methodology is based on Theory of Speech Activity. Organizational psycholinguistics analyzes the communication aimed at a joint activity organization. At the same time, speech activity itself is an activity towards an independent goal to modify a partner’s psychic state to involve him/her in a joint activity. The article describes goals, objects, subjects, tasks of the organizational psycholinguistics. The author indicates the methods used in the organizational psycholinguistic research and outlines prospects for further research in this field.

Comparative Study of Chinese and American Media Reports on the COVID-19 and Expressions of Social Responsibility: A Critical Discourse Analysis (first, second and last of 5)

Yanni Zhang, School of Foreign Languages, Shanghai Lixin University of Accounting and Finance, Shanghai, China

Naveed Akhtar, Faculty of Management Sciences, National University of Modern Languages, Islamabad, Pakistan

Irfan Ullah Khan, Center for Non-Traditional and Peaceful Development Studies, School of Public Affairs, Zhejiang University, Hangzhou, China

Abstract 

Critical discourse analysis aims to explore the dialectical relationship between discourse and ideology. Based on psycholinguistic research, this paper analyzes the Chinese and American media's news reports and comments on the COVID-19. It aims to expose the hidden psychological messages and ideologies behind the words. The corpus in this paper is mainly from the official media of China Daily and Time from December 2019 to January 2021 in China and the United States. This paper uses Wang Zhenhua's Appraisal Theory and Halliday's Systemic Functional Grammar as tools to make a comparative analysis of the corpus. At the textual level, languages are classified and lexical choices are analyzed followed by the analysis of the reporter's ideology after reviewing the motivation of the reporters of two countries. On the level of social responsibility expression and discourse, the paper analyzes the news reports, which are characterized by the combination of the reporter's views on the news. In the aspect of social practice, the social and cultural factors and background of news reports are analyzed. China calls for strengthening cooperation and exchanges with other countries to jointly fight the epidemic. The Chinese government has actively shared its experience and made corresponding contributions to international economic recovery. However, the US government shirks its responsibility by claiming that the effective implementation of Chinese methods and experience in China does not mean that it can achieve corresponding results in Europe and the US. At the same time, the United States provides medical supplies to other countries. This study hopes to help awaken readers' critical thinking and increase their awareness of the anti-control of mass discourse. At the same time, it is hoped that readers can view the epidemic from a more scientific perspective, understand the facts and reject the unwarranted panic. It will also help reshape Chinese and American discourse.

“Do You See and Hear More? A Study on Telugu Perception Verbs”

P. Phani Krishna, Centre for Neural and Cognitive Sciences, University of Hyderabad, Hyderabad, 500046, India

S. Arulmozi, Centre for Applied Linguistics and Translation Studies, University of Hyderabad, Hyderabad, 500046, India

Ramesh Kumar, Centre for Neural and Cognitive Sciences, University of Hyderabad, Hyderabad, 500046, India

Abstract 

Verbs of perception describe the actual perception of some entity and it is emphasized by earlier researchers that lexicon in languages is conceptually-oriented and is necessary for our daily communicative needs. In this paper, we demonstrate and explain, which among the perception verbs have the higher frequencies of all the five senses (vision, hear, smell, taste, touch) by using a Telugu corpus and self-rating task. This study shows a greater lexical differentiation when compared to studies done using English corpus and other languages. Based on our analysis–vision, followed by hear are the most commonly used verbs in daily communicative needs by the Telugu speakers as compared to touch, taste, and smell; The inconsistency in usage of other senses are not identical to the vision and hear in other studies, it may be due to sampling and methodological variations in the corpus of different language, but in common these two senses play a key role in perception verbs. The study of Telugu perception verbs may give more interesting facts and insights into the cognitive linguistics paradigm.

Metacomprehension Monitoring Accuracy: Effects of Judgment Frames, Cues and Criteria

Qishan Chen, Philosophy and Social Science Laboratory of Reading and Development in Children and Adolescents (South China Normal University), Ministry of Education, 510631, Guangzhou, China

Abstract 

This study aimed to investigate the effects of judgment frames, cues, and test criteria on the accuracy of metacomprehension monitoring. The design was a 2 (rating comprehension vs. predicting performance) × 2 (memory cues vs. comprehension cues) × 2 (detailed questions test vs. inferential questions test) mixed design with judgment frames and cues as the between-subjects factors and test criteria as the within-subjects factor. The results showed that the influence of judgment frames on accuracy was moderated by the test criteria. The readers’ monitoring was more accurate in rating comprehension than predicting performance when inferential questions were used as the criteria; when detailed questions were used as the criteria, this situation was reversed. The interaction effect of judgment cues and criteria on metacomprehension monitoring accuracy was significant. When readers predicted their performances on a test, those who received memory cues were more accurate than those who received comprehension cues. However, when readers rated their comprehension, those who received comprehension cues were more accurate than those who received memory cues.

Parallelism Between Sentence Structure and Nominal Phrases in Japanese: Evidence from Scrambled Instrumental and Locative Adverbial Phrases

Katsuo Tamaoka, School of Foreign Languages, Hunan University, Lushan Road (S), Yuelu District, Changsha City, Hunan Province, 410082, China

Takane Ito, Graduate School of Interdisciplinary Information Studies, the University of Tokyo, 3-8-1, Komaba, Meguroku, Tokyo, 153-8902, Japan

Michael P. Mansbridge, Research Faculty of Media and Communication, Hokkaido University, Nishi 8-chome, Kita 17-jo, Kitaku, Sappro, Hokaido, 060-0817, Japan

Abstract  

The present study investigated the canonical position of instrumental and locative adverbial phrases in both Japanese sentences and noun phrases to determine whether the canonical positions are parallel. A series of sentence/phrase decision tasks were used to compare sentences with different word-orders, including sentences with SAdvOV (S is subject phrase, Adv adverb, O object phrase and V verb), AdvSOV, SAdvOV and SOAdvV word orders. SAdvOV word order was found to be the most quickly processed, for both instrumental adverbial (Experiment 1) and locative adverbial phrases (Experiment 2). Thus, the canonical position for these adverbial phrases is identified as the position immediately preceding the object (Theme argument). This finding was replicated when the same experimental methods were applied to event-denoting noun phrases. Adverbial adjuncts in the initial position (AdvON, N is noun phrase) were processed more quickly and accurately than noun phrases with adverbial phrases in the second position (OAdvN), for both instrumental adverbial (Experiment 3) and locative adverbial phrases (Experiment 4). Therefore, the position immediately preceding the object is the canonical position for both instrumental and locative adverbial phrases in sentences and in noun phrases. In conclusion, this indicates that the base structure of a sentence is shared by its related noun phrase.

Modality Effects Examined by Means of an Online Sentence-Picture Comparison Task

Joachim Reinwein, Département de linguistique (1976-2010), Université du Québec à Montréal, C.P. 8888, succursale Centre-Ville, Montreal, QC, H3C 3P8, Canada

Serge Tassé, Centre de services scolaire de Montréal, 648, rue Parent, Saint-Jérôme, QC, J7Z 2A8, Canada

Abstract  

Are oral sentences accompanied by pictures easier to understand than written sentences accompanied by the same pictures? This question—intensely discussed for more than two decades in educational, psychological, and psycholinguistic research in terms of modality effect in multimedia learning, split-attention effect, or visuospatial load effect—was examined by means of an online sentence-picture comparison task, with participants reading or listening to short sentences accompanied by pictures. Sentences and pictures referred to a conceptually and linguistically basic universe that was constructed from a limited number of familiar objects and characteristics. Mixed repeated-measures ANOVAs were calculated separately for simultaneously and sequentially presented sentence-picture versions, with modality (oral, written), picture complexity (complex, simple), and sentence-picture compatibility (compatible, incompatible) as within-subject factors, and age (6th-graders, adults) as between-subjects factor. The experiment was based on reaction time and acuity measures. The online sentence-picture comparison task requires participants to take note of both components (verbal and pictorial information). The presence of two age groups made it possible to examine modality effects from a developmental point of view by suggesting that learners’ written comprehension and monitoring skills at some point equal and then surpass their oral comprehension and monitoring skills. The experiment showed the necessity to interpret modality main effects in the context of their two-way and three-way interactions with other variables since modality effects taken alone do not tell the whole story. The concepts of split attention, temporal contiguity, and element interactivity were discussed in this context.

Mirror Generalization During Early Word Recognition

Huilan Yang, Department of Foreign Languages, Zhejiang Gongshang University, Hangzhou, 310018, Zhejiang, China

J. Nick Reid, Department of Psychology, University of Western Ontario, London, ON, N6A 5C2, Canada

Jingjun Chen, Department of Psychology, Hunan University of Science and Technology, Xiangtan, 411201, Hunan, China

Abstract 

The “recycling hypothesis” posits that the word recognition system is built upon minimal modifications to the neural architecture used in object recognition. In two masked priming lexical decision studies, we examined whether “mirror generalization,” a phenomenon in object recognition, occurs in word recognition. In Study 1, we found that mirrored repetition and mirrored transposed letter primes elicited significant and equivalent priming effects for mirrored targets. In Study 2, we found that mirrored and non-mirrored repetition primes both significantly facilitated processing of mirrored targets, but the priming effect was much larger for non-mirrored primes. In both studies, we also found evidence of gender differences as females showed faster response times and a larger mirror priming effect compared to males. Taken together, we conclude that mirror generalization occurs in the early orthographic stage of word recognition, but not in the later stage of lexical access, and there is a gender difference when reading mirror words.

BeCause of the Effect the role of health messages ordering on behavioral change intention

Maria Laura Bettinsoli, Department of Psychology, SWPS University of Social Sciences and Humanities, Warsaw, Poland

Caterina Suitner, Department of Developmental Psychology and Socialization, University of Padua, Padua, Italy

Abstract 

Health messages are central to the field of public health in influencing behavioral change, and previous research does not offer a univocal answer on the most effective ordering of health outcomes and (un)healthy behaviors within health communication. An archival study revealed that online mass-media communicators tend to mention behaviors first. This strategy was questioned in two experimental studies (Ntot=158) examining the impact of word order on behavioral intention. Specifically, by manipulating the mentioning order of health outcomes (i.e., effect-first vs. effect-later) within a health message, results revealed a subtle role of word-order. English and Italian middle-aged men were more willing to change unhealthy habits after being exposed to a health-related message following the effect-first order rather than the effect-later order. Besides extending the comprehension of the role of word-order in socio-cognitive processes, our findings provide health communicators feedback about subtle linguistic strategies while dealing with health messages construction.

Can a Scientist Be a Young, Attractive Woman? The Stereotype of a Scientist and the Lexical Choices of Women and Men

Monika Obrębska, Faculty of Psychology and Cognitive Science, Adam Mickiewicz University, ul. Szamarzewskiego 89, 60-568, Poznań, Poland

Paweł Kleka, Faculty of Psychology and Cognitive Science, Adam Mickiewicz University, ul. Szamarzewskiego 89, 60-568, Poznań, Poland

Romana Knoll, Faculty of Psychology and Cognitive Science, Adam Mickiewicz University, ul. Szamarzewskiego 89, 60-568, Poznań, Poland

Abstract 

The question of the conformance of a researcher’s features to the stereotype of a scientist is rarely addressed in the context of scientific research. We decided to examine its significance in two experiments involving women and men in which the persons conducting the experiment had features respectively conforming and not conforming to the stereotype of a scientist. Both experiments were carried out on an interactive model and the dependent variables were length of utterance and lexical choices. We chose to use linguistic material because, as classical research shows, it is particularly susceptible to the influence of social context and features of the interlocutor. To operationalise the dependent variable, we used Ertel’s Speech Style Quotients. The results of both experiments were found to be significant for context comparisons but non-significant for gender, which confirms the importance of features of the interlocutor in determining utterance length and lexical choices.

Is Phonology Embodied? Evidence from Mechanical Stimulation

Iris Berent, Department of Psychology, Northeastern University, Boston, MA, USA

Melanie Platt, Department of Psychology, Northeastern University, Boston, MA, USA

Abstract  

Across languages, certain syllables are systematically preferred to others (e.g., plaf > ptaf). Here, we examine whether these preferences arise from motor simulation. In the simulation account, ill-formed syllables (e.g., ptaf) are disliked because their motor plans are harder to simulate. Four experiments compared sensitivity to the syllable structure of labial- vs. corona-initial speech stimuli (e.g., plaf > pnaf > ptaf vs. traf > tmaf > tpaf); meanwhile, participants (English vs. Russian speakers) lightly bit on their lips or tongues. Results suggested that the perception of these stimuli was selectively modulated by motor stimulation (e.g., stimulating the tongue differentially affected sensitivity to labial vs. coronal stimuli). Remarkably, stimulation did not affect sensitivity to syllable structure. This dissociation suggests that some (e.g., phonetic) aspects of speech perception are reliant on motor simulation, hence, embodied; others (e.g., phonology), however, are possibly abstract. These conclusions speak to the role of embodiment in the language system, and the separation between phonology and phonetics, specifically.

Anaphoric Pronouns and the Computation of Prominence Profiles

Barbara Tomaszewicz-Özakın, Department of German Language and Literature I, Linguistics, University of Cologne, Albertus-Magnus-Platz, 50923, Cologne, Germany

Petra B. Schumacher, Department of German Language and Literature I, Linguistics, University of Cologne, Albertus-Magnus-Platz, 50923, Cologne, Germany

Abstract 

Previous research has investigated anaphoric resolution at the anaphor. Using a self-paced reading study we show that prominence profiles, i.e. the ranking of the referential candidates for anaphoric resolution, are dynamically established as discourse unfolds. We compared four types of context sentences introducing two referents and found that the cost of the computation of the prominence profile depends on the alignment of prominence-lending features, namely ‘left edge’, ‘agent’, ‘subject’. Cost occurs as referents become available. Further downstream, we contrasted two types of pronouns in German, personal pronoun vs. demonstrative pronoun. By the time the pronoun is encountered, profile computation is already complete, as indicated by the lack of interaction between context and pronoun type. An effect of pronoun reveals that resolution is driven by the form-dependent strength with which an interpretation is obtained (demonstrative pronouns being more stable than personal pronouns). The results also indicate that two prominence-lending features – subjecthood and agentivity – compete with each other.

Using the Structure of Evaluative Components as a basis for comparing the oral narratives of schizophrenics and healthy individuals

Sina Shafiyan, Department of Linguistics , Ferdowsi University of Mashhad, Mashhad, Iran

Ali Izanloo, Department of Linguistics, Ferdowsi University of Mashhad, Mashhad, Iran

Amir Amin Yazdi, Department of Psychology, Ferdowsi University of Mashhad, Mashhad, Iran

Abstract 

In this study, evaluative language in narratives of 15 healthy and 15 schizophrenic females was compared using the Structure of Evaluative Components. The two groups were matched for chronological age and socioeconomic status. A movie named “The Pear Film” (http://chafe.faculty.linguistics.ucsb.edu/pearfilm.htm) was used to elicit the narratives. The Goal evaluative component in the schizophrenic population and the Ownership in healthy individuals were used more than other components within the narratives of each respective group. Significant differences (Mann-Whitney and t-test) between the two groups in using evaluative components were determined using statistical analysis. In general, patients used less evaluative components in their narratives compared to healthy participants and as per specific components, healthy subjects utilized five evaluative components more than patients, which was found to be a significant difference; Goal, Assumption, Ownership, Metaphor, and Causality were those five components. These findings confirm that the ability to use evaluative language in schizophrenia is reduced.

Working Memory Capacity and Relative Clause Attachment Preference of Persian EFL Learners: Does Segmentation Play Any Role?

Mohammad Hadi, Department of English language, Bu-Ali Sina University, Hamedan, Iran

MahmoodiHamidreza, Department of English language, Bu-Ali Sina University, Hamedan, Iran

Sheykholmoluki, Department of Psychology, Bu-Ali Sina University, Hamedan, Iran

Saeed Shahsavari, Epidemiology and Biostatistics, University of Tehran, Tehran, Iran

Abstract 

To contribute to a better understanding of first language (L1) and second language (L2) sentence processing, this study investigated the relationship between working memory capacity (WMC) and relative clause (RC) attachment preference of Persian learners of English as a foreign language . Additionally, the impact of segmentation of experimental stimuli on the participants' RC attachment preferences was explored. The participants' L1 attachment preference was also measured as baseline. Sixty-two native speakers of Persian participated in offline reading tasks in return for course credit. Results of WM test revealed no correlation between the participants' WMC and both their L1 (Persian) and L2 (English) attachment preferences. Results of the impact of the segmentation of the stimuli, on the other hand, showed when L1 and L2 experimental sentences are displayed with a break between the second determiner phrase (DP2) and the RC, readers prefer to attach the RC more to the first determiner phrase (DP1), especially in L2 (English). This finding provides support for Fodor's (1998) Implicit Prosody Hypothesis. In addition, the study found a positive correlation between L1 and L2 attachment preferences. Also, in order to explore the possible interactions between the variables under investigation, linear mixed effects model was run. Results revealed no interaction between the variables of the study. These findings might justify both interlingual and to some extent intralingual variations in attachment preferences. The findings of the study provide some implications for language teachers with regard to raising L2 learners' awareness for the prosodic aspects of language and the role of L1 transfer in L2 sentence processing.

Key words Primary school teachers, Linguistically responsive teaching, Language learning, Teaching practices, Professional learning

Visual-Syntactic Text Formatting: Developing EFL Learners’ Reading Fluency Components

Wei Gao, College of Teacher Education, Taishan University, Shandong, 271000, China

Ehsan Namaziandost, University of Applied Science and Technology (UAST), Khuzestan, Iran

Mohammad Awad Al-Dawoody Abdulaal, Department of English, College of Sciences and Humanities, Prince Sattam Bin Abdulaziz University, Al-Kharj, Saudi Arabia

Abstract 

Developing English reading fluency (ERF) is challenging due to cross-linguistic differences between L1 and L2. This study replicated, with modifications, prior study of "syntactic enhancement and secondary school EFL Students' reading fluency in South Korea." The current project investigated the impact of visual-syntactic text formatting (VSTF) on developing ERF components (i.e., parsing skills, reading speed, and comprehension) in an Iranian context. In order to reformat block-formatted English text in a way to be more concise, the VSTF technology was used. For 20 weeks, two experimental groups (76 intermediate EFL students) read reformatted passages, whereas the control group (n = 38) read their block-formatted textbook. After analyzing the pre-and post-test results, it was demonstrated that reformatted texts could support EFL students to enhance their ERF elements. The researchers also found that VSTF can be used as a syntactic enhancement, making it simpler for EFL learners to receive English syntactic information as input. Findings have led to the reasonable interpretation that learning L2 reading fluency components (RFC) was more productive when the VSTF technology was utilized for the learning processes.

An Analysis of Turkish Interactional Discourse Markers ‘ŞEY’, ‘YANİ’, And ‘İŞTE’

Ayşe Altıparmak, Foreign Languages Department, National Defence University Turkish Air Force Academy, MSÜ Hava Harp Okulu Yeşilyurt, Bakırköy, 34149, Istanbul, Turkey

Abstract 

This paper examines (1) the developmental aspects of the frequency and a range of functions expressed by Turkish interactional discourse markers şey ‘uh’, yani ‘I mean’, and işte ‘you know’ in child speech (4–8 year-olds), and (2) age and gender-related changes in the frequency and functional uses of these three DMs in the speeches of 84 Turkish speakers from four different age groups (4–8, 18–23, 33–50, and over 50 year-olds). Except for the children, the analyses were conducted in two different corpora, spontaneous and planned speech. As a result, in child speech, a developmental pattern from local to global in the use of the DMs yani ‘I mean’, and işte ‘you know’ was observed. Similarly, the frequency of these two DMs increased with aging among the four age groups in spontaneous speech. However, in planned speech, it was the case for the DM işte ‘you know’ only. Over 50 year-old men used şey ‘uh’ more frequently in their spontaneous speech compared to women, whereas 33–50 year-old women produced more işte ‘you know’ in their planned speech than men. The frequencies of şey ‘uh’, yani ‘I mean’, and işte ‘you know’ were lower in the planned speech condition compared to the spontaneous speech condition in general. Core functions of the three Turkish DMs under focus were described by conducting further analyses. These analyses also revealed that although there are some patterns that apply to all or a group of the DMs under focus, different variables interact in complicated ways resulting in differences in the functional uses of şey ‘uh’, yani ‘I mean’, and işte ‘you know’ by males and females among different age groups in two different speech conditions.

Binding Out of Relative Clauses in Native and Non-native Sentence Comprehension

Claudia Felser, Potsdam Research Institute for Multilingualism, University of Potsdam, Karl-Liebknecht-Strasse 24-25, 14476, Potsdam, Germany

Janna-Deborah Drummer, Potsdam Research Institute for Multilingualism, University of Potsdam, Karl-Liebknecht-Strasse 24-25, 14476, Potsdam, Germany

Abstract  

Pronouns can sometimes covary with a non c-commanding quantifier phrase (QP). To obtain such 'telescoping' readings, a semantic representation must be computed in which the QP's semantic scope extends beyond its surface scope. Non-native speakers have been claimed to have more difficulty than native speakers deriving such non-isomorphic syntax-semantics mappings, but evidence from processing studies is scarce. We report the results from an eye-movement monitoring experiment and an offline questionnaire investigating whether native and non-native speakers of German can link personal pronouns to non c-commanding QPs inside relative clauses. Our results show that both participant groups were able to obtain telescoping readings offline, but only the native speakers showed evidence of forming telescoping dependencies during incremental parsing. During processing the non-native speakers focused on a discourse-prominent, non-quantified alternative antecedent instead. The observed group differences indicate that non-native comprehenders have more difficulty than native comprehenders computing scope-shifted representations in real time.

The Validity and Reliability of the Language Battery in Comprehensive Aphasia Test-Turkish (CAT-TR)

Şevket Özdemir, Department of Speech and Language Therapy, Faculty of Health Sciences, Muğla Sıtkı Koçman University, Kötekli, Menteşe, 48000, Muğla, Turkey

İlknur Maviş, Department of Speech and Language Therapy, Faculty of Health Sciences, Anadolu University, Eskişehir, Turkey

Aylin Müge Tunçer, Department of Speech and Language Therapy, Faculty of Health Sciences, Muğla Sıtkı Koçman University, Kötekli, Menteşe, 48000, Muğla, Turkey

Abstract 

Aphasia assessment is the initial step of a well-structured language therapy. Therefore, it is reasonable to underline that the assessment tools need to consider the typological and cultural characteristics of the language. A group of international researchers in the Collaboration of Aphasia Trialists have been adapting the Comprehensive Aphasia Test (CAT) into 14 languages spoken in Europe including Turkish. Thus, the aim of this study was to perform the validity and reliability analyses of the Language Battery section of CAT-TR to ensure the assessment of Turkish-speaking people with aphasia (PWA). The test included 21 sub-tests and yielded six modality scores (spoken language comprehension, written language comprehension, repetition, naming, reading, writing). Ninety PWA (Mean AGE = 61.07) and 200 controls (Mean AGE = 54.89) involved in the analyses. The participants were stratified into two education and three age groups. The analyses belonging to content, construct and criterion validity were performed, while the reliability analyses included internal consistency, test-retest and inter-rater reliability. Education influenced all the modality scores of the controls, while age-related differences were significant among all the modality scores except reading. It has to be underlined that Education did not hold any significant effects on the language performance of PWA, whereas those younger than 60 showed statistically better performance in the Spoken and Written Language Comprehension modality scores. The cut-off scores for each modality and Language Battery were presented with high sensitivity and specificity values. Compared to the psychometric characteristics of the adapted versions of CAT and aphasia tests utilized in Turkey, CAT-TR is an appropriate test for the language assessment of Turkish-speaking adults with aphasia.

Key words Classroom interaction, Subjectification, Opinions, Follow-up, Conversation analysis

The Same yet Different: Oral and Silent Reading in Children and Adolescents with Dyslexia

Madelon van den Boer, Research Institute of Child Development and Education, University of Amsterdam,     PO Box 15780, 1001 NG, Amsterdam, The Netherlands

Loes Bazen, Research Institute of Child Development and Education, University of Amsterdam, PO Box 15780, 1001 NG, Amsterdam, The Netherlands

Elise de Bree, Research Institute of Child Development and Education, University of Amsterdam, PO Box 15780, 1001 NG, Amsterdam, The Netherlands

Abstract 

Dyslexia is characterized by poor word reading. In research, education, and diagnosis, oral reading is commonly assessed, and outcomes are generalized to silent reading, although similarities and differences between oral and silent reading are poorly understood. We therefore compared oral word reading, oral text reading and silent text reading. Children (n = 40; aged 8–11) and adolescents (n = 54; aged 14–18) with dyslexia, and typical readers (n = 18, and n = 24 respectively), read a word-list and an age-appropriate text aloud, and silently read a text including instructions for simple tasks. Whereas oral and silent reading fluency were comparable for children, silent reading was more fluent than oral reading for adolescents. Importantly, the silent reading deficit of children and adolescents with dyslexia was as large as in oral reading or larger, highlighting the need for a focus on both reading modes in research, diagnosis and treatment of dyslexia.

Are Second Person Masculine Generics Easier to Process for Men than for Women? Evidence from Polish

Agnieszka Szuba, Centre for Language Studies, Radboud University, Postbus 9103, 6500 HD, Nijmegen, the Netherlands

Theresa Redl, Centre for Language Studies, Radboud University, Postbus 9103, 6500 HD, Nijmegen, the Netherlands

Helen de Hoop, Centre for Language Studies, Radboud University, Postbus 9103, 6500 HD, Nijmegen, the Netherlands

Abstract 

In Polish, it is obligatory to mark feminine or masculine grammatical gender on second-person singular past tense verbs (e.g., Dostałaś list ‘You received-F a letter’). When the addressee’s gender is unknown or unspecified, masculine but never feminine gender marking may be used. The present self-paced reading experiment aims to determine whether this practice creates a processing disadvantage for female addressees in such contexts. We further investigated how men process being addressed with feminine-marked verbs, which constitutes a pragmatic violation. To this end, we presented Polish native speakers with short narratives. Each narrative contained either a second-person singular past tense verb with masculine or feminine gender marking, or a gerund verb with no gender marking as a baseline. We hypothesised that both men and women would read the verbs with gender marking mismatching their own gender more slowly than the gender-unmarked gerund verbs. The results revealed that the gender-mismatching verbs were read equally fast as the gerund verbs, and that the verbs with gender marking matching participant gender were read faster. While the relatively high reading time of the gender-unmarked baseline was unexpected, the pattern of results nevertheless shows that verbs with masculine marking were more difficult to process for women compared to men, and vice versa. In conclusion, even though masculine gender marking in the second person is commonly used with a gender-unspecific intention, it created similar processing difficulties for women as the ones that men experienced when addressed through feminine gender marking. This study is the first one, as far as we are aware, to provide evidence for the male bias of second-person masculine generics during language processing.

Determiner-Number Specification and Non-Local Agreement Computation in L1 and L2 Processing

Yesi Cheng, School of Psychology and Clinical Language Sciences, The University of Reading (Whiteknights Campus), Reading, RG6 7BE, UK

Jason Rothman, UiT, The Arctic University of Norway, Universidad Nebrija, Norway, Spain

Ian Cunnings, School of Psychology and Clinical Language Sciences, The University of Reading (Whiteknights Campus), Reading, RG6 7BE, UK

Abstract 

The present study employed a self-paced reading task in conjunction with concurrent acceptability judgements to examine how similar or different English natives and Chinese learners of English are when processing non-local agreement. We also tested how determiner-number specification modulates number agreement computation in both native and non-native processing by manipulating number marking with demonstrative determiners (the versus that/these). Results suggest both groups were sensitive to non-local agreement violations, indexed by longer reading times for sentences containing number violations. Furthermore, we found determiner-number specification facilitated processing of number violations in both native and non-native groups in an acceptability judgement task only, with stronger sensitivity to violations with demonstrative determiners than those with bare determiners. Contrary to some theories that predict qualitative differences between native and non-native processing, we did not find any significant differences between native and non-native speakers, despite the fact that the Chinese speakers of English had to process a novel linguistic feature absent in their native language.

Saudi English: A Descriptive Analysis of English Language Variations in Saudi Arabia

Maather AlRawi, Faculty of Arts and Humanities, European Languages Department, King Abdulaziz University, Jeddah, 21589, Saudi Arabia

Nuha AlShurafa, Faculty of     Arts and Humanities, European Languages Department, King Abdulaziz     University, Jeddah, 21589, Saudi Arabia

Tariq Elyas, Faculty of Arts and Humanities, European Languages Department, King Abdulaziz University, Jeddah, 21589, Saudi Arabia

Abstract  

The paper describes Saudi English morphosyntactic and lexical features that are widely practiced among educated Saudis, who completed at least nine years of English language study. The occurrence of the morphosyntactic features is argued to be affected by the speakers’ contact to the native English. Those who are in direct contact with Standard English (Std Eng) have 15 morphosyntactic features unlike those who have no direct contact to Std Eng (or EFL speakers) and who produce 15 more traits. Accordingly, the paper distinguishes between stable traits used by all the speakers and the ones that are used by EFL speakers only. The abundant features of Saudi English are further analyzed in comparison to those of other World Englishes varieties as well as in comparison to the Arabic structures. As for the lexical level, local lexemes are described. They are grouped into words that are borrowed from Arabic and words that are translated from Arabic. Overall, this study contributes to the exploration of the Expanding Circle variety of Saudi English and to the effect of language contact on language variations.

Listen-and-repeat training in the learning of non-native consonant duration contrasts: influence of consonant type as reflected by MMN and behavioral methods

Antti Saloranta, Department of Future Technologies, University of Turku, Turku, Finland

Leena Maria Heikkola, Department of Finnish, Åbo Akademi University, Turku, Finland

Maija S. Peltola, Department of Future Technologies, University of Turku, Turku, Finland

Abstract 

Phonological duration differences in quantity languages can be problematic for second language learners whose native language does not use duration contrastively. Recent studies have found improvement in the processing of non-native vowel duration contrasts with the use of listen-and-repeat training, and the current study explores the efficacy of similar methodology on consonant duration contrasts. 18 adult participants underwent two days of listen-and-repeat training with pseudoword stimuli containing either a sibilant or a stop consonant contrast. The results were examined with psychophysiological event-related potentials (mismatch negativity and P3), behavioral discrimination tests and a production task. The results revealed no training-related effects in the event-related potentials or the production task, but behavioral discrimination performance improved. Furthermore, differences emerged between the processing of the two consonant types. The findings suggest that stop consonants are processed more slowly than the sibilants, and the findings are discussed with regard to possible segmentation difficulties.

Individual differences in processing non-speech acoustic signals influence cue weighting strategies for L2 speech contrasts

Xiaoluan Liu, Department of English, East China Normal University, 200241, Shanghai, China

Abstract 

How could individual differences in processing non-speech acoustic signals influence their cue weighting strategies for L2 speech contrasts? The present study investigated this question by testing forty L1 Chinese-L2 English listeners with two tasks: one for testing the listeners’ sensitivity to pitch and temporal information of non-speech acoustic signals; the other for testing their cue weighting (VOT, F0) strategies for distinguishing voicing contrasts in English stop consonants. The results showed that the more sensitive the listeners were to temporal differences of non-speech acoustic signals, the more they relied on VOT to differentiate between the voicing contrasts in English stop consonants. No such association was found between listeners’ differences in sensitivity to pitch changes of non-speech acoustic signals and their reliance on F0 to cue the voicing contrasts. The results could shed light on the different processing mechanisms for pitch and temporal information of acoustic signals.

Distributional Lattices as a Model for Discovering Syntactic Categories in Child-Directed Speech

Haiting Zhu,School of Foreign Studies, Minzu University of China, No. 27 Zhongguancun South Avenue, Beijing, 100081, People’s Republic of China

Alexander Clark, Department of Philosophy, King’s College London, Strand, London, WC2R 2LS, UK

Abstract 

Distribution information plays an important role in word categorization. In this paper, we present a novel distributional model, distributional lattices to discover syntactic categories in child directed speech. A distributional lattice is a hierarchy formed by closed sets of words that are distributionally similar. Such a hierarchy is potentially useful for capturing syntactic categories by clustering words with associate patterns they occur in. In order to empirically support the suggestion that the distributional lattice is effective at categorizing words, we present a distributional lattice analysis of the Brent corpus of child-directed speech. The results show that distributional lattices are able to yield extremely accurate syntactic categories.

Speaker-Specific Cues Influence Semantic Disambiguation

Catherine Davies, School of Languages, Cultures, and Societies, University of Leeds, LS2 9JT, Leeds, UK

Vincent Porretta, Department of Linguistics and Languages, McMaster University, Hamilton, Ontario, Canada

Ekaterini Klepousniotou, School of Psychology, University of Leeds, Leeds, UK

Abstract

Addressees use information from specific speakers’ previous discourse to make predictions about incoming linguistic material and to restrict the choice of potential interpretations. In this way, speaker specificity has been shown to be an influential factor in language processing across several domains e.g., spoken word recognition, sentence processing, and pragmatics. However, its influence on semantic disambiguation has received little attention to date. Using an exposure-test design and visual world eye tracking, we examined the effect of speaker-specific literal vs. nonliteral style on the disambiguation of metaphorical polysemes such as ‘fork’, ‘head’, and ‘mouse’. Eye movement data revealed that when interpreting polysemous words with a literal and a nonliteral meaning, addressees showed a late-stage preference for the literal meaning in response to a nonliteral speaker. We interpret this as reflecting an indeterminacy in the intended meaning in this condition, as well as the influence of meaning dominance cues at later stages of processing. Response data revealed that addressees then ultimately resolved to the literal target in 90% of trials. These results suggest that addressees consider a range of senses in the earlier stages of processing, and that speaker style is a contextual determinant in semantic processing.

The Persian Lexicon Project: minimized orthographic neighbourhood effects in a dense language

Fatemeh Nemati, Department of English Language and Literature, Faculty of Humanities, Persian Gulf University, 7516913817, Bushehr, Iran

Chris Westbury, Department of Psychology, University of Alberta, P217 Biological Sciences Building, T6G 2E9, Edmonton, AB, Canada

Hossein Haghbin, Department of Statistics, Faculty of Intelligent Systems, Engineering and Data Sciences, Persian Gulf University, 7516913817, Bushehr, Iran

Abstract 

In recent years large datasets of lexical processing times have been released for several languages, including English, French, Spanish, and Dutch. Such datasets have enabled us to study, compare, and model the global effects of many psycholinguistic measures such as word frequency, orthographic neighborhood (ON) size, and word length. We have compiled and publicly released a frequency and ON dictionary of 64,546 words and 1800 plausible NWs from a language that has been relatively little studied by psycholinguists: Persian. We have also collected visual lexical decision reaction times for 1800 Persian words and nonwords. Persian offers an interesting psycholinguistic environment for several reasons, including that it has few long words and has resultantly dense orthographic neighborhoods. These characteristics provide us with an opportunity to contrast how these factors affect lexical access by comparing them to several other languages. The results suggest that sensitivity to word length and orthographic neighbourhood may reflect the statistical structure of a particular language, rather than being a universal element of lexical processing. The dictionary and LDRT data are available from https://osf.io/tb4m6/.

Research on Rhetorical Devices in German: The Use of Rhetorical Questions in Sales Presentations

Jana Neitsch,Department of English Linguistics (IfLA), University of Stuttgart, Stuttgart, Germany

Oliver Niebuhr, Centre for Industrial Electronics, Department of Mechanical and Electrical Engineering, University of Southern Denmark, Odense, Denmark

Abstract 

Previous literature recommends using stylistic (or rhetorical) devices in presentations such as rhetorical questions (RQs: Does anyone want bad teeth?) to make them more professional, to appear more charismatic, and to convince an audience. However, in oral presentations, it is not only the what that matters in using stylistic devices like RQs, but also the how, i.e., the RQs’ prosodic realization. To date, however, virtually no handbook on the way of giving a good presentation scrutinizes this prosodic how. Therefore, our investigation focuses on the prosodic realization of German RQs in sales pitches. Specifically, we carry out a perception experiment in which 72 listeners rated both the sales pitch and its speaker based on presentations that contained questions that were lexically biased towards a rhetorical interpretation. They were realized with either the prosody of RQs or information-seeking questions (ISQs: What time is it?). An additional baseline condition was constituted by regular declarative statements with the corresponding prosody. More precisely, we investigate whether particular identified prosodic realizations—previously found for German RQs and ISQs—meet the listeners’ expectation in the context of a presentation situation. We found that listeners prefer lexically marked RQs that are produced with a prosody that is characteristic of German ISQs. We therefore suggest that handbooks should provide their readers not only with clear definitions of RQs as a stylistic device in presentations (i.e., the what), but also with the respective prosodic realization (i.e., the how) to make them a properly implemented stylistic device.

Aging and the Perception of Affective and Linguistic Prosody 

Maria Martzoukou, Department of Speech and Language Therapy, University of Ioannina, Ioannina, Greece

Grigorios Nasios，Department of Speech and Language Therapy, University of Ioannina, Ioannina, Greece

Despina Papadopoulou，Department of Linguistics, Aristotle University of Thessaloniki, Thessaloniki, Greece

Abstract 

Investigations of affective prosodic processing have demonstrated a decline with aging. It is unclear, however, whether this decline affects all or specific emotions. Also, little is known about the ability of syntactic resolution ambiguity with the use of prosody in aging. Twenty older (age range = 70–75) and 20 younger adults (age range = 20–25) performed an affective (happiness, neutrality, sadness, surprise, fear, and anger) and a linguistic (subject/object ambiguities) prosody task. Relative to young participants, older participants faced difficulty decoding affective prosody, particularly negative emotions, and syntactic prosody, in particular the subject reading condition. A marginally positive correlation was found between the affective and syntactic prosody tasks in the group of older individuals, but no gender differences in either prosodic task. The findings of the affective prosody task are discussed under the prism of the Socioemotional Selectivity Theory, whereas general parsing strategies can account for the preference for the object reading condition.

It’s in the Way That You Use It: How Vocabulary Knowledge and Usage Predict Writing Quality Among Adult Basic Education Learners

Cheryl S. Lavigne, Department of Psychology and Education, Mount Holyoke College, South Hadley, MA, 01075, USA

Kathryn A. Tremblay, Department of Psychology and Education, Mount Holyoke College, South Hadley, MA, 01075, USA

Abstract 

The goal of this study was to describe how underlying vocabulary knowledge manifests into vocabulary usage, and in turn, how usage predicts writing quality among adult basic education (ABE) learners. ABE learners were administered tasks that measured vocabulary knowledge, in the forms of both vocabulary breadth and depth. Participants were also given a composition writing task, and these samples were evaluated for overall writing quality and vocabulary usage. A mediating model was constructed to describe the relationships among variables. This model indicates that vocabulary depth is predictive of writing quality through the mediating variable of vocabulary usage after controlling for the direct contribution of vocabulary breadth. We found no evidence that vocabulary breadth contributes to writing quality when controlling for vocabulary depth and vocabulary usage. The results of the study reveal important relationships among vocabulary knowledge and vocabulary usage in written work that warrants further investigation in developing learners.

Effects of Syntactic Distance and Word Order on Language Processing: An Investigation Based on a Psycholinguistic Treebank of English

Ruochen Niu, Institute of Quantitative Linguistics, Beijing Language and Culture University, No.15 Xueyuan Road, Beijing, CN-100083, China

Haitao Liu, Department of Linguistics, Zhejiang University, No. 866 Yuhangtang Road, Hangzhou, CN-310058, China

Abstract We conducted a broad-coverage investigation of the effects of syntactic distance and word order on language processing against a dependency-annotated reading time corpus of English. A combined method of quantitative syntax and psycholinguistic analyses was adopted to yield converging evidence. It was found that (i) head-initial structures allow greater structural complexity, i.e., larger head-dependent distance, than head-final structures in both language comprehension and production; (ii) within the capacity limit of working memory, syntactic distance is a positive predictor of reading time for a word with a preceding head, whereas a negative predictor of reading time for a word with a following head; and (iii) at the sentence level, syntactic distance is a significant predictor of sentence reading time. These results suggest that (i) different word orders may enjoy different processing mechanisms in terms of cognitive difficulty and processes, which can be explained by an incremental language parser; and (ii) in addition to distance, word order should also be considered as a factor affecting language processing, which is an important extension to distance-based language processing models. Taken as a whole, our study paves the way for corpus-based integration of quantitative linguistic and psycholinguistic methods into understanding language processing and its underlying cognitive mechanisms.

Contextual Factors Affecting the Use and Acquisition of Affirmative Operators: A Methodological-Didactic Tool Based on Spanish

Ariel Laurencio Tacoronte, Università degli Studi di Sassari, Sassari, Italy

Abstract 

The use of discourse markers, like that of any other linguistic element, is dependent on contextual factors that interact at the specific moment of an enunciation. The utterers, with the need to adjust their language product to their communicative intentions, perform an analysis of the contextual, material, and relational factors involved, resulting in the choice of the linguistic operators to be used in that particular utterance situation. A first goal of this paper is then to identify those contextual aspects encompassed in such selection, likely indeed to generate problems in the acquisition of affirmative operators by Spanish as Foreign Language learners, and to identify what types of unwanted implicatures can be caused by a lack of adjustment to the context. Subsequently, we introduce a methodological-didactic tool, based on a previously established theoretical framework which comprises these various contextual variables at its own formal level, directed at promoting the processes of acquisition of these markers.

Key words Primary school teachers, Linguistically responsive teaching, Language learning, Teaching practices, Professional learning

When Developmental Language Disorder Meets Diglossia: A Cross-Sectional Investigation of Listening Comprehension Among Native Arabic-Speaking Preschoolers

Ibrahim A. Asadi,Department of Learning Disabilities and Special Education, The     Academic Arab College for Education, 22 Hahashmal st., P.O. Box 8340,     Haifa, Israel

Asaid Khateb, The Unit for the Study of Arabic Language, Edmond J. Safra Brain Research Center for the Study of Learning Disabilities, University of Haifa, Haifa, Israel

Afnan Khoury-Metanis, The Unit for the Study of Arabic Language, Edmond J. Safra Brain Research Center for the Study of Learning Disabilities, University of Haifa, Haifa, Israel

Abstract Diglossia in the Arabic language refers to the existence of two varieties of the same language: the Spoken Arabic (SA) and the Literary Arabic (LA). This study examined the development of listening comprehension (LC) among diglossic Arabic K1–K3. For this purpose, a large sample of typically developing (TD; N = 210) and developmental language disorder children (DLD; N = 118) were examined using SA and LA texts. The analysis of variance conducted on their performance in LC revealed significant effects of K-level, group (TD vs. DLD) and text affiliation (SA vs. LA): higher scores in TD and in SA. A significant interaction between text affiliation and K-level was observed among the TD but not the DLD group. This interaction indicated that the gap in LC between the SA and LA varieties decreased with age only among TD children. The theoretical and pedagogical implications of these results are discussed.

Learning to Spell Novel Words: The Relationship Between Orthographic and Semantic Representations During Incidental Learning

Shauna P. A. de Long, Department of Psychological Sciences, Kent State University, P.O. Box 5190, Kent, OH, 44242, USA

Jocelyn R. Folk, Department of Psychological Sciences, Kent State University, P.O. Box 5190, Kent, OH, 44242, USA

Abstract 

The current study investigated whether semantic (meaning) knowledge benefits learning orthography (spelling). Adult readers read 14 novel non-words embedded in sentences with informative or uninformative context. Orthographic and semantic posttests assessed learning. In E1, results indicated that the relationship between context and orthographic accuracy was moderated by spelling frequency. In E2, all novel words had low-frequency spelling bodies. The results did not show a main effect of access to meaning on learning spelling, but they did reveal a strong association between learning spelling and meaning. In E3, participants received fewer exposures to increase the task difficulty. There was no main effect of access to words’ meaning on learning spellings, but there were strong associations between orthographic and semantic posttest accuracy. These findings indicate that teaching words’ spellings and meanings independently of one another may not be the most beneficial means of learning new words.

Are there Individual Differences in Learning Homophones During Silent Reading?

Megan Elizabeth Deibel, Kent State University, Kent, United States

Jocelyn R. Folk  , Kent State University, Kent, United States

Abstract

The present study evaluated if lexical expertise, defined as the quality and quantity of a reader’s word representations, influenced college students’ ability to learn novel homophones while reading. In two experiments novel homophones (e.g. ‘brale’) and novel nonhomophones (e.g. ‘gloobs’) were embedded in sentences. In Experiment 1, novel homophones had low-frequency familiar word mates, and in Experiment 2 they had high-frequency familiar word mates. Learning was assessed with meaning and spelling recognition post-tests. Although eye movements during reading did not differ between the word types, participants had more difficulty learning the spellings of the novel homophones compared to the novel nonhomophones in Experiments 1 and 2. In contrast, participants only had difficulty learning the meaning of novel homophones when it had a low-frequency mate. Higher levels of lexical expertise were related to higher learning rates of novel homophone spellings only when the novel homophones had a high-frequency mate. Phonology is activated when novel words are encountered and can interfere with learning under certain circumstances.

The Implicit Achievement Motive in the Writing Style

Nicole Gruber; Department of Culture, Speech and Language, Universität Regensburg, Universitätsstraße 31, D-93053, Regensburg, Germany

Abstract 

Linguistic theories and research indicate that unconscious processes should influence the content, but moreover also the way how things are expressed. As the first is well researched and the second is almost neglected, I want to assess how the writing style of a person is related to the implicit achievement motive and its two components hope of success (HS) and fear of failure (FF). Therefore, thematic apperception test/picture story exercise responses of 2942 persons were analyzed regarding the three writing style features (1) syntax, (2) nominal/verbal writing, and (3) function words. According to the assumptions, the results of two independent measures (Stanford Parser and LIWC) show that a verbal fluent writing style with simple syntax is associated with HS, whereby FF-motivated people show nominal writing with interjections, conjunctions, and complex punctuations.

Personality and Word Use: Study on Czech Language and the Big Five

Jiří Haviger, Department of Informatics and Quantitative Methods, Faculty of Informatics and Management, University of Hradec Králové, Hradec Králové, Czech Republic

Jana M. Havigerová, Institute of Psychology, Faculty of Arts, Masaryk University, Brno, Czech Republic

Abstract 

The study is a follow-up to three published anglophone researches examining the relation between the use of linguistic categories and personality characteristics as outlined in the Big Five model, with the purpose of replicating these and elaborating for the Czech language. The comparative research study in Czech focuses on analysis of both grammatical and semantic variables in six types of text (written and oral), produced by N = 200 participants. Within the study, there were six confirmed relations, however, these appear only in certain types of text. The results show not only an essential role of the text register, but they also allow us to evaluate the universality of findings of studies in English in comparison with other, especially Slavic, languages.

Flexible Acceptance Condition of Generics from a Probabilistic Viewpoint: Towards Formalization of the Semantics of Generics

Soo Hyun Ryu. Present address: Department of Psychology, University of Michigan, Ann Arbor, MI, USA

Wonsuk Yang, School of Computing, Korea Advanced Institute of Science and Technology, Daejeon, Korea

Jong C. Park, School of Computing, Korea Advanced Institute of Science and Technology, Daejeon, Korea

Abstract 

Formalization of the semantics of generics has been considered extremely challenging for their inherent vagueness and context-dependence that hinder a single fixed truth condition. The present study suggests a way to formalize the semantics of generics by constructing flexible acceptance conditions with comparative probabilities. Findings from our in-depth psycholinguistic experiment show that two comparative probabilities—cue validity and prevalence—indeed construct the flexible acceptance conditions for generics in a systematic manner that can be applied to a diverse types of generics: Acceptability of IS_A relational generics is mostly determined by prevalence without interaction with cue validity; feature-describing generics are endorsed acceptable with high cue validity, albeit mediated by prevalence; and acceptability of feature-describing generics with low cue validity is mostly determined by prevalence irrespective of cue validity. Such systematic patterns indicate a great potential for the formalization of the semantics of generics.

Achievement of Two Cohorts of Immigrants: Cognitive Mapping Changes and the Country of Origin as Moderator

S. Figueiredo

Abstract 

This study compares the achievement of two cohorts of immigrants with ages between 7 and 30 years old. Two sets of participants were assessed in two points in time and in different regions of Portugal. 169 students with similar immigration conditions for this analysis (nationality, length of residence, previous education in the country of origin) were examined in two trials of language and cognitive tasks, through two periods (period 1: 2002–2007; period 2: 2013–2017). These two periods and cohorts were result from two randomized studies, approved in different regions and submitted to ethical board in different times. Regarding age: participants presented a mean age of 14 years (M = 13.8; SD = 4.7); and concerning the nationality. The two cohorts are from the Centre and the South of the country being 61 participants in the first cohort (arrived in the period of 2002–2007) and 108 were the second cohort.

The main objective is to ascertain if age and/or nationality characteristics became moderators of significant changes in Second Language achievement considering the two periods of study. The variety of nationalities in the two periods and cohorts are direct implications from the changing of immigrant routes. Then, affecting also the cognitive and linguistic changes over time.

Results revealed that the two groups diverge significantly in verbal reasoning and other discrimination tasks explained by the nationality and not by age. These findings shed light on the impact of new routes of immigration for the linguistic and school development of children.

Constructing Pseudowords with Constraints on Morphological Features - Application for Polish Pseudonouns and Pseudoverbs

Joanna Daria Dołżycka; Nicolaus Copernicus University, Toruń, Poland

Jan Nikadon, Nicolaus Copernicus University, Toruń, Poland

Magdalena Formanowicz, Nicolaus Copernicus University, Toruń, Poland

Abstract 

Pseudowords allow researchers to investigate multiple grammatical or syntactic aspects of language processing. In order to serve that purpose, pseudoword stimuli need to preserve certain properties of real language. We provide a Python-based pipeline for the generation of pseudoword stimuli that sound/read naturally in a given language. The pseudowords are designed to resemble real words and clearly indicate their grammatical class for languages that use specific suffixes from parts of speech. We also provide two sets of pseudonouns and pseudoverbs in Polish that are outcomes of the applied pipeline. The sets are equipped with psycholinguistically relevant properties of words, such as orthographic Levenshtein distance 20. We also performed two studies (overall N = 640) to test the validity of the algorithmically constructed stimuli in a human sample. Thus, we present stimuli that were deprived of direct meaning yet are clearly classifiable as grammatical categories while being orthographically and phonologically plausible.

Factors Influencing the Accurate Identification of Written Minimal Pairs with Graphemic Similarity: Evidence from Persian-Speaking Children and Adults

Sepideh Arab, Linguistics Department, University of Tehran, Enghelab-e Eslami Ave., Tehran, Iran

Mahmood Bijankhan, Linguistics Department, University of Tehran, Enghelab-e Eslami Ave., Tehran, Iran

Marziye Eshghi, Department of Communication Sciences and Disorders, MGH Institute of Health Professions, Boston, USA

Abstract 

In this study, we compared children’s and adults’ ability to accurately identify target words in written minimal pairs (WMPs) with graphemically similar letters while accounting for factors such as gender, similarity of the middle letter in WMPs, mono- versus dimorphemic WMPs, number of syllable, homography, and imageability. Fifty children and fifty adults were exposed to a distractor stimulus as a pre-mask, followed by the target, and then a post-mask stimulus. Subsequently, the corresponding WMPs including the target word and its graphemically minimal contrast were presented to the participants to obtain their reaction time (RT) in accurately identifying the target word. Results demonstrated that children tend to slow down their reaction as a compensatory strategy to circumvent their less mature knowledge of graphophonic units/morphemes to achieve accuracy during word recognition. In addition, among all controlled factors, children’s RT was significantly influenced by similarity of the middle letter in the WMPs. Adults’ RT, however, was influenced by factors such as gender, similarity of the middle letter in WMPs, and homography.

Generalization to Novel Consonants: Place Versus Voice

Sara Finley, Pacific Lutheran University, Tacoma, WA, USA

Abstract 

In traditional, generative phonology, sound patterns are represented in terms of abstract features, typically based on the articulatory properties of the sounds. The present study makes use of an artificial language learning experiment to explore when and how learners extend a novel phonological pattern to novel segments. Adult, English-speaking learners were exposed to a spirantization pattern in which a stop became a fricative between two vowels (e.g., /bib/ + /o/ ➔ [bivo]). Participants were trained on spirantization for two of four possible stop-fricative pairs, and were tested on their generalization to the held-out segments. Two groups of participants were trained on items based on voicing (e.g., the Voiced condition was trained on /b/ ➔ [v], and /d/ ➔ [z], and tested on /p/ ➔ [f], and /t/ ➔ [s]), and two groups of participants were trained on items based on place of articulation (e.g., the Labial condition was trained on /b/ ➔ [v], and /p/ ➔ [f] and tested on /t/ ➔ [s], and /d/ ➔ [z]). Participants in both Place and Voice conditions were successful at learning and generalizing the spirantization pattern to novel segments, but rates of generalization were higher in the Voice conditions. These results support a similarity-based approach to generalization, particularly one that takes into account articulatorily-based features and natural classes. Implications for phonological theory are discussed.

Kindergarteners Use Cross-Situational Statistics to Infer the Meaning of Grammatical Elements

Sybren Spit, Amsterdam Center for Language and Communication, University of Amsterdam, Spuistraat 134, 1012 VB, Amsterdam, The Netherlands

Sible Andringa, Amsterdam Center for Language and Communication, University of Amsterdam, Spuistraat 134, 1012 VB, Amsterdam, The Netherlands

Enoch O. Aboh, Amsterdam Center for Language and Communication, University of Amsterdam, Spuistraat 134, 1012 VB, Amsterdam, The Netherlands

Abstract 

Many studies demonstrate that detecting statistical regularities in linguistic input plays a key role in language acquisition. Yet, it is unclear to what extent statistical learning is involved in more naturalistic settings, when young children have to acquire meaningful grammatical elements. In the present study, we address these points, by investigating whether statistical learning is involved in acquiring a morpho-syntactic structure from input that resembles natural languages more closely. We exposed 50 kindergarteners (M = 5 years, 5 months) to a miniature language in which they had to learn a grammatical marker that expressed number, and which could only be acquired on the basis of the distributional properties in the input. Half of the children performed an attention check during the experiment. Results show that young children are able to learn this meaning. We found no clear evidence that facilitating attention to the input increases learning performance.

Effects of world knowledge on the prediction of upcoming verbs: an eye-tracking study

Juan Vela-Candelas; Department of Psychology and CRAMC, Universitat Rovira i Virgili, Tarragona, Spain

Natàlia Català. Department of Romance Studies, Universitat Rovira i Virgili, Tarragona, Spain

Josep Demestre, Department of Psychology and CRAMC, Universitat Rovira i Virgili, Tarragona, Spain

Abstract 

Some theories of sentence processing make a distinction between two kinds of meaning: a linguistic meaning encoded at the lexicon (i.e., selectional restrictions), and an extralinguistic knowledge derived from our everyday experiences (i.e., world knowledge). According to such theories, the former meaning is privileged over the latter in terms of the time-course of its access and influence during on-line language comprehension. The present study aims to examine whether world knowledge anomalies (that do not violate selectional restrictions) are rapidly detected during online sentence processing. In an eye-tracking experiment, we used materials in which the likelihood of a specific verb (entrevistar or secuestrar, the Spanish translations for to interview and to kidnap) depended on the agent of the event (periodista or terrorista, the Spanish translations for journalist and terrorist). The results showed an effect of typicality in regression path duration and total reading times at both the verb region and the spillover region, thus providing evidence that world knowledge is rapidly accessed and used during on-line sentence comprehension.

Consonant Age of Acquisition Reveals Nonlinear Effects in Nonword Repetition Performance

Michelle W. Moore, Division of Communication Sciences and Disorders, West Virginia University, P.O. Box 9226, Morgantown, WV, 26506, USA

Karen E. Rambo-Hernandez,Department of Teaching, Learning, and Culture, Texas A&M University, College Station, Texas, 77843, USA

Taylor L. McDonald, Division of Communication Sciences and Disorders, West Virginia University, P.O. Box 9226, Morgantown, WV, 26506, USA

Abstract 

Recent work has shown significant sublexical effects of long-term memory in nonword repetition (NWR) using a dichotomous consonant age of acquisition (CAoA) variable (Moore, 2018; Moore, Fiez, and Tompkins, 2017). Performance consistently decreased when stimuli comprised consonants acquired later versus earlier in speech development. To address potential confounds related to stimulus design and linearity, the purpose of this study was to test whether performance decreases as the CAoA value of stimuli increases in various linguistic tasks using a continuous CAoA variable. Thirty-one college students completed NWR and other linguistic tasks in which the stimuli varied in average CAoA values. Data were analyzed using multilevel modeling. After accounting for phonotactic probability, CAoA was a statistically significant predictor of performance across the models reported. The relationship was more complex in some of the models in which CAoA showed a statistically significant nonlinear relationship with the outcome measure. Results from this study support previous work showing that CAoA affects performance on NWR and other linguistic tasks that vary in their memory, auditory perceptual, and articulatory demands. Importantly, this line of work was extended here by demonstrating that the CAoA effect is robust across novel stimulus sets and study designs, and may be more complex than previously understood when using a dichotomous CAoA variable. Quadratic results suggest that the CAoA variable has a differential effect on performance for low to moderate CAoA values, but for higher CAoA values the effect is similarly negative. The nonlinear relationship between CAoA and measures of speed and accuracy on some of the tasks warrants further study into the complex relationship between various predictive factors that contribute to language performance.

Agency of Subjects and Eye Movements in Schizophrenia Spectrum Disorders

Chiara Barattieri di San Pietro, Department of Psychology, University of Milano-Bicocca, Piazza dell’Ateneo Nuovo 1, 20126, Milan, Italy

Giovanni de Girolamo, Psychiatric Epidemiology and Evaluation Unit, IRCCS Istituto Centro San Giovanni di Dio Fatebenefratelli, Brescia, Italy

Marco Marelli, Department of Psychology, University of Milano-Bicocca, Piazza dell’Ateneo Nuovo 1, 20126, Milan, Italy

Abstract 

People with schizophrenia spectrum disorders (SSD) show anomalies in language processing with respect to “who is doing what” in an action. This linguistic behavior is suggestive of an atypical representation of the formal concepts of “Agent” in the lexical representation of a verb, i.e., its thematic grid. To test this hypothesis, we administered a silent-reading task with sentences including a semantic violation of the animacy trait of the grammatical subject to 30 people with SSD and 30 healthy control participants (HCs). When the anomalous grammatical subject was the Agent of the event, a significant increase of Gaze Duration was observed in HCs, but not in SSDs. Conversely, when the anomalous subject was a Theme, SSDs displayed an increased probability of go-back movements, unlike HCs. These results are suggestive of a higher tolerability for anomalous Agents in SSD compared to the normal population. The fact that SSD participants did not show a similar tolerability for anomalous Themes rules out the issue of an attention deficit. We suggest that general communication abilities in SSD might benefit from explicit training on deep linguistic structures.

A Psycholinguistic Look at the Role of Field Dependence/Independence in Receptive/Productive Vocabulary Knowledge: Does it Draw a Line?

Kamal Heidari, Victoria University of Wellington, Wellington, New Zealand

Abstract 

The thrust of this study was to investigate the impact of learning styles in general and Field dependence/Independence (FD/I) in particular on the receptive/productive lexical performance of language learners. It aimed to check whether FD/I learners perform differently on receptive and productive vocabulary tests. To achieve this, first, 94 Iranian language learners were given the Group Embedded Figure Test (GEFT) to determine their learning style; and second, they were put into two groups and were asked to take a receptive and a productive vocabulary test. Having collected and analyzed the data, the study revealed that first, with regard to the receptive test, although FI learners outperformed the FD ones, this outperformance was not significant statistically. Second, for the productive test, a significant difference was found between FIs and FDs with FI learners having a better performance. Third, FI learners acted significantly better in the productive test compared with receptive test. Finally, FD learners performed almost similarly in both receptive and productive tests. The pertinent implications are also discussed.

Validation of Affective Sentences: Extending Beyond Basic Emotion Categories

Barbra Zupan, Speech Pathology, College of Health Science, School of Health, Medical and Applied Sciences, Central Queensland University, Bruce Highway, North Rockhampton, QLD, 4702, Australia

Michelle Eskritt, Psychology, Mount Saint Vincent University, Halifax, NS, Canada

Abstract  

We use nonverbal and verbal emotion cues to determine how others are feeling. Most studies in vocal emotion perception do not consider the influence of verbal content, using sentences with nonsense words or words that carry no emotional meaning. These online studies aimed to validate 95 sentences with verbal content intended to convey 10 emotions. Participants were asked to select the emotion that best described the emotional meaning of the sentence. Study 1 included 436 participants and Study 2 included 193. The Simpson diversity index was applied as a measure of dispersion of responses. Across the two studies, 38 sentences were labelled as representing 10 emotion categories with a low degree of diversity in participant responses. Expanding current databases beyond basic emotion categories is important for researchers exploring the interaction between tone of voice and verbal content, and/or people’s capacity to make subtle distinctions between their own and others’ emotions.

Taxonomically-related Word Pairs Evoke both N400 and LPC at Long SOA in Turkish

Seren Düzenli-Öztürk, Department of Speech and Language Therapy, Faculty of Health Sciences, Izmir Bakırçay University, 35660, Izmir, Turkey

Duygu Hünerli-Gündüz, Department of Neurosciences, Institute of Health Sciences, Dokuz Eylül University, 35340, Izmir, Turkey

H. İclal Ergenç, Department of Linguistics, Faculty of Languages, History and Geography, Ankara University, 06100, Ankara, Turkey

Abstract 

Semantic priming in Turkish was examined in 36 right-handed healthy participants in a delayed lexical decision task via taxonomic relations using EEG. Prime–target relations included related- unrelated- and pseudo-words. Taxonomically related words at long stimulus onset asynchrony (SOA) were shown to modulate N400 and late positive component (LPC) amplitudes. N400 semantic priming effect in the time window of 300–500 ms was the largest for pseudo-words, intermediate for semantically-unrelated targets, and smallest for semantically-related targets as a reflection of lexical-semantic retrieval. This finding contributes to the ERP literature showing how remarkably universal the N400 brain potential is, with similar effects across languages and orthography. The ERP data also revealed different influences of related, unrelated, and pseudo-word conditions on the amplitude of the LPC. Attention scores and mean LPC amplitudes of related words in parietal region showed a moderate correlation, indicating LPC may be related to “relationship-detection process”.

The Contribution of Morphological Awareness and Vocabulary Knowledge to Chinese as a Second Language Reading Comprehension: A Path Analysis

Zhou, Jing.  Pomona College, Department of Asian Languages and Literatures, Claremont, USA

Abstract This study explored the role of morphological awareness and vocabulary knowledge in reading comprehension ability of Chinese as a second language (CSL) learners. Two-hundred and nine CSL students participated in this study and completed a series of measures including two tests of morphological awareness (morpheme discrimination test and compound structure test), a vocabulary knowledge test and a reading comprehension test. Drawing upon path analysis, this study found that morphological awareness contributed to vocabulary knowledge, and vocabulary knowledge is predictive to L2 Chinese reading comprehension. The results also indicated that morphological awareness significantly indirectly contributed to L2 Chinese reading comprehension through the mediation of vocabulary knowledge. Hierarchical regression analysis revealed that although both morpheme awareness and compound structure awareness contributed to vocabulary knowledge and L2 Chinese reading, morpheme awareness made more contribution compared to compound structure awareness.

期刊简介

The Journal of Psycholinguistic Research covers a broad range of approaches to the study of the communicative process, including: the social and anthropological bases of communication; development of speech and language; semantics (problems in linguistic meaning); and biological foundations. It also examines the psychopathology of language and cognition as well as the neuropsychology of language and cognition.

《心理语言学研究》广泛地涵盖语言交流过程中的研究方法，包括:交流的社会和人类学基础；言语和语言的发展；语义学(语言学意义上的问题)；生物学基础。期刊也也检查了语言和认知的精神病理学以及语言和认知的神经心理学。

The journal publishes carefully selected papers from the several disciplines engaged in psycholinguistic research, providing a single, recognized medium for communications among linguists, psychologists, biologists, sociologists, and others.

该杂志发表从事心理语言学研究的几个学科中精心挑选的论文，为语言学家、心理学家、生物学家、社会学家和其他人之间的交流提供了一个单一的、公认的平台。

官网地址：

https://www.springer.com/journal/10936

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