Psycholinguistics

Chapter 2 and Chapter 3 address the first research question. A longitudinal study was carried out. Seventy-five L1-Dutch and 64 L2-Dutch (L1-Turkish) learning children were followed in their development of speech decoding, vocabulary breadth, lexical specificity, and phonological awareness in the target language (Dutch) from kindergarten year 1 (groep 1), to kindergarten year 2 (groep 2), to grade 1 (groep 3). Standardized tests that are used in primary schools were used to measure speech decoding, vocabulary, and phonological awareness. The word-learning

The purpose of the present article is an analysis of the possible applications of translation to psycholinguistic research. It is argued that it offers valuable insights into foreign language processing, especially comprehension, the mental representation of words, the interaction of different kinds of information and, last but not least, affective states. However, the use of translation also has some limitations which should be taken into account and, if necessary, it should be combined with other research tools.

Despite the early emergence of oral argumentation, written argumentation is slow to develop, insensitive to alternative perspectives, and generally of poor quality. These findings are unsettling because high quality argumentative writing is expected throughout the curriculum and needed in an increasingly competitive workplace that requires advanced communication skills. In this introduction, we provide background about the theoretical perspectives that inform the papers included in this special issue and highlight their contributions to the extant literature about argumentative writing.

A slip of the tongue is one of the speech errors that often encounter in everyday life. Many people may have experienced this phenomenon either consciously or not. However, it would be different when a public figure made slips of the tongue. One of the Indonesian female singers has been viral on social media because of slips of the tongue that she made. She frequently made slips of the tongue when speaking in front of people. Thus, the study is conducted to investigate the phenomenon of slips of the tongue of this singer by revealing the mistakes found in the process of the articulatory program of her utterances, the dominant types of slips of the tongue used by her, and the causes of slips of the tongue. Furthermore, the study is based on a qualitative case study. The data were obtained by downloading three YouTube videos that contained the compilation video of slips of the tongue by the singer and her interview video with Sarah Sechan Talk Show as well as Narasi Entertainment’s Po...

En el presente trabajo se aborda el problema de las relaciones entre el lenguaje oral/escrito y el audiovisual. El interés de esta problemática no es sólo básico, en tanto que se trata de sistemas de comunicación que se rigen por códigos y reglas diferentes y que, por tanto, pueden conducir a representaciones distintas del conocimiento, sino también aplicado. Los recursos orales/escritos y audiovisuales son utilizados con frecuencia en el medio escolar, sin que esté suficientemente aclarado el tipo de aprendizaje, o de representación del conocimiento, a que conducen. Como tampoco lo está la forma en que pueden combinarse para obtener los mejores resultados, ni en qué medida es necesario tener en cuenta las diferencias individuales en conocimiento previo o en competencia lectora para adaptar estos recursos al receptor y obtener con ello los mejores resultados. Aportar algunos datos al respecto es la finalidad de los dos artículos que siguen. En el primero, repasaremos algunas de las características de estos sistemas de comunicación y presentaremos algunas de las investigaciones realizadas al respecto. En el segundo, nos centraremos en las restricciones que imponen las dificultades de aprendizaje y aportaremos algunos de los primeros datos que estamos obteniendo en nuestra investigación. PALABRAS CLAVE: lenguaje audiovisual, instrucción audiovisual, lenguaje oral, lenguaje escrito, representación del conocimiento. Extraer el conocimiento que está expresado en un lenguaje en interacción con el conocimiento previo que tenemos de la realidad a la que hace referencia, es una tarea evolutiva de indudable trascendencia cognitiva y sociocultural. Aprender a hablar, comprender por tanto nuestra lengua materl. Este trabajo ha sido posible gracias al proyecto PB96-1 089 de la DGES.

This paper is a response to Ambridge & Blything (2024), Piantadosi (2024), and similar recent papers which claim that Large Language Models (LLMs) explain how language works. We provide a series of arguments showing that LLMs are not theories of language at all, and therefore cannot be "better at theoretical linguistics" than theoretical linguistics (Ambridge & Blything 2024: 33). We clarify that the object of study of theoretical linguistics is the human mental (brain-based) language faculty, known as 'linguistic competence' (Chomsky 1965) or 'I-language' (Chomsky 1986), and not 'languages' construed as imitative behaviors, conditioned habits, sociopolitical conventions, texts, corpora, etc. What little can be learned from LLMs about the nature of the language faculty directly corroborates generative linguistics, e.g., that the competence-performance dichotomy and some form of Universal Grammar are indispensable. We show that LLM-driven approaches to the study of 'languages' fall prey to the Platonic and externalist delusions that arise from ignoring the I-language perspective, where the subject matter is "a real object rather than an artificial construct" (Chomsky 1986: 28).

Artificial intelligence (AI) is one of the fastest growing technologies today. Its extraordinary scope and capabilities have led people of all ages and abilities to employ it in many of their activities. Language learning is a lifetime experience that could benefit from the use of AI and thus it is worth exploring people's awareness of this technology and its implications. Thus, this study aims to explore attitudes to AI chatbots and its usability in language learning in Saudi Arabia. The results showed favorable attitudes among most participants towards using AI chatbots in language learning. ChatGPT, Google Translate, and Duolingo are the AI chatbots best recognized and viewed as the most usable among the participants. AI is heavily incorporated in language learning technologies (LLTs) and chatbots. It seems that the merits of employing AI chatbots in language learning are greater than the drawbacks. Further research is needed to explore the challenges, potential threats and future expectations related to the application of AI chatbots in language learning.

The core in language teaching and learning is vocabulary, and access to a delimited set of words for basic communication is central for most CALL applications. Vocabulary characteristics also play a fundamental role for matching texts to specific readers. For English, the task of grading texts into different levels of difficulty has long been facilitated by the existence of word lists serving as guides for vocabulary selection. For Swedish, the situation is with a few exceptions less fortunate, in that no base vocabulary organized according to aspects of usage has existed. The Swedish base vocabulary – SweVoc – is an attempt to remediate this. It is a comprehensive resource, aimed at differentiating vocabulary items into categories of usage and frequency. As we are of the opinion that no corpus of written text can do fully justice of general language use, we have utilized materials from a second language as reference for delimiting the category of core words. Another belief is that ...

Previous studies on projective techniques have investigated the effects of variation in stimulus features on individuals' response behavior. In particular, the influence of chromatic colors and form definition on the images elicited by the stimuli has been tested. Most studies have focused on the Rorschach and TAT and have examined effects in terms of variables such as reality testing and reactions to perceptual details. This is the first study to examine the effects of variation in visual stimuli as represented in features of the Object Relations Technique (ORT) cards on linguistic indicators of connection to emotional experience using measures of the referential process. The ORT was administered to 207 Italian non-clinical participants to explore effects of color, form and content variation on language style. The sample was stratified by age, gender, marital status and education to be representative of the Italian population. The stories told in response to the card images were rated using computerized linguistic measures, including the Weighted Referential Activity Dictionary-Italian version (IWRAD) which indicates the degree to which language is connected to nonverbal experience, and the Weighted Reflection/Reorganization List-Italian version (IWRRL) which detects a linguistic style of personal re-elaboration of emotional experience. The results provide support for the color-affect and form-reality testing hypotheses. Cards with better form definition, including color definition, and with fewer silhouettes of people elicited responses that were higher in IWRAD and lower in IWRRL, and also higher in the degree to which the two measures varied together. Implications of the results for use of ORT in clinical assessment and intervention are discussed.

A tanulmányban amellett érvelek, hogy a Gen. et Corr. I. 1 "helyes kezdet", eredeti része a mű érvelé sének. Ez ellentétes Jacques Brunschwig értelmezésével, aki szerint a Gen. et Corr. I. 1 "hamis kezdet". Két érvet adok, hogy ez miért nem lehet így. Egyrészt a monizmus és pluralizmus összehasonlításá ból Aristotelés azt a következtetést vonja le, hogy a minőségváltozást nem lehet hypokeimenon nélkül megmagyarázni. Nem adható a keletkezésről olyan elmélet, ami egyáltalán mindenféle hypokeimenont kizár a változásokból. Másrészt Aristotelés azért elemzi Empedoklés elméletét, mert talál nála olyan szempontokat, amelyek hasznosak lesznek a saját keletkezéselméletében. Amikor Empedoklés amel lett érvel, hogy az elemek az egységből keletkeznek, akkor egy minimális hypokeimenon segítségével próbálja megmagyarázni a keletkezést, azaz valami jelen van a keletkezés minden lépésekor, de ez nem ugyanaz az entitás. Ettől teljesen különböző módon a minőségváltozás hypokeimenonja szubsztanciá lisan ugyanaz marad. Ez lesz az alapja Aristotelés magyarázatának, és ezt akkor találja meg, amikor Empedoklés elméletét vizsgálja a Gen. et Corr. I. 1ben. A tanulmány végén két további megjegyzést teszek. Rámutatok arra, hogy Aristotelés nem köteleződik el az első fejezetben az első anyag létezése mellett, illetve, hogy az első fejezet meglepően hasonló a Phys. I. 4hez. A Gen. et Corr. I. 1 fontos része a műnek, és Aristotelés természetfilozófiai írásainak általában.

In this paper I argue that Gen. et Corr. I. 1 is a true start, it is a genuine part of the argumentation given in Gen. et Corr. This goes against an interpretation by Jacques Brunschwig who calls Gen. et Corr. I. 1 a “false start”. I give two arguments why this is not the case. On the one hand, from the comparison of monism and pluralism, Aristotle draws the conclusion that alteration cannot be explained without a hypokeimenon. We cannot give a theory of generation which excludes the existence of any hypokeimenon from changes whatsoever. On the other hand, Aristotle presents a discussion of Empedocles’ theory because he finds a hint in Empedocles which will be useful in his own explanation of generation. When Empedocles argues that elements are generated from the one, he tries to account for generation using a minimal hypokeimenon, i.e. there is something present in all stages of generation, but this is not the same entity. Quite opposed to this, the hypokeimenon of alteration remains substantially the same. This will be the basis of the explanation given by Aristotle, and he finds it while discussing Empedocles’ remarks in Gen. et Corr. I. 1. At the end of my paper, I point out that Aristotle is not committed to the existence of prime matter in the first chapter and that the chapter has a strikingly similar structure to Phys. I. 4. Gen. et Corr. I. 1 is a genuine part of Gen. et Corr. and of Aristotle’s natural philosophical works in general.

Recalling information involves the process of discriminating between relevant and irrelevant information stored in memory. Not infrequently, the relevant information needs to be selected from among a series of related possibilities. This is likely to be particularly problematic when the irrelevant possibilities not only are temporally or contextually appropriate, but also overlap semantically with the target or targets. Here, we investigate the extent to which purely perceptual features that discriminate between irrelevant and target material can be used to overcome the negative impact of contextual and semantic relatedness. Adopting a distraction paradigm, it is demonstrated that when distractors are interleaved with targets presented either visually (Experiment 1) or auditorily (Experiment 2), a within-modality semantic distraction effect occurs; semantically related distractors impact upon recall more than do unrelated distractors. In the semantically related condition, the number of intrusions in recall is reduced, while the number of correctly recalled targets is simultaneously increased by the presence of perceptual cues to relevance (color features in Experiment 1 or speaker's gender in Experiment 2). However, as is demonstrated in Experiment 3, even presenting semantically related distractors in a language and a sensory modality (spoken Welsh) distinct from that of the targets (visual English) is insufficient to eliminate false recalls completely or to restore correct recall to levels seen with unrelated distractors . Together, the study shows how semantic and nonsemantic discriminability shape patterns of both erroneous and correct recall.

First of all, the link between the field of Second Language Acquisition (SLA) and curriculum development and more scrupulously syllabus design at the level of materials development is an issue which can neither be associated to any definite theory of SLA in general nor to an exact scholarly feature in particular. Special thanks to SLA scholars, it seems that all of the SLA researchers are at consensus that providing content materials for second language (L2) learners to triumph over their L2 mastery of their language is reasonably enough a prodigious and a herculean task. Therefore, each of the SLA scholars tries to rationalize their theory in relation to the materials development and consequently take away the criticism or the praise of the other critiques in that the credibility of the SLA theories has permanently been under an unanswered and enigmatic query, let alone giving false hopes to investigate their applicability in curriculum development and materials development. As a result, the present paper focuses on the following two basic and leading questions. The former investigates whether SLA has the capability of being used as a resource of the materials development, and if yes in what ways. And the latter sheds light on the unique feature of SLA which acts as the basis of materials development which is called 'unit of analysis'.

This study investigated direct and indirect effects between oral reading fluency, vocabulary and reading comprehension across reading development in European Portuguese. Participants were 329 children attending basic education, from grade 1 to grade 6. The results of path analyses showed that text reading fluency is much more dependent on the foundational skills of word recognition than reading comprehension, and the later, in turn, depends crucially on the specific constituent skill of text reading fluency. Text reading fluency has a significant influence on vocabulary from the beginning, but vocabulary contributed to reading comprehension only in more advanced grades. These results, obtained with an orthography of intermediate depth, are in line with the Simple View of Reading (SVR). However, they also highlight the importance of textual cues-besides the & Sandra Fernandes

We discuss robotic art, emotion in robotic art, and compassion in the philosophy of art. We discuss a particular animated artwork, survivor, the walking chair, symbolising survivors of landmine blasts, learning to use crutches, and maimed emotionally as well as physically. Its control incorporates mutual relations between very rudimentary representations of distinct emotions. This artwork is intended for sensitising viewers to the horror experienced by those who survive, and those who don't. We can only give a small sample, here, of the reactions of viewers on various occasions when survivor was exhibited. Regardless of how much which pertains to human mental functions the tool embodies or doesn't (actually, such replication is minimalist), it is the effect on the human perceivers which matters most to us, and enables us to understand something more about human cognition. Arguably this project is instructive in respect of the ethicalsocial implications of the synthetic method, i.e. the construction of inorganic systems in order to understand autonomous intentional action; in this project, the latter pertains to the humans involved.

У статті з позицій когнітивної лінгвосинергетики розкривається динамічна природа концепту ЕМПАТІЯ, аналізуються типи його вербальних атракторів з побудовою їхніх моделей. Доведено, що динаміка вербальних атракторів спрямована до чотирьох типів функціонування: точкового (рівновага з дискурсивним середовищем), періодичного (слабка рівновага з дискурсивним середовищем), квазіперіодичного (нерівновага з дискурсивним середовищем) та дивного (нова рівновага з дискурсивним середовищем). Вибір вербальних атракторів має стихійний характер. Ключові слова: концепт ЕМПАТІЯ, точковий атрактор, періодичний атрактор, квазіперіодичний атрактор, дивний атрактор. Таценко Н. В. Типы вербальных аттракторов концепта ЭМПАТИЯ в современном англоязычном дискурсе. В статье с позиций когнитивной лингвосинергетики раскрывается динамическая природа концепта ЭМПАТИЯ, анализируются типы его вербальных аттракторов с построением их моделей. Доказано, что динамика вербальных аттракторов направлена на четыре типа функционирования: точечный (равновесие с дискурсивной средой), периодический (слабое равновесие с дискурсивной средой), квазипериодический (неравновесие с дискурсивной средой) и странный (новое равновесие с дискурсивной средой). Выбор вербальных аттракторов имеет стихийный характер. Ключевые слова: концепт ЭМПАТИЯ, точечный аттрактор, периодический аттрактор, квазипериодический аттрактор, странный аттрактор. English Discourse. The article reveals the dynamic nature of EMPATHY concept from the standpoint of cognitive linguosynergetics analyzing the types of its verbal attractors with the construction of their models. The paper proves that the dynamics of verbal attractors is directed to four types of functioning: point (one structurelexical item empathy), periodic (two structureslexical items empathy and sympathy), quasi-periodic (n-number of structuresvocabulary with direct or indirect meaning of empathy present in the semantic core of the word (including idioms)), and strange (cases when the speaker constructs speech expressions which seemingly have nothing to do with EMPATHY concept). Depending on the needs of communication EMPATHY concept can spontaneously switch from one mode to another by means of phase transition or bifurcation marked by the change of existing attractor. Point attractor is characterized by equilibrium with the discursive environment: the behavior of EMPATHY concept brought to one lexical item is independent of the context of the discursive act. Periodic attractor has a weak equilibrium with the discursive environment, resulted in quite a sustainable concept functioning in discourse. Quasi-periodic attractor is characterized by disequilibrium with the discursive environment, and the strange oneby a new equilibrium, with which the concept structure never repeats itself, although its self-organization is subject to the rules of fractal self-similarity. The choice of verbal attractors is spontaneous in nature because communicants can unexpectedly use any language as a result of certain cognitive impulse. The possible choice of system development takes place at the micro level of potential conceptual states. The cognitive micro level is formed by lexical concepts which randomly interact with each other with such a speed that makes them indistinguishable within discourse. Externally the choice dynamics of potential attractors remains invisible until the moment of their implementation at the macro level of the discursive act, confirming the fact that all processes in the system hierarchy of EMPATHY concept are separated in space and time.

The paper bridges considerations characteristic of the domains of linguistic pragmatics, discourse analysis, as well as psycholinguistics and social psychology. It poses the hypothesis that political discourse is as such an analytic determinant, i.e. that it dictates methods of investigation into it. These methods manifest a "bottom-up" or "top-down" orientation (cf. , which is different in intensity relative to what kind of text is investigated. It is argued that certain texts which "include" an analyst (i.e. where an analyst is part of depicted events or part of discourse audience) or are more "familiar" to him/her generate observations on their function and structure at an early stage of their componential analysis, or even before it takes place. Once the global function of the text has been presupposed, the analysis proceeds "top-down", i.e. toward all micro-data chunks supportive of the initial hypothesis. Conversely, the analyses pursued in a "bottom-up" manner result from an analyst having insufficient extralinguistic knowledge to postulate a priori claims about the text and its function. This constraint concerns analysts not being part of the reality investigated, or those undertaking diachronic studies or studies of highlymetaphoric discourse. The argument undertaken in the paper is illustrated with first-hand examples of various political texts selected by the author, as well as some further accounts of political talk available from general literature on political discourse analysis.

The paper bridges considerations characteristic of the domains of linguistic pragmatics, discourse analysis, as well as psycholinguistics and social psychology. It poses the hypothesis that political discourse is as such an analytic determinant, i.e. that it dictates methods of investigation into it. These methods manifest a "bottom-up" or "top-down" orientation (cf. Beaugrande, 1991), which is different in intensity relative to what kind of text is investigated. It is argued that certain texts which "include" an analyst (i.e. where an analyst is part of depicted events or part of discourse audience) or are more "familiar" to him/her generate observations on their function and structure at an early stage of their componential analysis, or even before it takes place. Once the global function of the text has been presupposed, the analysis proceeds "top-down", i.e. toward all micro-data chunks supportive of the initial hypothesis. Conversely, the analyses pursued in a "bottom-up" manner result from an analyst having insufficient extralinguistic knowledge to postulate a priori claims about the text and its function. This constraint concerns analysts not being part of the reality investigated, or those undertaking diachronic studies or studies of highlymetaphoric discourse. The argument undertaken in the paper is illustrated with first-hand examples of various political texts selected by the author, as well as some further accounts of political talk available from general literature on political discourse analysis.

The study developed a model of linguistic constructs to predict writing quality for college basic writers and analyzed how those constructs changed following instruction. Analysis used a corpus of argumentative essays from a quasi-experimental, instructional study with 252 students that found large effects (ES = 1.22) on quality of argumentative writing. Coh-Metrix (McNamara, Graesser, McCarthy, & Cai, 2014) was used to analyze the essays for lexical and syntactic complexity and cohesion. Structural equation modeling found that referential cohesion (p < .001) and lexical complexity (p < .01) positively predicted quality on posttest essays while syntactic complexity (p < .001) was negatively related to quality. Length explained 30% of variance in quality; the full model explained 48.7%. Confirmatory factor analysis was used to impute factor scores for pretest and posttest essays. Analysis of covariance using these factors found that the treatment group wrote posttest essays with greater lexical complexity (p < .01) and referential cohesion (p < .01) and less use of connectives (p < .05) than a business-as-usual control group.

ЗМІСТ Авраменко М. В., Авраменко Д. О. Методи протидії інформаційним бульбашкам в соціальних мережах: практичний аспект забезпечення інформаційної стійкості………… Алещенко В. І. Розвиток психологічної підготовки військовослужбовців у Збройних Силах України до дій у стресогенних умовах………………………………………………. Бабелюк О. В. Деструктивний вплив травматичних переживань на психологічну безпеку особистості студента…………………………………………………………………………... Базарний С. В., Новіков О. А. Комплексний аналіз інструментів PC-PTSD-5, CAPS-5 ТА PCL-5 для діагностики ПТСР у військовослужбовців…………………………………. Балабушка Є. О., Смовж М. А., Марущенко М. С., Латутін Ю. О. Психологічні аспекти формування позитивної самооцінки у дітей із особливими потребами………..… Будагьянц Л. М. Про що свідчать цінності Збройних Сил України……………………… Василькевич Я. З., Ломак М. М. Психологічна готовність військовослужбовців інтернаціонального легіону до діяльності в бойових умовах……………………………… Горбачук Г. Б. Експериментальне визначення впливу стресостійкості на ефективність колективної діяльності співробітників ДСНС України…………………………………….. Гоцуляк Н. Є. Порівняльний аналіз особистісних проявів і психологічної саморегуляції студентів offline та online…………………………………………………………………….. Кобець О. В., Піуткіна Т. В. Особливості відносин усередині сім'ї з дитиною із розладом аутичного спектра та із соціальним оточенням………………………………….. Kostiu S. J., Almashi S. I. Study of personal tension among employees of the education sector…………………………………………………………………………………………... Кримець Л. В., Погорельчук А. В., Юнгер Б. Я. Теоретичні та практичні аспекти реалізації системи вивчення та впровадження досвіду у Збройних Силах України……… Кучеренко Н. С., Приходько І. І. Теоретичні основи травматичного стресу військовослужбовців…………………………………………………………………………. Кушнерик М. О. Перепелюк Т. Д. Ресурси психологічної адаптації студентів до умов війни…………………………………………………………………………………………... Мороз В. М. Профілактика адиктивної поведінки як чинник зниження ризиків депрофесіоналізації військовослужбовців: загальні підходи………………………………. Мороз Л. І. Стиль інтелектуальної діяльності як чинник успішності адаптації студентів до навчання у ЗВО…………………………………………………………………………… Олійник В. О. Обґрунтування рівневої структури постдосвідного зростання військовослужбовців -учасників бойових дій……………………………………………... Павлушенко С. М. Аналіз наукових підходів до визначення психологічного змісту феномена психологічної стійкості…………………………………………………………... Педченко О. В., Саєнко О. Г., Манзя Є. В. Моральна стійкість воїна як чинник убезпечення його від моральної травматизації під час виникнення моральної дилеми в ході бойових дій……………………………………………………………………………… Тіторенко О. М., Філіпчук Ю. Л., Стасюк В. В. Роль командирів у формуванні психологічної готовності підлеглих до виконання бойових завдань……………………....

ABSTRACTIn this work, we examine a context in which a conflict arises between two roles that infant-directed speech (IDS) plays: making language structure salient and modeling the adult form of a language. Vowel devoicing in fluent adult Japanese creates violations of the canonical Japanese consonant–vowel word structure pattern by systematically devoicing particular vowels, yielding surface consonant clusters. We measured vowel devoicing rates in a corpus of infant- and adult-directed Japanese speech, for both read and spontaneous speech, and found that the mothers in our study preserve the fluent adult form of the language and mask underlying phonological structure by devoicing vowels in infant-directed speech at virtually the same rates as those for adult-directed speech. The results highlight the complex interrelationships among the modifications to adult speech that comprise infant-directed speech, and that form the input from which infants begin to build the eventual mature fo...

Conceptual Metaphor Theory suggests that human thought is largely metaphorical, mapping concrete experiences onto abstract concepts. Translating is often understood through metaphors like TRANSLATING IS BUILDING BRIDGES, which shape how it is approached but fail to capture its full complexity. Similarly, the metaphor THE BRAIN IS A COMPUTER oversimplifies human cognition, ignoring its dynamic, adaptable, and context-dependent nature. Artificial neural networks, though loosely inspired by biological systems, rely on statistical patterns rather than genuine understanding. Large Language Models (LLMs) excel in producing fluent drafts but struggle with nuanced, context-dependent tasks. Misconceptions about AI capabilities often stem from oversimplified metaphors, fostering unrealistic expectations of replacing humans. Historical cycles of over-hyped machine translation breakthroughs highlight the persistence of such misconceptions. LLMs largely renew existing technologies rather than transforming the market. While they enhance translation workflows, they also increase reliance on the less rewarding postediting work. Techno hype is also leading to declining translator enrollment and the closure of academic programs, even as market projections suggest strong growth. Despite these challenges, humans remain essential for managing ambiguity, integrating context, and making ethical decisions. Progress in multilectal communication and in AI would benefit from abandoning simplistic, binary views of humans versus machines.

Processing differences between obligatory constituents like verbal complements and facultative ones like adjuncts are widely discussed in psycholinguistics. But the relative positional and semantic variability of adjuncts makes analyzing these differences a daunting challenge. Focusing on the intricate problem of the default position of manner adverbials in German, we present a re-analysis of a recent psycholinguistic study on their ordering preferences in which we explore the extent to which similarities between word embeddings can be used as stand-ins for shared semantic memory, representing the probability of seamless conceptual combination. In re-analyzing six experiments across different paradigms, the addition of the new predictors yields substantially better models which show that these factors considerably interact with established lexical and grammatical predictors.

Gradable adjectives denote a function that takes an object and returns a measure of the degree to which the object possesses some gradable property . Scales, ordered sets of degrees, have begun to be studied systematically in semantics (Kennedy, to appear, Kennedy & McNally, 2005. We report four experiments designed to investigate the processing of absolute adjectives with a maximum standard (e.g., clean) and their minimum standard antonyms (dirty). The central hypothesis is that the denotation of an absolute adjective introduces a 'standard value' on a scale as part of the normal comprehension of a sentence containing the adjective (the "Obligatory Scale" hypothesis). In line with the predictions of and , maximum standard adjectives and minimum standard adjectives systematically differ from each other when they are combined with minimizing modifiers like slightly, as indicated by speeded acceptability judgments. An eye movement recording study shows that, as predicted by the Obligatory Scale hypothesis, the penalty due to combining slightly with a maximum standard adjective can be observed during the processing of the sentence; the penalty is not the result of some after-the-fact inferencing mechanism. Further, a type of 'quantificational variability effect' may be observed when a quantificational adverb (mostly) is combined with a minimum standard adjective in sentences like The dishes are mostly dirty, which may receive either a degree interpretation (e.g. 80% dirty) or a quantity interpretation (e.g., 80% of the dishes are dirty). The quantificational variability results provide suggestive support for the Obligatory Scale hypothesis by showing that the standard of a scalar adjective influences the preferred interpretation of other constituents in the sentence. Gradable adjectives like wet or straight or dirty have been analyzed as denoting a function (technically designated a function of semantic type <e,d>) that takes an object and returns a measure of the degree to which the object possesses some gradable property (e.g., the property of being clean; . Most psycholinguistic research on adjectives (see brief review below) has focused on relative adjectives, like tall or expensive. The values on the scale of such adjectives depend heavily on the noun that they modify (an expensive wine is much cheaper than an expensive car). In contrast, we will focus here on absolute adjectives, and in particular, absolute gradable adjectives that have antonyms such as clean-dirty, healthy-sick and dead-alive. There is of course some context dependence in the interpretation of these adjectives too (we impose stricter standards of cleanliness on a clean plate than on a clean floor) but this has been argued to be a matter of 'precisification,' imposing stricter standards when precision is important, rather than of 'vagueness' (see Kennedy, to appear, for the distinction and examples of distinct entailment patterns for relative

Processing differences between obligatory constituents like verbal complements and facultative ones like adjuncts are widely discussed in psycholinguistics. But the relative positional and semantic variability of adjuncts makes analyzing these differences a daunting challenge. Focusing on the intricate problem of the default position of manner adverbials in German, we present a re-analysis of a recent psycholinguistic study on their ordering preferences in which we explore the extent to which similarities between word embeddings can be used as stand-ins for shared semantic memory, representing the probability of seamless conceptual combination. In re-analyzing six experiments across different paradigms, the addition of the new predictors yields substantially better models which show that these factors considerably interact with established lexical and grammatical predictors.

Research on second language acquisition has used various quantitative and qualitative measures to assess oral proficiency, yet there is little empirical research comparing these measures. Comparisons between quantitative measures and native speaker ratings are especially rare. Four of the most common quantitative measurements applied in L2 research include the type-token ratio as a measure of lexical diversity; the T-unit as a measure of syntactic complexity; the error-free t-unit as a measure of grammatical accuracy; and average speech rate as a measure of fluency. The present study compares these four quantitative measures of oral proficiency and one qualitative measure of oral proficiency, i.e., native speaker ratings, based on the speech of three non-native English speakers during the International English Language Testing System (IELTS) oral Estudios de lingüística inglesa aplicada

In recent decades, European language policy guidelines have been recommending plurilingual approaches in foreign language (FL) teaching, which share the common intent of enhancing and engaging the learners' entire linguistic repertoire. By using previously learned languages, students can benefit from positive interlingual transfer and cross-language inferencing, thus improving FL learning outcomes, language learning awareness, motivation, and identity development. One such approach is Intercomprehension between Related Languages, which has inspired the development of digital teaching materials in English, German, and Cimbrian -a critically endangered minority Germanic language nowadays spoken in the linguistic enclave of Luserna, in the province of Trento (Italy). This article outlines the methodology underpinning the developed teaching materials, focusing on teacher training, which required the involvement of both curricular FL teachers and staff of local institutions dedicated to safeguarding the minority language.

A memory-based processing approach to discourse comprehension emphasizes the rapid deployment of information in memory to facilitate understanding of the text that is currently being read. S. B. Greene, R. J. Gerrig, G. demonstrated that when a text described the reunion of 2 characters who had previously discussed a 3rd character, the accessibility of the 3rd character increased, and the use of an unheralded pronoun (R. J. to refer to that character was felicitous. In experiments in this article, the authors demonstrate that concepts related to the referent of the unheralded pronoun also increase in accessibility and that those concepts form associations in memory with concepts present in the discourse at the time the pronoun is used. The authors also show that the increase in accessibility for the referent of the pronoun, as well as the appropriate long-term memory associations, occurs even in the absence of the pronoun. A New Yorker profile of Supreme Court Justice Clarence Thomas described a scene in which Thomas limped on stage to appear on a conservative talk show with host Mark Larson (Toobin, 1993). The studio audience applauded enthusiastically as Thomas, already on crutches from his basketball accident, squeezed past Larson to make his way to his designated position in front of the camera. As Thomas hobbled by, Larson 'quipped, "I know what people are thinking fight now: Boy, the Committee was really tough with those hearings, and now this .... "As Thomas settled into place, Larson said, "She just won't let up, will she?" (p. 45). Who is she? Members of the audience were certainly meant to know as the article went on to say" 'She just won't let up, will she?' " There was no need to use the name. Even two years later, even in front of the Justice's friends, Anita Hill remained the ever-present "She" in Clarence Thomas's life (Toobin, 1993, p. 45). We have labeled pronouns like Larson's "she" unheralded pronouns . What sets unheralded pronouns apart from run-of-themill pronouns is that their referents cannot be found in the immediate discourse environment. Larson used she without an explicit, local, linguistic antecedent. For the audience to

Psychological investigations of pronoun resolution have implicitly assumed that the processes involved automatically provide a unique referent for every pronoun. We challenge this assumption and propose a new framework for studying pronoun resolution. Drawing on advances in discourse representation and global memory modeling, this framework suggests that automatic processes may not always identify a unique referent for a pronoun. In 9 experiments, we demonstrate that, unlike noun anaphors, pronouns sometimes do not produce relative facilitation of their referents in comparison with nonreferents. We argue that research on pronoun resolution must consider the discourse contexts in which pronouns are likely to occur.

The study presents results from an ongoing project which tries to match communicative abilities as proposed in the CEFR-scale with the development of linguistic proficiency features. The main purpose is to look for linguistic features of each CEFR-level (A1-C1), in terms of morpho-syntax, discourse organisation and use of formulaic sequences. The selected linguistic phenomena have already been shown to be 'criterial' for acquisitional orders in oral L2 French. To this end, written data have been collected from 42 Swedish university students of L2 French. The method implied included placement of the students on CEFR.scales by DIALANG, production by the students of written argumentative texts and summaries according to CEFR-criiteria criteria, raters' judgements and, finally, narrow linguistic analysis of the same productions. The first results show that • Measures of morphosyntactic deviances yield significant differences between the CEFR-levels up to B2 • Links can be observed between already established late acquisitional features, like gérondif, dont and plus-que-parfait. Use of lexical formulaic sequences increases at higher CEFR-levels, but significant differences were found only between A2/B2/C2.

We investigated the relevance of linguistic and perceptual factors to sign processing by comparing hearing individuals and deaf signers as they performed a handshape monitoring task, a signlanguage analogue to the phoneme-monitoring paradigms used in many spoken-language studies. Each subject saw a series of brief video clips, each of which showed either an ASL sign or a phonologically possible but non-lexical "non-sign," and responded when the viewed action was formed with a particular handshape. Stimuli varied with respect to the factors of Lexicality, handshape Markedness , and Type, defined according to whether the action is performed with one or two hands and for two-handed stimuli, whether or not the action is symmetrical. Deaf signers performed faster and more accurately than hearing non-signers, and effects related to handshape Markedness and stimulus Type were observed in both groups. However, no effects or interactions related to Lexicality were seen. A further analysis restricted to the deaf group indicated that these results were not dependent upon subjects' age of acquisition of ASL. This work provides new insights into the processes by which the handshape component of sign forms is recognized in a sign language, the role of language experience, and the extent to which these processes may or may not be considered specifically linguistic.

Gisela Zifonun G ram m atik des D eutschen im europäischen V ergleich: D er R elativsatz* Ich danke den K olleginnen und K ollegen der A bteilung Grammatik des IDS sow ie Cathrine Fabricius-H ansen für hilfreiche Kommentare. Bei den Sprachbeispielen haben mich folgen de K o lleg en unterstützt, denen ich hiermit meinen Dank ausspreche: Jannis A ndroutsopoulus (IDS; N eugriechisch), Marian Csaba (Berlin; Ungarisch), Ewa Drewnow ska-V argänö (Veszprem ; Polnisch/U ngarisch), Luis Escarate (IDS; Spanisch), Jacque line K ubczak (IDS; Französisch/Niederländisch).

I, hereby, declare that this thesis is my original work and of my own execution and authorship. Zahida Chebchoub. 1 This present work investigates the use of Arabic and French in the city of Algiers. It examines the bilinguals &apos; usage of the languages and linguistic varieties these bilinguals have at their disposal. 1:l This study takes an interdisciplinary approach to the phenomenon of Arabic/French bilingualis~: it looks at the functional and structural aspects of Arabic and French as they are used in Algiers. On one hand, there is an analysis of the bilinguals &apos; language selection in various situations as well as the language attitudes held by these bilinguals. On the other hand, the bilinguals &apos; use of Arabic/French code mixing is studied by means of tape recordings of conversations. As far as Arabic is concerned, an account on the phonological and morphological structures of Standard Arabic and Algerian Arabic is giveno In the first chapter, there is a general in...

The present study aimed at investigating the relationship between EFL learners' creativity and language learning strategies. For this purpose 140 EFL students, ranging between 19 and 32 years old, majoring in English Translation and English Literature at Islamic Azad University, at Central Tehran, Iran were randomly selected and given two questionnaires: The Strategy Inventory for Language Learning and Creativity Questionnaire. The results of Pearson correlation indicated that there are significant relationships between EFL learners' total use of language learning strategies and their creativity. Also, running multiple regressions showed that social strategy predicted 79 percent of creativity scores. The affective strategy added up the percentage of prediction to 82.6 percent, and finally the metacognitive strategy entered the model on the last step and increased prediction to 93.2 percent. Conclusion and pedagogical implications are presented and discussed.

The present study aimed at investigating the relationship between EFL learners' creativity and language learning strategies. For this purpose 140 EFL students, ranging between 19 and 32 years old, majoring in English Translation and English Literature at Islamic Azad University, at Central Tehran, Iran were randomly selected and given two questionnaires: The Strategy Inventory for Language Learning and Creativity Questionnaire. The results of Pearson correlation indicated that there are significant relationships between EFL learners' total use of language learning strategies and their creativity. Also, running multiple regressions showed that social strategy predicted 79 percent of creativity scores. The affective strategy added up the percentage of prediction to 82.6 percent, and finally the metacognitive strategy entered the model on the last step and increased prediction to 93.2 percent. Conclusion and pedagogical implications are presented and discussed.

Ferdinand de Saussure's Course in General Linguistics, originally published in 1916, has been described as a work of the first importance in the way we think about language and human society, and still remains influential, especially among French philosophers. In this paper I assess three of its basic ideas: that our thought is basically incoherent without language to give it clarity and coherence; that the concepts we use are the creation of language; and that symbols only have meaning if they are part of a system.

Gegenstand des vorliegenden Beitrags ist die Phrasemkonstruktion [N1 über N1] im Deutschen und ihre Entsprechungen im Serbischen. Dazu wird in einem ersten Schritt eine Korpusanalyse durchgeführt, um die Phrasemkonstruktion aus konstruktionsgrammatischer und kognitiv-semantischer Perspektive zu beschreiben. In einem zweiten Schritt werden die Ergebnisse einer Fachpersonenbefragung zu möglichen serbischen Übersetzungen präsentiert. Die Analyse ergab, dass die fragliche Phrasemkonstruktion sechs unterschiedliche, aber nicht beliebige Bedeutungen entwickelt hat, deren Ausdruck im Serbischen durch vielfältige Strukturausprägungen realisiert werden kann.

Analyses of adult semantic networks suggest a learning mechanism involving preferential attachment: A word is more likely to enter the lexicon the more connected the known words to which it is related. We introduce and test two alternative growth principles: preferential acquisition—words enter the lexicon not because they are related to well-connected words, but because they connect well to other words in the learning environment—and the lure of the associates—new words are favored in proportion to their connections with known words. We tested these alternative principles using longitudinal analyses of developing networks of 130 nouns children learn prior to the age of 30 months. We tested both networks with links between words represented by features and networks with links represented by associations. The feature networks did not predict age of acquisition using any growth model. The associative networks grew by preferential acquisition, with the best model incorporating word fre...

Despite what we know about children&#x27;s ability to categorize, it is not clear to what extent information in the environment is capable of facilitating higher-order category knowledge, nor to what extent different kinds of object features play different kinds of roles. As a start we built a network of 130 early-learned nouns with 1394 perceptual and functional features as given by adult judgments. Then we analyzed the basic structural properties of the network. These revealed a small world structure and a high degree of feature overlap ...

A fundamental challenge for the cognitive neuroscience of language is to capture the spatio-temporal patterns of brain activity that underlie critical functional components of the language comprehension process. We combine here psycholinguistic analysis, whole-head magnetoencephalography (MEG), the Mismatch Negativity (MMN) paradigm, and state-of-the-art source localization techniques (Equivalent Current Dipole and L1 Minimum-Norm Current Estimates) to locate the process of spoken word recognition at a specific moment in space and time. The magnetic MMN to words presented as rare ''deviant stimuli'' in an oddball paradigm among repetitive ''standard'' speech stimuli, peaked 100 -150 ms after the information in the acoustic input, was sufficient for word recognition. The latency with which words were recognized corresponded to that of an MMN source in the left superior temporal cortex. There was a significant correlation (r = 0.7) of latency measures of word recognition in individual study participants with the latency of the activity peak of the superior temporal source. These results demonstrate a correspondence between the behaviorally determined recognition point for spoken words and the cortical activation in left posterior superior temporal areas. Both the MMN calculated in the classic manner, obtained by subtracting standard from deviant stimulus response recorded in the same experiment, and the identity MMN (iMMN), defined as the difference between the neuromagnetic responses to the same stimulus presented as standard and deviant stimulus, showed the same significant correlation with word recognition processes.