1,721,195 research outputs found
Idiom comprehension in children: Are the effects of semantic analizability and context separable?
No full textEuropean Journal of Cognitive Psycholog
Neural correlates of the implicit processing of grammatical and stereotypical gender violations: A masked and unmasked priming study.
Full text linkThe aim of this study was to explore the neural correlates of the automatic activation of gender stereotypes by using the masked and unmasked priming technique. Event-related potentials (ERPs) were recorded while participants were presented with an Italian third-person singular pronoun (lui or lei) that were preceded by either a grammatically-marked (passeggeraFEM, pensionatoMASC) or stereotypically-associated (e.g. insegnanteFEM, conducenteMASC) role noun. Participants were required to judge the grammatical gender of the personal pronoun ignoring the preceding word. This word was presented in a masked or unmasked way. The results revealed slower reaction times and larger N400, in both the masked and unmasked conditions, when the pronouns were preceded by gender-incongruent than gender-congruent grammatical and stereotypical primes. A P300 effect also emerged in both masked and unmasked conditions for the grammatical gender mismatch between the antecedent and the pronoun. These results provide evidence that gender stereotypes can strongly influence our behavior even under unconscious conditions
Neural correlates of implicit processing of definitional and stereotypical gender violations in a gender-marked language.
No full textREADING COMPREHENSION AND UNDERSTANDING IDIOMS: A DEVELOPMENTAL STUDY
No full textThe aim of the present study was to investigate idiom comprehension in school-age Italian children with different reading
comprehension skills. According to our hypothesis, the level of a childs text comprehension skills should predict his/her ability to
understand idiomatic meanings. Idiom comprehension in fact requires children to go beyond a simple word-by-word comprehension
strategy and to integrate figurative meaning into contextual information. In a preliminary phase, we used a standardized battery of
tests (Cornoldi & Colpo, 1998) to assess the ability of second graders and fourth graders to comprehend written texts. Three groups
were identified at each age level: good, medium, and poor comprehenders. Children were then presented with familiar idiomatic
expressions which also have a literal meaning (e.g., ‘‘break the ice’’). Idioms were embedded in short stories: in Experiment 1 only
the idiomatic interpretation was contextually appropriate, in Experiment 2 a literal reading of the string was also plausible in the
context. A multiple-choice task was used in both experiments: children were asked to choose one answer among three corresponding
to: (a) the idiomatic meaning; (b) the literal meaning; and (c) an interpretation contextually appropriate but not connected with the
idiomatic or literal meaning of the idiom string. The results of both experiments showed that the ability to understand a text indeed
predicted childrens understanding of idioms in context. To verify whether possible improvements in childrens comprehension skills
might produce an increase in figurative language understanding, Experiment 3 was carried out. A group of poor comprehenders who
participated in Experiments 1 and 2 was tested eight months later. The results of Experiment 3 showed that children whose general
comprehension skills improved their performance on an idiom comprehension test
To break the….embarrassment: Text Comprehension Skills and Figurative Competence in skilled and less-skilled text comprehenders
No full textThe aim of the present study was to investigate children’s ability to complete idiom fragments embedded in stories. Previous
studies found that children’s and preadolescents’ ability to comprehend a text was related to their ability to understand an idiomatic
expression (Cain, Oakhill, & Lemmon, 2005; Levorato, Nesi, & Cacciari, 2004; Nippold, Moran, & Schwarz, 2001). Comprehension
and production processes share a vast amount of conceptual and lexical knowledge. Hence, we hypothesized that children’s text reading
comprehension skills also might be related to their ability to produce nonliteral completions. Skilled and less-skilled text comprehenders
(age range from 7.4 to 10.3) were presented with short stories that ended with an idiomatic fragment (e.g., “Paul broke the . . .” for the
idiom “break the ice”) and were asked to complete the story. The children’s completions were coded as Literal, Idiomatic, or Figurative,
as in previous studies (Levorato & Cacciari, 1992, 1995). The results showed that children’s ability to understand a text was related to
their ability to complete idiomatic fragments figuratively. Less-skilled comprehenders provided more literal completions than skilled
comprehenders who, in turn, provided more idiomatic completions
Going Beyond Counting First Authors in Author Co-citation Analysis
Full text linkThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
[Antigen-antibody reaction in urea and guanidine: study on the conformation of reagents by hydrogen-tritium exchange].
No full textVariations on the Author
Full text link“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
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