1,721,138 research outputs found
The Processing of Emotional Sentences by Young and Older Adults: A Visual World Eye-movement Study
Full text linkCarminati MN, Knoeferle P. The Processing of Emotional Sentences by Young and Older Adults: A Visual World Eye-movement Study. Presented at the Architectures and Mechanisms of Language and Processing (AMLaP), Riva del Garda, Italy
The Effects of Event Depictions in Second Language Phrasal Vocabulary Learning
Full text linkIn früheren Studien zum L2-Wortschatzerwerb wurden die Auswirkungen des visuellen Kontexts auf das Lernen und die Verarbeitung von Wörtern und Kollokationen in der L2 untersucht. Es wurde festgestellt, dass die Erstsprache einen positiven Transfer auf das Lernen einer Zweitsprache hat, wenn die Wörter Ähnlichkeiten aufweisen. Darüber hinaus wurden die Einflüsse der kognitiven Fähigkeiten der Lernenden und ihres Erwerbsalters (AoA) auf das L2-Vokabellernen unter verschiedenen Bedingungen des L2-Vokabellernens festgestellt. Ziel der vorliegenden Arbeit war es, die Auswirkungen des visuellen Kontexts und des Transfers auf das Lernen von L2-Vokabeln weiter zu untersuchen und zu klären, wie die kognitiven Fähigkeiten und das Erwerbsalter diese Auswirkungen in einem bestimmten L2-Lernkontext beeinflussen. Im Detail wurden Effekte der Ereignisdarstellung (d.h. nicht-sprachlicher visueller Kontext) untersucht sowie Transfereffekte aus der Erstsprache in die Zweitsprache im Bezug auf das Lernen von L2-Phrasenwortschatz (d.h. Verb-Nomen-Phrasen) bei erwachsenen Anfängern. Wir führten Kurzzeitexperimente zum L2-Wortschatzerwerb durch, bei denen wir die Reaktionszeiten maßen. Zwei weitere Forschungsfragen untersuchten, ob es Zusammenhänge zwischen der AoA oder den kognitiven Fähigkeiten der Lernenden und ihrem Lernerfolg beim Vokabellernen in einer kurzfristigen L2-Lernumgebung gibt. Die Ergebnisse zeigten, dass erwachsene L2-Anfänger*innen beim L2-Vokabellernen von visuellen Darstellungen profitierten: Sie waren unter Lernbedingungen mit Ereignissen genauer und schneller als unter Lernbedingungen ohne Ereignisse. Diese Effekte konnten in drei Experimenten nicht nur mit jungen Erwachsenen im Alter von 18 bis 31 Jahren nachgewiesen werden, sondern galten auch für Erwachsene im frühen und späten mittleren Alter von 32 bis 65 Jahren. Die vorangegangene Forschung deutete darauf hin, dass die Ähnlichkeit zwischen L1 und L2 das L2-Lernen beeinflussen könnte, jedoch nicht in diesem spezifischen L2-Lernkontext. Darüber hinaus wurde der AoA der Probanden manipuliert, was dazu führte, dass junge Erwachsene in den kognitiven Tests und bei den L2-Lernaufgaben besser abschnitten als die anderen beiden Gruppen. Basierend auf den Ergebnissen unserer Forschung konnten wir herausfinden, welche Faktoren den Erfolg des L2-Wortschatzerwerbs bei erwachsenen L2-Anfängern stark beeinflussen und dass das Lernen von L2-Phrasenwortschatz mit dargestellten Ereignisfotos angewendet werden kann.Previous studies of L2 vocabulary learning presented visual context effects on L2 word and collocation learning and processing. It was found that L1 has a positive transfer in L2 learning when words have similarities. Furthermore, the influences of learners’ cognitive ability and their age of acquisition (AoA) in L2 vocabulary learning have been found in diverse L2 vocabulary learning conditions. The present dissertation aimed to further investigate the effects of visual context and transfer on L2 learning, as well as how cognitive ability and AoA influence any such effects in a particular L2 vocabulary learning context. In detail, we investigated event depiction (i.e., non-linguistic visual context) effects and L1–L2 transfer effects on L2 phrasal vocabulary (i.e., verb-noun phrases) learning for adult beginners. We conducted short-term L2 vocabulary learning experiments during which we measured reaction times. Two other research questions examined whether there are relationships between learners’ AoA or their cognitive ability and their L2 vocabulary learning success in a short-term L2 learning setting. Results showed adult L2 beginners benefited from visual depictions in L2 vocabulary learning: They were more accurate and faster in event-present learning conditions than in event-absent learning conditions. These effects were not only replicated with young adults aged 18 to 31 in three experiments, but they also extended to early and late middle-aged adults aged 32 to 65. The prior research suggested that the L1–L2 similarity might influence L2 learning, but not in our L2 learning context. In addition, the AoA of subjects was manipulated, which resulted in young adults performing in the cognitive test and L2 learning tasks best compared to the other two groups. Based on the findings of our research, we were able to identify which factors strongly influence L2 vocabulary learning success for L2 adult beginners and that L2 phrasal vocabulary learning with depicted event photographs can be applied
Annäherung an seine Struktur und grammatischen Merkmale
Full text linkInneres Sprechen ist das alltägliche stille Selbstgespräch. Es dient psychischen Prozessen und steht in Verbindung zum menschlichen Bewusstsein und Denken. Die Auseinandersetzung um innere und äußere Rede reicht historisch bis in die Philosophie der Antike. In der Psycholinguistik wird zu innerem Sprechen besonders bezüglich seiner Funktion sehr differenziert geforscht, während seine Phänomenologie nicht im Vordergrund steht. Hinsichtlich der Natur oder Struktur der inneren Sprache beziehen sich die Forschungsarbeiten meist auf Wygotskis Studien, die auf dem egozentrischen Sprechen von Kindern beruhen. Wygotski beschreibt die grammatische Struktur des inneren Sprechens als fragmentarisch, mehr semantik- als syntaxbetont, prädikativ und dialogisch.
Die vorliegende empirische Arbeit untersucht diese beschriebenen Merkmale anhand der Methode Problemlösen und lautes Denken. 22 Proband*innen nehmen am Versuch teil. Sie sind aufgefordert ihre Gedanken während des Problemlösens möglichst getreu zu verbalisieren. Der Problemstellung während des Experiments dienen Aufgabentypen des nonverbalen Intelligenztests nach Raven und des nonverbalen Persönlichkeitstests nach Szondi. Die Daten der Denkprotokolle werden transliteriert und als Abbildungen des inneren Sprechens ausgewertet. Schwerpunkt der Untersuchung ist die Verkürzung: Sie erweist sich deutlich als vorherrschendes Muster der erhobenen Daten. Da sie in alle zu untersuchenden Phänomene hineinreicht, werden an ihr die durch Wygotski beschriebenen grammatischen Merkmale inneren Sprechens kritisch diskutiert.Inner Speech is the every day silent self-talk. It serves mental processes and is related to human consciousness and thought. The debate about inner and outer speech reaches back to the philosophy of antiquity. In psycholinguistics, research on inner speech is very differentiated especially in regard to its function, while its phenomenology is not in the foreground. In the field of nature and structure of inner speech, the research works refer to Vygotsky's studies on inner speech based on egocentric speech in children. Vygotsky describes the grammatical structure of inner speech as fragmentary, more semantic than syntactic emphasised, predicative and dialogic.
This empirical work examines these characteristics using the method of problem solving and thinking aloud. 22 participants take part in the experiment. They are asked to verbalize their thoughts as accurate as possible. Two different task types of non-verbal tests serve for the problem definition during the experimental procedure: an intelligence test according to Raven and a personality test according to Szondi. The data of the thought protocols are transliterated and evaluated as images of inner speech. The focus of the study is the abbreviation. As it proofs to be the dominant pattern of the thought protocols and reaches into all phenomena to be studied, the grammatical features of inner speech described by Vygotsky are critically discussed on the basis of this abbreviation
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
Variations 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
Conjunction meaning can modulate parallelism facilitation: Eye-tracking evidence from German clausal coordination
Full text linkKnoeferle P. Conjunction meaning can modulate parallelism facilitation: Eye-tracking evidence from German clausal coordination. Journal of Memory and Language. 2014;75:140-158
Frame text of the First Phase Proposal for the CRC 1412
Full text linkThe Collaborative Research Center 1412 “Register: Language Users’ Knowledge of Situational-Functional Variation” (CRC 1412) investigates the role of register in language, focusing in particular on what constitutes a language user’s register knowledge and which situational-functional factors determine a user’s choices. The following paper is an extract from the frame text of the proposal for the CRC 1412, which was submitted to the Deutsche Forschungsgemeinschaft in 2019, followed by a successful onsite evaluation that took place in 2019. The CRC 1412 then started its work on January 1, 2020. The theoretical part of the frame text gives an extensive overview of the theoretical and empirical perspectives on register knowledge from the viewpoint of 2019. Due to the high collaborative effort of all PIs involved, the frame text is unique in its scope on register research, encompassing register-relevant aspects from variationist approaches, psycholinguistics, grammatical theory, acquisition theory, historical linguistics, phonology, phonetics, typology, corpus linguistics, and computational linguistics, as well as qualitative and quantitative modeling. Although our positions and hypotheses since its submission have developed further, the frame text is still a vital resource as a compilation of state-of-the-art register research and a documentation of the start of the CRC 1412. The theoretical part without administrative components therefore presents an ideal starter publication to kick off the CRC’s publication series REALIS. For an overview of the projects and more information on the CRC, see https://sfb1412.hu-berlin.de/
Appropriate Similarity Measures for Author Cocitation Analysis
Full text linkWe provide a number of new insights into the methodological discussion about author cocitation analysis. We first argue that the use of the Pearson correlation for measuring the similarity between authors’ cocitation profiles is not very satisfactory. We then discuss what kind of similarity measures may be used as an alternative to the Pearson correlation. We consider three similarity measures in particular. One is the well-known cosine. The other two similarity measures have not been used before in the bibliometric literature. Finally, we show by means of an example that our findings have a high practical relevance.information science;Pearson correlation;cosine;similarity measure;author cocitation analysis
Improving linking hypotheses in visually situated language processing: combining eye movements and event-related brain potentials
No full textKnoeferle P. Improving linking hypotheses in visually situated language processing: combining eye movements and event-related brain potentials. Cognitive Processing. 2014;15(1):S16-S16
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