Food for psycholinguistic thought on gender in Dutch and German:A literature review on L1 and L2 production and processing

The aim of this paper is to explore how variation in the expression of gender has been and can be exploited to study gender perception in speakers of Dutch and German. We provide an up-to-date literature review on descriptive and psycholinguistic research on gender for these languages, considering empirical studies on both native (L1) and second language (L2) acquisition. This paper contributes to placing existing literature on gender in Dutch and German in a comparative mode and to offering a concrete rationale (e.g., three lines of enquiry) to move the psycholinguistic study of language, cognition and gender forward.</p

Double subtitles as an effective tool for vocabulary learning

The present study aimed to investigate if and how the mere minimal exposureto subtitled audio-visual input in an unknown language can enhance incidentalvocabulary learning. Three experimental conditions were compared inwhich native Dutch participants with no prior knowledge of the target language(Russian) viewed an eight-minute Russian cartoon with: (a) standard(Dutch) subtitles or (b) double (Russian and Dutch) subtitles. A control groupwatched the cartoon: (c) without subtitles. All participants were tested on vocabulary gains and visual information processing after having watched the cartoon three times. Results revealed that vocabulary acquisition did occur afterwatching the cartoon. Interestingly, participants who were exposed to thedouble subtitles condition significantly outperformed those who watched thecartoon with standard subtitles on a written word recognition test. Moreover,participants who were exposed to the subtitle conditions were better at remembering the sequence of scenes from the cartoon they had seen. The results thus provide evidence for increased processing of the visual scene as wellas incidental vocabulary learning after the exposure to subtitled audio-visualinput with no pre-existing knowledge of the target language and, more specifically, evidence for the particularly beneficial effects of the double subtitles

The impact of second- and third-language learning on language aptitude and working memory

An increasing number of adults learn more than one foreign language simultaneously. While the cognitive benefits of using multiple languages from birth have been studied extensively, little is known about possible cognitive benefits of learning multiple languages simultaneously in adulthood. Among the cognitive abilities which play a role in language learning, language aptitude (LA) and working memory (WM) are argued to be crucial. Traditionally considered relatively stable, recently they are advocated to be changeable. For example, one could imagine that learning new sounds, words, and structures in a language might both enhance the ability to temporarily hold and manage information (WM) and improve the ease with which subsequent languages are learnt (LA). Therefore, this study investigates whether LA and WM change while learning languages, and whether language learning intensity, i.e. learning one versus two foreign languages simultaneously, modulates this effect. Participants consisted of first-year and second-year Chinese university students majoring in English or English & Japanese/Russian. Data were collected twice with an interval of one academic year. The results show that all learners improved in certain aspects of LA and WM, and that among the first-year students, the two-foreign-languages learners outperformed their counterparts in WM improvement. The implications are discussed

Untangling Linguistic Salience

The concept of linguistic salience is broadly used within sociolinguistics to account for processes as diverse as language change (Kerswill & Williams, 2002) and language acquisition (Ellis, 2016) in that salient forms are e.g. more likely to undergo change, or are often acquired earlier than other features. However, the meaning of salience is “notoriously difficult to quantify” (Hickey, 2000, p. 57) and definitions of the term given in the literature often differ to such a degree that one could dispute whether the concept of salience has explanatory value (cf. Rácz, 2013). Accordingly, what makes a particular linguistic feature salient is contested: some argue that salience can be defined by linguistic traits such as loudness, high word-frequency, or a greater articulatory effort, whereas others argue that salience is a result of associations with social factors (cf. Kerswill & Williams, 2002). In a pilot study, we used eye-tracking to collect pupil dilation data while participants listened to spoken samples that were hypothesized to be either salient or not. These differences in salience were based on notions taken from the literature and included traits such as acoustical prominence, gender violations, loudness and differing realizations of the consonants /r/ and /v/. We were able to show that pupil size increased significantly for salient variables in the categories acoustic prominence, gender and loudness, pointing towards an increase in brain activity for these variables. In this poster, we propose to untangle how the concept is used. To those ends, we conducted a review of the literature on salience and identified different ways of operationalizing it. We conclude by discussing how salience could be decomposed in terms of other notions such as frequency, surprisal and markedness. We then propose a series of experiments using eye-tracking and ERP experiments

Salience is in the eye of the beholder:Increased pupil size reflects acoustically salient variables

‘Salience’ is a term frequently used in linguistics but an exact definition for the concept is lacking. Recent technological advances which allow us to explore the cognitive processing of so-called salient linguistic features could provide us with quantifiable measures of ‘salience’, and lead to a further understanding of the concept and its relationship to language acquisition and change. In this paper we measure pupil dilation with the assumption that auditory salience results in a change in pupil size, as an effect of cognitive load. We report an experimental study observing Dutch participants' pupil sizes when listening to stimuli containing salient and non-salient variants of linguistic variables (e.g. Dutch coda/r/; speech intensity, word frequency). Using Generalized Additive Mixed Modelling (GAMM), we find pupil size increases for three of six stimuli categories. We consider our findings in light of the speech processing literature, address the (dis)advantages of the technique, and formulate some recommendations for future advances in neurophysiological measures in (socio)linguistics