371 research outputs found

    ‘She says, he says’: Does the sex of an instructor interact with the grammatical gender of targets in a perspective-taking task?

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    Aims and objectives: It has been claimed that grammatical gender can influence the perception of objects as being potentially more ‘masculine’ or ‘feminine’. The present study investigated effects of facilitation or interference on object selection by speakers whose L1 marks grammatical gender even when selecting objects in an L2 (English) which does not mark grammatical gender. Additionally, and in order to establish whether bilingualism itself influenced performance owing to a proposed bilingual advantage in inhibitory control, we investigated whether bilinguals would be more efficient than monolinguals at taking the allocentric perspective and switching between perspectives. Methodology: Participants were asked to select objects by an instructor whose biological sex (and voice) was either congruent or incongruent with the grammatical gender of the object to be selected. Two groups of 16 bilinguals each were recruited on the basis of whether their L1s marked for grammatical gender or not, and a further group of 16 monolingual English speakers were tested as a control. Data and analysis: Groups were compared by means of mixed-design repeated measures ANOVAs with response times for target selections as the dependent variables. Findings: When tested in English, bilinguals whose L1 marked grammatical gender showed no effect of gender congruency in this task, nor did bilinguals outperform monolinguals in taking the allocentric perspective or in perspective switching. Originality: For the first time, potential grammatical gender effects were investigated on a task where the fast and accurate processing of real male and female voices is fundamental to the efficiency of object selection performance. Implications: The present findings are interpreted as evidence that the effects of L1 grammatical gender on tasks performed in an L2 do not extend to tasks where the link between biological sex and grammatical gender is not made explicit. </jats:sec

    The importance of language for language development: Linguistic determinism in the 1980s

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    The semantic and syntactic functions of verbs are the major aspects of linguistic complexity that contribute to the cognitive requirements for learning language between two and three years of age. Several contrastive categories of verbs emerged from our studies with action/state as the largest and most general. Contrastive subcategories of action verbs were locative/nonlocative action, durative/nondurative action, and completive/noncompletive action. The subcategories of state verbs were volitional/epistemic/notice/communication states. The psychological and linguistic validity of these semantic categories rests on their being coextensive with major grammatical developments and/or their sequential development

    Language control and parallel recovery of language in individuals with aphasia

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    Background: The causal basis of the different patterns of language recovery following stroke in bilingual speakers is not well understood. Our approach distinguishes the representation of language from the mechanisms involved in its control. Previous studies have suggested that difficulties in language control can explain selective aphasia in one language as well as pathological switching between languages. Here we test the hypothesis that difficulties in managing and resolving competition will also be observed in those who are equally impaired in both their languages even in the absence of pathological switching. Aims: To examine difficulties in language control in bilingual individuals with parallel recovery in aphasia and to compare their performance on different types of conflict task. Methods & procedures: Two right-handed, non-native English-speaking participants who showed parallel recovery of two languages after stroke and a group of non-native English-speaking, bilingual controls described a scene in English and in their first language and completed three explicit conflict tasks. Two of these were verbal conflict tasks: a lexical decision task in English, in which individuals distinguished English words from non-words, and a Stroop task, in English and in their first language. The third conflict task was a non-verbal flanker task. Outcomes & Results: Both participants with aphasia were impaired in the picture description task in English and in their first language but showed different patterns of impairment on the conflict tasks. For the participant with left subcortical damage, conflict was abnormally high during the verbal tasks (lexical decision and Stroop) but not during the non-verbal flanker task. In contrast, for the participant with extensive left parietal damage, conflict was less abnormal during the Stroop task than the flanker or lexical decision task. Conclusions: Our data reveal two distinct control impairments associated with parallel recovery. We stress the need to explore the precise nature of control problems and how control is implemented in order to develop fuller causal accounts of language recovery patterns in bilingual aphasia

    “Hit me up and we can get down” U.S. youths’ risk behaviors and sexual self-disclosure in MySpace profiles

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    Young people’s sexual self-disclosures in social media profiles can be problematic for those who produce them and for those who consume them. This study merged a content analysis with survey data to identify the characteristics of youth who engaged in online sexual self-disclosure. MySpace profiles belonging to 560 National Study of Youth and Religion respondents in the United States (18 to 23 years old) were analyzed (56,462 content units). A third of the profiles contained at least one sexual self-disclosure; their average incidence was less than one per profile. Online sexual self-disclosure was associated with offline sexual risk behaviors (e.g., sex with casual partners), and with increased frequency of alcohol consumption. Among sexually active females, it was associated with early sexual debut. In light of problem behavior theory, these findings suggest that online sexual self-disclosure may be considered a sexual risk behavior

    Lexical, morphological and syntactic development in toddlers between 16 and 30 months old: a comparison across European Portuguese and Galician

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    The main aims of this study were to investigate the relationship between the lexical size and the emergence of morphological and syntactic markers in toddlers between the ages of 16 and 30 months and to compare these results between Galician and European Portuguese. Parents of 3012 Portuguese toddlers and those of 1081 Galician toddlers completed the MacArthur–Bates Communicative Development Inventory: Words and Sentences. The results indicated that the number of words, the ability to combine words and the number of different morphemes produced increased with age. The ability to combine words was used as an indicator of syntactic development; this ability was also associated with the toddlers’ lexical size. In both samples, gender morphemes seemed to be the first to have their production generalized, followed by the plural and the past participle. The production of gender morphemes was accompanied by a small lexical size, whereas the imperfect tense and the person mark onset were associated with large lexical sizes. The implications of these results for charting the continuity between lexical, morphological and syntactical development are discussed.CiPsi - Psychology Research Centre, Uminho (UID/PSI/ 01662/2013), Portugal. National Funds through the FCT (Foundation for Science and Technology) and co-financed by European Regional Development Funds (FEDER) through the the National Strategic Reference Framework (QREN) - FCOMP- 01-0124-FEDER-029556 and through the Competitiveness and Internationalization Operational Program (POCI) with the references and POCI-01-0145-FEDER-007562CIEC – Research Centre on Child Studies, IE, UMinho (FCT R&D unit 317), Portugal. BPD/102549/2014info:eu-repo/semantics/publishedVersio

    Speaking in a second language but thinking in the first language: Language-specific effects on memory for causation events in English and Spanish

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    Aims and objectives/purpose/research question: This paper’s objective is to offer new insights into the effects of language on memory for causation events in a second language (L2) context. The research was driven by the question of whether proficient L2 users acquired L2 thinking-for-speaking-and-remembering strategies along with the relevant expressions for different types of causation (intentional versus non-intentional). Design/methodology/approach: The cognitive domain of causation is an ideal platform for this investigation, since the lexicalisation of causation differs clearly in the two languages under consideration, English and Spanish. Spanish speakers always distinguish between intentional and non-intentional events through the use of different constructions. The English pattern of lexicalisation in this domain often leaves intentionality unspecified. Our methodology involves an experimental elicitation of event verbalisations and recall memory responses to video stimuli by English and Spanish monolinguals and bilinguals. Data and analysis: The analysis has shown that the Spanish monolinguals and first language (L1) Spanish/L2 English speakers always distinguished between intentional and non-intentional events, while the English monolinguals and L1 English/L2 Spanish speakers generally used expressions that were underspecified with regard to intentionality. Findings/conclusions: All populations used their habitual language patterns as an aid to memory. Spanish monolingual had better recall than their English peers. L2 speakers were mainly relying on the L1 in spite of speaking only the L2 during the experiment. Originality: Possible effects of these typological differences between an L1 and an L2 on speaker recall memory have not been investigated before. Significance/implications: The research presented in this paper informs the theoretical assumptions related to the thinking-for-speaking hypothesis by showing empirically that late bilinguals adhere to their L1 patterns as an aid to memory while speaking in their L2. This novel finding contributes to an improved understanding of language processing and language use among late bilinguals
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