The Effect of Talker Identity on Dialect Processing

Recent work has suggested that bilingual listeners use the visual identity of the talker to form expectations about the language the talker will use, which then facilitates lexical processing. In the current study, we extend this work to see if there are analogous effects of talker identity on dialect processing, and whether the impact of talker identity depends on the regional background of the listener. Six actresses recorded stimuli in two dialectal guises, performing Southern US accents and standardized, regionally nonspecific US accents. Participants were introduced to the actresses via video as having one particular dialect type (familiarization), and then later did an audio-visual lexical decision task (test) where some trials would be dialectally congruent and some trials would be dialectally incongruent with their earlier experience of that talker. US English listeners from both Southern and non-Southern dialect regions participated. Listeners who self-reported having (Southern) accents were impacted by talker dialect congruence, performing best with a given dialect when it matched their experience of that talker. However, other listeners were not impacted by congruency, performing better with standardized tokens regardless. This mirrors findings in bilingualism research that early bilinguals are more sensitive to talker language pairing than monolinguals or late bilinguals. We ran three additional conditions without video and/or without a familiarization stage to confirm the importance of each component to observing the effect. Generally, without familiarization, Southern US listeners performed worse with Southern vs. standardized tokens, suggesting that without strong contextual cues indicating otherwise, these listeners may expect standardized tokens in experimental settings. There is some evidence that all listeners were somewhat sensitive to talker identity even from voice alone

Effects of musical ear training on lexical tone perception

The effect of short term musical experience on lexical tone perception was examined by administering four hours of daily musical ear training to non-tone language speakers. After training, participants showed some improvement in a tone labeling task, but not a tone discrimination task; however, this improvement did not differ reliably from controls indicating that short-term musical training is thus far not able to replicate language effects observed among lifelong musicians, but some linguistic differences between musicians and nonmusicians may likely be due to experience, rather than individual differences or other factors

Event-related brain potentials and second language learning: syntactic processing in late L2 learners at different L2 proficiency levels

Contains fulltext : 90316.pdf (publisher's version ) (Closed access)There are several major questions in the literature on late second language (L2) learning and processing. Some of these questions include: Can late L2 learners process an L2 in a native-like way? What is the nature of the differences in L2 processing among L2 learners at different levels of L2 proficiency? In this article, we review studies that addressed these questions using event-related brain potentials (ERPs) in late learners and that focused on syntactic processing. ERPs provide an on-line, millisecond-by-millisecond record of the brain's electrical activity during cognitive processing. ERP measures can thus provide valuable information on the timing and degree of neural activation as language processing (here: syntactic processing in L2) unfolds over time. After discussing the use of ERPs for the study of L2 learning and processing, we review electrophysiological studies on syntactic and morphosyntactic processing in late L2 learners with different levels of L2 proficiency. The currently available evidence indicates that patterns of neural activity in the brain during syntactic and morphosyntactic processing can be modulated by various, possibly interrelated, factors including the similarity or dissimilarity of syntactic structures in L2 and L1, the exact nature of the syntactic structure L2 learners seek to comprehend and the concomitant expectancies they can generate with regard to violations in this structure, and the L2 learners' level of L2 proficiency. Together these studies show that ERPs can successfully elucidate subtle differences in syntactic processing between L2 learners and native speakers, and among L2 learners at different levels of L2 proficiency, which are difficult to detect or that might have remained undetected with behavioural measures

Divergent Semantic Integration (DSI): Extracting Creativity from Narratives with Distributional Semantic Modeling

We developed a novel conceptualization of one component of creativity in narratives by integrating creativity theory and distributional semantics theory. We termed the new construct, divergent semantic integration (DSI), defined as the extent to which a narrative connects divergent ideas. Across nine studies, 27 different narrative prompts and over 3,500 short narratives, we compared six models of DSI that varied in their computational architecture. The best performing model employed Bidirectional Encoder Representations Transformer (BERT), which generates context-dependent numerical representations of words (i.e., embeddings). BERT DSI scores demonstrated impressive predictive power, explaining up to 72% of the variance in human creativity ratings, even approaching human inter-rater reliability for some tasks. BERT DSI scores showed equivalently high predictive power for expert and non-expert human ratings of creativity in narratives. Critically, DSI scores generalized across Ethnicity and English language proficiency, including individuals identifying as Hispanic and L2 English speakers. The integration of creativity and distributional semantics theory has substantial potential to generate novel hypotheses about creativity and novel operationalizations of its underlying processes and components. To facilitate new discoveries across diverse disciplines, we provide a tutorial with code (osf.io/ath2s) on how to compute DSI and a web app (semdis.wlu.psu.edu) to freely retrieve DSI scores

Oxa1 Directly Interacts with Atp9 and Mediates Its Assembly into the Mitochondrial F(1)F(o)-ATP Synthase Complex

The yeast Oxa1 protein is involved in the biogenesis of the mitochondrial oxidative phosphorylation (OXPHOS) machinery. The involvement of Oxa1 in the assembly of the cytochrome oxidase (COX) complex, where it facilitates the cotranslational membrane insertion of mitochondrially encoded COX subunits, is well documented. In this study we have addressed the role of Oxa1, and its sequence-related protein Cox18/Oxa2, in the biogenesis of the F(1)F(o)-ATP synthase complex. We demonstrate that Oxa1, but not Cox18/Oxa2, directly supports the assembly of the membrane embedded F(o)-sector of the ATP synthase. Oxa1 was found to physically interact with newly synthesized mitochondrially encoded Atp9 protein in a posttranslational manner and in a manner that is not dependent on the C-terminal, matrix-localized region of Oxa1. The stable manner of the Atp9-Oxa1 interaction is in contrast to the cotranslational and transient interaction previously observed for the mitochondrially encoded COX subunits with Oxa1. In the absence of Oxa1, Atp9 was observed to assemble into an oligomeric complex containing F(1)-subunits, but its further assembly with subunit 6 (Atp6) of the F(o)-sector was perturbed. We propose that by directly interacting with newly synthesized Atp9 in a posttranslational manner, Oxa1 is required to maintain the assembly competence of the Atp9-F(1)-subcomplex for its association with Atp6

Foreign language knowledge can influence native language performance in exclusively native contexts

Contains fulltext : 62494.pdf (publisher's version ) (Closed access)In three experiments, we studied the influence of foreign language knowledge on native language performance in an exclusively native language context. Trilinguals with Dutch as their native and dominant language (M), English as their second language (L2), and French as their third language (M) performed a word association task (Experiment 1) or a lexical decision task (Experiments 2 and 3) in L1. The L1 stimulus words were cognates with their translations in English, cognates with their translations in French, or were noncognates. In Experiments 1 and 2 with trilinguals who were highly proficient in English and relatively low in proficiency in French, we observed shorter word association and lexical decision times to the L1 words that were cognates with English than to the noncognates. In these relatively low-proficiency French speakers, response times (RTs) for the L1 words that were cognates with French did not differ from those for the noncognates. In Experiment 3, we tested Dutch-EnglishFrench trilinguals with a higher level of fluency in French (i.e., equally fluent in English and in French). We now observed faster responses on the L1 words that were cognates with French than on the noncognates. Lexical decision times to the cognates with English were also shorter than those to the non-cognates. The results indicate that words presented in the dominant language, to naive participants, activate information in the nontarget, and weaker, language in parallel, implying that the multilinguals' processing system is profoundly nonselective with respect to language. A minimal level of nontarget language fluency seems to be required, however, before any weaker language effects become noticeable in L1 processing

From Knowledge Representation to Writing Text: A Developmental Perspective

Contains fulltext : 73208.pdf (publisher's version ) (Closed access