Hispanic Male Self-efficacy and Its Effect on Persistence

The Hispanic male population has experienced a decline in four-year college enrollment rates and bachelor degree completion within the past ten years. To address this issue, this study focused on Hispanic male college freshman students, self-efficacy, and persistence in a South Texas four-year higher education institution. The study utilized an explanatory sequential mixed-methods approach. For the quantitative analysis, an efficacy survey, College Self-Efficacy Inventory, of Hispanic male students enrolled in mandatory freshman courses was analyzed. A logistic regression analysis was conducted to determine what amount of the total variance in persistence may be accounted for by self-efficacy. Qualitative data was collected through group and individual interviews with persistent students and non-persistent students. Themes that emerged from the qualitative data analysis explained the experiences of the students during their first year of college and the contributing factors that led to persistence or non-persistence decisions. The results of the quantitative analysis concluded that there was no significant amount of variance in persistence of students accounted for by self-efficacy. The qualitative themes that emerged from the student groups were family influences, campus relationships, student connections and resources, and living environment

Nobody doesn’t like negative concord

Languages vary with respect to whether sentences with two negative elements give rise to double negation or negative concord meanings. We explore an influential hypothesis about what governs this variation: namely, that whether a language exhibits double negation or negative concord is partly determined by the phonological and syntactic nature of its negative marker (Zeijlstra 2004; Jespersen 1917). For example, one version of this hypothesis argues that languages with affixal negation must be negative concord (Zeijlstra 2008). We use an artificial language learning experiment to investigate whether English speakers are sensitive to the status of the negative marker when learning double negation and negative concord languages. Our findings fail to provide evidence supporting this hypothesised connection. Instead, our results suggest that learners find it easier to learn negative concord languages compared to double negation languages independently of whether the negative marker is an adverb or an affix. This is in line with evidence from natural language acquisition (Thornton et al. 2016)

Are linguists better subjects?

Who are the best subjects for judgment tasks intended to test grammatical hypotheses? Michael Devitt ( [2006a] , [2006b] ) argues, on the basis of a hypothesis concerning the psychology of such judgments, that linguists themselves are. We present empirical evidence suggesting that the relevant divide is not between linguists and non-linguists, but between subjects with and without minimally sufficient task-specific knowledge. In particular, we show that subjects with at least some minimal exposure to or knowledge of such tasks tend to perform consistently with one another—greater knowledge of linguistics makes no further difference—while at the same time exhibiting markedly greater in-group consistency than those who have no previous exposure to or knowledge of such tasks and their goal

Innovation of word order harmony across development

The tendency for languages to use harmonic word order patterns—orders that place heads in a consistent position with respect to modifiers or other dependents—has been noted since the 1960s. As with many other statistical typological tendencies, there has been debate regarding whether harmony reflects properties of human cognition or forces external to it. Recent research using laboratory language learning has shown that children and adults find harmonic patterns easier to learn than nonharmonic patterns (Culbertson & Newport, 2015; Culbertson, Smolensky, & Legendre, 2012). This supports a link between learning and typological frequency: if harmonic patterns are easier to learn, while nonharmonic patterns are more likely to be targets of change, then, all things equal, harmonic patterns will be more frequent in the world’s languages. However, these previous studies relied on variation in the input as a mechanism for change in the lab; learners were exposed to variable word order, allowing them to shift the frequencies of different orders so that harmonic patterns became more frequent. Here we teach adult and child learners languages that are consistently nonharmonic, with no variation. While adults perfectly maintain these consistently nonharmonic patterns, young child learners innovate novel orders, changing nonharmonic patterns into harmonic ones

Speakers' cognitive representations of gender and number morphology shape cross-linguistic tendencies in morpheme order

Languages exhibit a tremendous amount of variation in how they organise and order morphemes within words; however, regularities are also found. For example, gender and number inflectional morphology tend to appear together within a single affix, and when they appear in two separate affixes, gender marking tends to be placed closer to the stem than number. Formal theories of gender and number have been designed (in part) to explain these tendencies. However, determining whether the abstract representations hypothesised by these theories indeed drive the patterns we find cross-linguistically is difficult, if not impossible, based on the natural language data alone. In this study we use an artificial language learning paradigm to test whether the inferences learners make about the order of gender and number affixes—in the absence of any explicit information in the input—accord with formal theories of how they are represented. We test two different populations, English and Italian speakers, with substantially differ- ent gender systems in their first language. Our results suggest a clear preference for placing gender closest to the noun across these populations, across different types of gender systems, and across prefixing and suffixing morphology. These results expand the range of behavioural evidence for the role of cognitive representations in determining morpheme order

Cross-linguistic patterns of morpheme order reflect cognitive biases: An experimental study of case and number morphology

A foundational goal of linguistics is to investigate whether shared features of the human cognitive system can explain how linguistic patterns are distributed across languages. In this paper we report a series of artificial language learning experiments which aim to test a hypothesised link between cognition and a persistent regularity of morpheme order: number morphemes (e.g., plural markers) tend to be ordered closer to noun stems than case morphemes (e.g., accusative markers) (Universal 39; Greenberg, 1963). We argue that this typological tendency may be driven by learners’ bias towards orders that reflect scopal relationships in morphosyntactic and semantic composition (Bybee, 1985; Rice, 2000; Culbertson & Adger, 2014). This bias is borne out by our experimental results: learners—in the absence of any evidence on how to order number and case morphology—consistently produce number closer to the noun stem. We replicate this effect across two populations (English and Japanese speakers). We also find that it holds independent of morpheme position (prefixal or suffixal), degree of boundedness (free or bound morphology), frequency, and which particular case/number feature values are instantiated in the overt markers (accusative or nominative, plural or singulative). However, we show that this tendency can be reversed when the form of the case marker is made highly dependent on the noun stem, suggesting an influence of an additional bias for local dependencies. Our results provide evidence that universal features of cognition may play a causal role in shaping the relative order of morphemes