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overflow: hidden; text-overflow: ellipsis; -webkit-line-clamp: 3; -webkit-box-orient: vertical; }</style><div class="col-xs-12 clearfix"><div class="u-floatLeft"><h1 class="PageHeader-title u-m0x u-fs30">Psycholinguistics</h1><div class="u-tcGrayDark">107,541 Followers</div><div class="u-tcGrayDark u-mt2x">Recent papers in <b>Psycholinguistics</b></div></div></div></div></div></div><div class="TabbedNavigation"><div class="container"><div class="row"><div class="col-xs-12 clearfix"><ul class="nav u-m0x u-p0x list-inline u-displayFlex"><li class="active"><a href="https://www.academia.edu/Documents/in/Psycholinguistics">Top Papers</a></li><li><a href="https://www.academia.edu/Documents/in/Psycholinguistics/MostCited">Most Cited Papers</a></li><li><a href="https://www.academia.edu/Documents/in/Psycholinguistics/MostDownloaded">Most Downloaded Papers</a></li><li><a href="https://www.academia.edu/Documents/in/Psycholinguistics/MostRecent">Newest Papers</a></li><li><a class="" href="https://www.academia.edu/People/Psycholinguistics">People</a></li></ul></div><style type="text/css">ul.nav{flex-direction:row}@media(max-width: 567px){ul.nav{flex-direction:column}.TabbedNavigation li{max-width:100%}.TabbedNavigation li.active{background-color:var(--background-grey, #dddde2)}.TabbedNavigation li.active:before,.TabbedNavigation li.active:after{display:none}}</style></div></div></div><div class="container"><div class="row"><div class="col-xs-12"><div class="u-displayFlex"><div class="u-flexGrow1"><div class="works"><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_74511888" data-work_id="74511888" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/74511888/Peculiarities_in_Understanding_of_Indirect_Meaning_of_Proverbs_and_Idioms_by_Children_of_Pre_School_Age">Peculiarities in Understanding of Indirect Meaning of Proverbs and Idioms by Children of Pre-School Age</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">The study reveales psycholinguistic peculiarities of understanding of indirect meaning of the proverbs and idioms of Ukrainian speaking pre-school children. The experiment took place on the basis of pre-school education establishments of... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_74511888" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">The study reveales psycholinguistic peculiarities of understanding of indirect meaning of the proverbs and idioms of Ukrainian speaking pre-school children. The experiment took place on the basis of pre-school education establishments of Ukraine. The participation number is 378 children at the age of 5 years (till 5.5 years). The used psycholinguistic methods are: а) «evaluation of understanding of the indirect metaphors meaning» (Vygotskyi, 2000); b) «evaluation of proverbs understanding» (Luriia, 1998). The other used psycholinguistic methods are: а) «Proverbs understanding» (Luriia, 1998), adopted for the diagnoses of metaphoric understanding of idioms meaning by children; b) «The interpretation choice of one of the given variants of meanings» (Baskakova & Glukhov, 2008; Eliseeva, Gutsc & Marini, 2017); c) selection of one of several possible paraphrases (Winner, Rosenstiel & Gardner, 1976; Vosniadou & Ortony, 1983). Children were proposed to express themselves in order to find o...</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/74511888" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="9c992cab717ec811564bee62288defaa" rel="nofollow" data-download="{"attachment_id":82638348,"asset_id":74511888,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/82638348/download_file?st=MTczMjgxMjU1Miw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="108237901" href="https://independent.academia.edu/LaboratoryofPsycholinguistics">Laboratory Psycholinguistics</a><script data-card-contents-for-user="108237901" type="text/json">{"id":108237901,"first_name":"Laboratory","last_name":"Psycholinguistics","domain_name":"independent","page_name":"LaboratoryofPsycholinguistics","display_name":"Laboratory Psycholinguistics","profile_url":"https://independent.academia.edu/LaboratoryofPsycholinguistics?f_ri=4972","photo":"https://0.academia-photos.com/108237901/25631610/24334903/s65_laboratory.psycholinguistics.jpg"}</script></span></span></li><li class="js-paper-rank-work_74511888 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="74511888"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 74511888, container: ".js-paper-rank-work_74511888", }); 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The experiment took place on the basis of pre-school education establishments of Ukraine. The participation number is 378 children at the age of 5 years (till 5.5 years). The used psycholinguistic methods are: а) «evaluation of understanding of the indirect metaphors meaning» (Vygotskyi, 2000); b) «evaluation of proverbs understanding» (Luriia, 1998). The other used psycholinguistic methods are: а) «Proverbs understanding» (Luriia, 1998), adopted for the diagnoses of metaphoric understanding of idioms meaning by children; b) «The interpretation choice of one of the given variants of meanings» (Baskakova \u0026 Glukhov, 2008; Eliseeva, Gutsc \u0026 Marini, 2017); c) selection of one of several possible paraphrases (Winner, Rosenstiel \u0026 Gardner, 1976; Vosniadou \u0026 Ortony, 1983). Children were proposed to express themselves in order to find o...","downloadable_attachments":[{"id":82638348,"asset_id":74511888,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":108237901,"first_name":"Laboratory","last_name":"Psycholinguistics","domain_name":"independent","page_name":"LaboratoryofPsycholinguistics","display_name":"Laboratory Psycholinguistics","profile_url":"https://independent.academia.edu/LaboratoryofPsycholinguistics?f_ri=4972","photo":"https://0.academia-photos.com/108237901/25631610/24334903/s65_laboratory.psycholinguistics.jpg"}],"research_interests":[{"id":4972,"name":"Psycholinguistics","url":"https://www.academia.edu/Documents/in/Psycholinguistics?f_ri=4972","nofollow":false},{"id":2368250,"name":"психолінгвістика","url":"https://www.academia.edu/Documents/in/%D0%BF%D1%81%D0%B8%D1%85%D0%BE%D0%BB%D1%96%D0%BD%D0%B3%D0%B2%D1%96%D1%81%D1%82%D0%B8%D0%BA%D0%B0?f_ri=4972","nofollow":false}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_6657830" data-work_id="6657830" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/6657830/Friesen_Lorin_and_Van_Dyke_Angelina_2014_A_Cognitive_Meta_Theory_that_Integrates_TESOL_and_Christianity">Friesen, Lorin and Van Dyke, Angelina. (2014). A Cognitive Meta-Theory that Integrates TESOL and Christianity.</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">"The presentation guides you to discover in a fresh way how TESOL is a partial and integral expression of the Christian path to wholeness by virtue of the process of cultural, linguistic and identity paradigm shifts. What a meta-cognitive... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_6657830" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">"The presentation guides you to discover in a fresh way how TESOL is a partial and integral expression of the Christian path to wholeness by virtue of the process of cultural, linguistic and identity paradigm shifts. What a meta-cognitive model integrating TESOL and Christianity does, is build from the empirical to the realm of the mind, heart and spirit - which is core transformation.  It’s a journey to an unseen and ideal place, much like Norton’s “imagined communities”.  This can be translated, of course, to Abraham’s journey to a heavenly city.  We meet our students there, in no-man’s-land as it were, and this model gives teachers and students a handle on how to move forward.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/6657830" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="93081d8a804126ecc974fc2368fc48fa" rel="nofollow" data-download="{"attachment_id":33390309,"asset_id":6657830,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/33390309/download_file?st=MTczMjgxMjU1Miw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="6990169" href="https://twu.academia.edu/AngelinaVanDyke">Angelina Van Dyke</a><script data-card-contents-for-user="6990169" type="text/json">{"id":6990169,"first_name":"Angelina","last_name":"Van Dyke","domain_name":"twu","page_name":"AngelinaVanDyke","display_name":"Angelina Van Dyke","profile_url":"https://twu.academia.edu/AngelinaVanDyke?f_ri=4972","photo":"https://0.academia-photos.com/6990169/3369090/3964335/s65_angelina.van_dyke.jpg"}</script></span></span></li><li class="js-paper-rank-work_6657830 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="6657830"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 6657830, container: ".js-paper-rank-work_6657830", }); 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(2014). A Cognitive Meta-Theory that Integrates TESOL and Christianity.","created_at":"2014-04-04T10:47:18.239-07:00","url":"https://www.academia.edu/6657830/Friesen_Lorin_and_Van_Dyke_Angelina_2014_A_Cognitive_Meta_Theory_that_Integrates_TESOL_and_Christianity?f_ri=4972","dom_id":"work_6657830","summary":"\"The presentation guides you to discover in a fresh way how TESOL is a partial and integral expression of the Christian path to wholeness by virtue of the process of cultural, linguistic and identity paradigm shifts. What a meta-cognitive model integrating TESOL and Christianity does, is build from the empirical to the realm of the mind, heart and spirit - which is core transformation. It’s a journey to an unseen and ideal place, much like Norton’s “imagined communities”. This can be translated, of course, to Abraham’s journey to a heavenly city. We meet our students there, in no-man’s-land as it were, and this model gives teachers and students a handle on how to move forward.","downloadable_attachments":[{"id":33390309,"asset_id":6657830,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":6990169,"first_name":"Angelina","last_name":"Van Dyke","domain_name":"twu","page_name":"AngelinaVanDyke","display_name":"Angelina Van Dyke","profile_url":"https://twu.academia.edu/AngelinaVanDyke?f_ri=4972","photo":"https://0.academia-photos.com/6990169/3369090/3964335/s65_angelina.van_dyke.jpg"}],"research_interests":[{"id":161,"name":"Neuroscience","url":"https://www.academia.edu/Documents/in/Neuroscience?f_ri=4972","nofollow":false},{"id":1302,"name":"Theology","url":"https://www.academia.edu/Documents/in/Theology?f_ri=4972","nofollow":false},{"id":2524,"name":"Sociolinguistics","url":"https://www.academia.edu/Documents/in/Sociolinguistics?f_ri=4972","nofollow":false},{"id":4972,"name":"Psycholinguistics","url":"https://www.academia.edu/Documents/in/Psycholinguistics?f_ri=4972","nofollow":false},{"id":5794,"name":"TESOL","url":"https://www.academia.edu/Documents/in/TESOL?f_ri=4972"},{"id":14577,"name":"Cognitive Science of Religion","url":"https://www.academia.edu/Documents/in/Cognitive_Science_of_Religion?f_ri=4972"},{"id":148966,"name":"Personal 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class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">How humans possess the language ability is a matter of long controversy among the linguists. Some of them believe that the ability of language is the result of innate knowledge. Unlike other species humans possess that innate ability... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_3226850" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">How humans possess the language ability is a matter of long controversy among the linguists. Some of them believe that the ability of language is the result of innate knowledge. Unlike other species humans possess that innate ability which is genetically coded. To them language is the outcome of nature (genes). Conversely, others claim that the ability of language is learned through experience extracting all the linguistic information from the outside environment. It is the outcome of nurture (environmental factors/stimuli). At present, there is no clear winner regarding the debate as both genes and environmental factors/stimuli seem to play a vital and important role in language acquisition.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/3226850" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="35f0baa587bb0e2acae38931e1a57e37" rel="nofollow" data-download="{"attachment_id":31387249,"asset_id":3226850,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/31387249/download_file?st=MTczMjgxMjU1Miw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="3498969" href="https://bracu.academia.edu/shanawazm">Mohammed Shanawaz</a><script data-card-contents-for-user="3498969" type="text/json">{"id":3498969,"first_name":"Mohammed","last_name":"Shanawaz","domain_name":"bracu","page_name":"shanawazm","display_name":"Mohammed Shanawaz","profile_url":"https://bracu.academia.edu/shanawazm?f_ri=4972","photo":"https://0.academia-photos.com/3498969/1193848/44521764/s65_mohammed.shanawaz.png"}</script></span></span></li><li class="js-paper-rank-work_3226850 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="3226850"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 3226850, container: ".js-paper-rank-work_3226850", }); 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$(".js-view-count[data-work-id=3226850]").text(description); $(".js-view-count-work_3226850").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_3226850").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="3226850"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">16</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="1008" href="https://www.academia.edu/Documents/in/Second_Language_Acquisition">Second Language Acquisition</a>, <script data-card-contents-for-ri="1008" type="text/json">{"id":1008,"name":"Second Language Acquisition","url":"https://www.academia.edu/Documents/in/Second_Language_Acquisition?f_ri=4972","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="1200" href="https://www.academia.edu/Documents/in/Languages_and_Linguistics">Languages and Linguistics</a>, <script data-card-contents-for-ri="1200" type="text/json">{"id":1200,"name":"Languages and Linguistics","url":"https://www.academia.edu/Documents/in/Languages_and_Linguistics?f_ri=4972","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="2524" href="https://www.academia.edu/Documents/in/Sociolinguistics">Sociolinguistics</a>, <script data-card-contents-for-ri="2524" type="text/json">{"id":2524,"name":"Sociolinguistics","url":"https://www.academia.edu/Documents/in/Sociolinguistics?f_ri=4972","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="4972" href="https://www.academia.edu/Documents/in/Psycholinguistics">Psycholinguistics</a><script data-card-contents-for-ri="4972" type="text/json">{"id":4972,"name":"Psycholinguistics","url":"https://www.academia.edu/Documents/in/Psycholinguistics?f_ri=4972","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=3226850]'), work: {"id":3226850,"title":"Nature vs. Nurture Debate in Language Acquisition","created_at":"2013-04-06T06:23:18.152-07:00","url":"https://www.academia.edu/3226850/Nature_vs_Nurture_Debate_in_Language_Acquisition?f_ri=4972","dom_id":"work_3226850","summary":"How humans possess the language ability is a matter of long controversy among the linguists. Some of them believe that the ability of language is the result of innate knowledge. Unlike other species humans possess that innate ability which is genetically coded. To them language is the outcome of nature (genes). Conversely, others claim that the ability of language is learned through experience extracting all the linguistic information from the outside environment. It is the outcome of nurture (environmental factors/stimuli). At present, there is no clear winner regarding the debate as both genes and environmental factors/stimuli seem to play a vital and important role in language acquisition.","downloadable_attachments":[{"id":31387249,"asset_id":3226850,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":3498969,"first_name":"Mohammed","last_name":"Shanawaz","domain_name":"bracu","page_name":"shanawazm","display_name":"Mohammed Shanawaz","profile_url":"https://bracu.academia.edu/shanawazm?f_ri=4972","photo":"https://0.academia-photos.com/3498969/1193848/44521764/s65_mohammed.shanawaz.png"}],"research_interests":[{"id":1008,"name":"Second Language Acquisition","url":"https://www.academia.edu/Documents/in/Second_Language_Acquisition?f_ri=4972","nofollow":false},{"id":1200,"name":"Languages and Linguistics","url":"https://www.academia.edu/Documents/in/Languages_and_Linguistics?f_ri=4972","nofollow":false},{"id":2524,"name":"Sociolinguistics","url":"https://www.academia.edu/Documents/in/Sociolinguistics?f_ri=4972","nofollow":false},{"id":4972,"name":"Psycholinguistics","url":"https://www.academia.edu/Documents/in/Psycholinguistics?f_ri=4972","nofollow":false},{"id":5794,"name":"TESOL","url":"https://www.academia.edu/Documents/in/TESOL?f_ri=4972"},{"id":6223,"name":"English","url":"https://www.academia.edu/Documents/in/English?f_ri=4972"},{"id":7709,"name":"Applied Linguistics","url":"https://www.academia.edu/Documents/in/Applied_Linguistics?f_ri=4972"},{"id":19681,"name":"TEFL","url":"https://www.academia.edu/Documents/in/TEFL?f_ri=4972"},{"id":50024,"name":"Language Teaching","url":"https://www.academia.edu/Documents/in/Language_Teaching?f_ri=4972"},{"id":50569,"name":"Language Learning","url":"https://www.academia.edu/Documents/in/Language_Learning?f_ri=4972"},{"id":61225,"name":"ELT","url":"https://www.academia.edu/Documents/in/ELT?f_ri=4972"},{"id":99517,"name":"English as a Foreign Language (EFL)","url":"https://www.academia.edu/Documents/in/English_as_a_Foreign_Language_EFL_?f_ri=4972"},{"id":181852,"name":"Young Learners","url":"https://www.academia.edu/Documents/in/Young_Learners?f_ri=4972"},{"id":225815,"name":"Second Language Acquisiton","url":"https://www.academia.edu/Documents/in/Second_Language_Acquisiton?f_ri=4972"},{"id":270435,"name":"Spoken English","url":"https://www.academia.edu/Documents/in/Spoken_English?f_ri=4972"},{"id":827606,"name":"English As a Second Language (ESL)","url":"https://www.academia.edu/Documents/in/English_As_a_Second_Language_ESL_?f_ri=4972"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_76610494" data-work_id="76610494" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/76610494/I_was_being_sarcastic_The_effect_of_foreign_accent_and_political_ideology_on_irony_mis_understanding">I was being sarcastic!: The effect of foreign accent and political ideology on irony (mis)understanding</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Misunderstood ironic intents may injure the conversation and impede connecting with others. Prior research suggests that ironic compliments, a rarer type of irony, are considered less ironic when spoken with a foreign accent. Using more... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_76610494" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Misunderstood ironic intents may injure the conversation and impede connecting with others. Prior research suggests that ironic compliments, a rarer type of irony, are considered less ironic when spoken with a foreign accent. Using more ecologically-valid stimuli with natural prosodic cues, we found that this effect also applied to ironic criticisms, not just to ironic compliments. English native speakers (N = 96) listened to dialogs between Canadian English speakers and their foreign-accented peers, rating targets on multiple scales (irony, certainty in the speaker&#39;s intent, appropriateness, and offensiveness). Generalized additive mixed modelling showed that 1) ironic comments were rated lower for irony when foreign-accented, whereas literal comments were unaffected by accent; 2) the listener&#39;s political orientation, but not empathy or need for cognitive closure, modulated irony detection accuracy. The results are discussed in terms of linguistic expectations, social distance, cultural stereotypes, and personality differences.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/76610494" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="38448809" href="https://ualberta.academia.edu/JuhaniJ%C3%A4rvikivi">Juhani Järvikivi</a><script data-card-contents-for-user="38448809" type="text/json">{"id":38448809,"first_name":"Juhani","last_name":"Järvikivi","domain_name":"ualberta","page_name":"JuhaniJärvikivi","display_name":"Juhani Järvikivi","profile_url":"https://ualberta.academia.edu/JuhaniJ%C3%A4rvikivi?f_ri=4972","photo":"https://0.academia-photos.com/38448809/13611796/14765309/s65_juhani.j_rvikivi.png"}</script></span></span></li><li class="js-paper-rank-work_76610494 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="76610494"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 76610494, container: ".js-paper-rank-work_76610494", }); });</script></li><li class="js-percentile-work_76610494 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 76610494; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_76610494"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_76610494 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="76610494"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 76610494; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=76610494]").text(description); $(".js-view-count-work_76610494").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_76610494").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="76610494"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">13</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="221" href="https://www.academia.edu/Documents/in/Psychology">Psychology</a>, <script data-card-contents-for-ri="221" type="text/json">{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=4972","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="237" href="https://www.academia.edu/Documents/in/Cognitive_Science">Cognitive Science</a>, <script data-card-contents-for-ri="237" type="text/json">{"id":237,"name":"Cognitive Science","url":"https://www.academia.edu/Documents/in/Cognitive_Science?f_ri=4972","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="4972" href="https://www.academia.edu/Documents/in/Psycholinguistics">Psycholinguistics</a>, <script data-card-contents-for-ri="4972" type="text/json">{"id":4972,"name":"Psycholinguistics","url":"https://www.academia.edu/Documents/in/Psycholinguistics?f_ri=4972","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="22292" href="https://www.academia.edu/Documents/in/Political_Ideology">Political Ideology</a><script data-card-contents-for-ri="22292" type="text/json">{"id":22292,"name":"Political Ideology","url":"https://www.academia.edu/Documents/in/Political_Ideology?f_ri=4972","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=76610494]'), work: {"id":76610494,"title":"I was being sarcastic!: The effect of foreign accent and political ideology on irony (mis)understanding","created_at":"2022-04-16T06:18:46.317-07:00","url":"https://www.academia.edu/76610494/I_was_being_sarcastic_The_effect_of_foreign_accent_and_political_ideology_on_irony_mis_understanding?f_ri=4972","dom_id":"work_76610494","summary":"Misunderstood ironic intents may injure the conversation and impede connecting with others. Prior research suggests that ironic compliments, a rarer type of irony, are considered less ironic when spoken with a foreign accent. Using more ecologically-valid stimuli with natural prosodic cues, we found that this effect also applied to ironic criticisms, not just to ironic compliments. English native speakers (N = 96) listened to dialogs between Canadian English speakers and their foreign-accented peers, rating targets on multiple scales (irony, certainty in the speaker\u0026#39;s intent, appropriateness, and offensiveness). Generalized additive mixed modelling showed that 1) ironic comments were rated lower for irony when foreign-accented, whereas literal comments were unaffected by accent; 2) the listener\u0026#39;s political orientation, but not empathy or need for cognitive closure, modulated irony detection accuracy. The results are discussed in terms of linguistic expectations, social distance, cultural stereotypes, and personality differences.","downloadable_attachments":[],"ordered_authors":[{"id":38448809,"first_name":"Juhani","last_name":"Järvikivi","domain_name":"ualberta","page_name":"JuhaniJärvikivi","display_name":"Juhani Järvikivi","profile_url":"https://ualberta.academia.edu/JuhaniJ%C3%A4rvikivi?f_ri=4972","photo":"https://0.academia-photos.com/38448809/13611796/14765309/s65_juhani.j_rvikivi.png"}],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=4972","nofollow":false},{"id":237,"name":"Cognitive Science","url":"https://www.academia.edu/Documents/in/Cognitive_Science?f_ri=4972","nofollow":false},{"id":4972,"name":"Psycholinguistics","url":"https://www.academia.edu/Documents/in/Psycholinguistics?f_ri=4972","nofollow":false},{"id":22292,"name":"Political Ideology","url":"https://www.academia.edu/Documents/in/Political_Ideology?f_ri=4972","nofollow":false},{"id":30048,"name":"Individual Differences","url":"https://www.academia.edu/Documents/in/Individual_Differences?f_ri=4972"},{"id":33887,"name":"Language Comprehension","url":"https://www.academia.edu/Documents/in/Language_Comprehension?f_ri=4972"},{"id":44848,"name":"Verbal Irony","url":"https://www.academia.edu/Documents/in/Verbal_Irony?f_ri=4972"},{"id":44886,"name":"Empathy","url":"https://www.academia.edu/Documents/in/Empathy?f_ri=4972"},{"id":46161,"name":"Foreign Accentedness","url":"https://www.academia.edu/Documents/in/Foreign_Accentedness?f_ri=4972"},{"id":153290,"name":"Need for Cognitive Closure","url":"https://www.academia.edu/Documents/in/Need_for_Cognitive_Closure?f_ri=4972"},{"id":262684,"name":"Personality Traits","url":"https://www.academia.edu/Documents/in/Personality_Traits?f_ri=4972"},{"id":897823,"name":"Elsevier","url":"https://www.academia.edu/Documents/in/Elsevier?f_ri=4972"},{"id":1701890,"name":"Socio-PsychoLinguistics","url":"https://www.academia.edu/Documents/in/Socio-PsychoLinguistics?f_ri=4972"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_69628934" data-work_id="69628934" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/69628934/Lexical_Preactivation_in_Basic_Linguistic_Phrases">Lexical Preactivation in Basic Linguistic Phrases</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">■ Many previous studies have shown that predictable words are read faster and lead to reduced neural activation, consistent with a model of reading in which words are activated in advance of being encountered. The nature of such... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_69628934" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">■ Many previous studies have shown that predictable words are read faster and lead to reduced neural activation, consistent with a model of reading in which words are activated in advance of being encountered. The nature of such preactivation, however, has typ-ically been studied indirectly through its subsequent effect on word recognition. Here, we use magnetoencephalography to study the dynamics of prediction within serially presented adjective–noun phrases, beginning at the point at which the pre-dictive information is first available to the reader. Using corpus transitional probability to estimate the predictability of a noun, we found an increase in activity in the left middle temporal gyrus in response to the presentation of highly predictive adjectives (i.e., adjectives that license a strong noun prediction). Moreover, we found that adjective predictivity and expected noun frequency interacted, such that the response to the highly predictive adjec-tives (e.g., stainless) was ...</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/69628934" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="30d9d032425ce3e390935ec96546d191" rel="nofollow" data-download="{"attachment_id":79650896,"asset_id":69628934,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/79650896/download_file?st=MTczMjgxMjU1Miw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="33442100" href="https://nyu.academia.edu/AlecMarantz">Alec Marantz</a><script data-card-contents-for-user="33442100" type="text/json">{"id":33442100,"first_name":"Alec","last_name":"Marantz","domain_name":"nyu","page_name":"AlecMarantz","display_name":"Alec Marantz","profile_url":"https://nyu.academia.edu/AlecMarantz?f_ri=4972","photo":"/images/s65_no_pic.png"}</script></span></span></li><li class="js-paper-rank-work_69628934 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="69628934"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 69628934, container: ".js-paper-rank-work_69628934", }); });</script></li><li class="js-percentile-work_69628934 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 69628934; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_69628934"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_69628934 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="69628934"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 69628934; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=69628934]").text(description); $(".js-view-count-work_69628934").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_69628934").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="69628934"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">12</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="221" href="https://www.academia.edu/Documents/in/Psychology">Psychology</a>, <script data-card-contents-for-ri="221" type="text/json">{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=4972","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="237" href="https://www.academia.edu/Documents/in/Cognitive_Science">Cognitive Science</a>, <script data-card-contents-for-ri="237" type="text/json">{"id":237,"name":"Cognitive Science","url":"https://www.academia.edu/Documents/in/Cognitive_Science?f_ri=4972","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="422" href="https://www.academia.edu/Documents/in/Computer_Science">Computer Science</a>, <script data-card-contents-for-ri="422" type="text/json">{"id":422,"name":"Computer Science","url":"https://www.academia.edu/Documents/in/Computer_Science?f_ri=4972","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="4972" href="https://www.academia.edu/Documents/in/Psycholinguistics">Psycholinguistics</a><script data-card-contents-for-ri="4972" type="text/json">{"id":4972,"name":"Psycholinguistics","url":"https://www.academia.edu/Documents/in/Psycholinguistics?f_ri=4972","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=69628934]'), work: {"id":69628934,"title":"Lexical Preactivation in Basic Linguistic Phrases","created_at":"2022-01-27T05:34:16.769-08:00","url":"https://www.academia.edu/69628934/Lexical_Preactivation_in_Basic_Linguistic_Phrases?f_ri=4972","dom_id":"work_69628934","summary":"■ Many previous studies have shown that predictable words are read faster and lead to reduced neural activation, consistent with a model of reading in which words are activated in advance of being encountered. The nature of such preactivation, however, has typ-ically been studied indirectly through its subsequent effect on word recognition. Here, we use magnetoencephalography to study the dynamics of prediction within serially presented adjective–noun phrases, beginning at the point at which the pre-dictive information is first available to the reader. Using corpus transitional probability to estimate the predictability of a noun, we found an increase in activity in the left middle temporal gyrus in response to the presentation of highly predictive adjectives (i.e., adjectives that license a strong noun prediction). Moreover, we found that adjective predictivity and expected noun frequency interacted, such that the response to the highly predictive adjec-tives (e.g., stainless) was ...","downloadable_attachments":[{"id":79650896,"asset_id":69628934,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":33442100,"first_name":"Alec","last_name":"Marantz","domain_name":"nyu","page_name":"AlecMarantz","display_name":"Alec Marantz","profile_url":"https://nyu.academia.edu/AlecMarantz?f_ri=4972","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=4972","nofollow":false},{"id":237,"name":"Cognitive Science","url":"https://www.academia.edu/Documents/in/Cognitive_Science?f_ri=4972","nofollow":false},{"id":422,"name":"Computer Science","url":"https://www.academia.edu/Documents/in/Computer_Science?f_ri=4972","nofollow":false},{"id":4972,"name":"Psycholinguistics","url":"https://www.academia.edu/Documents/in/Psycholinguistics?f_ri=4972","nofollow":false},{"id":5356,"name":"Magnetoencephalography","url":"https://www.academia.edu/Documents/in/Magnetoencephalography?f_ri=4972"},{"id":9471,"name":"Reading","url":"https://www.academia.edu/Documents/in/Reading?f_ri=4972"},{"id":21548,"name":"Cognitive Neuroscience","url":"https://www.academia.edu/Documents/in/Cognitive_Neuroscience?f_ri=4972"},{"id":26327,"name":"Medicine","url":"https://www.academia.edu/Documents/in/Medicine?f_ri=4972"},{"id":28576,"name":"Prefrontal Cortex","url":"https://www.academia.edu/Documents/in/Prefrontal_Cortex?f_ri=4972"},{"id":57557,"name":"Temporal Lobe","url":"https://www.academia.edu/Documents/in/Temporal_Lobe?f_ri=4972"},{"id":133057,"name":"Young Adult","url":"https://www.academia.edu/Documents/in/Young_Adult?f_ri=4972"},{"id":1239755,"name":"Neurosciences","url":"https://www.academia.edu/Documents/in/Neurosciences?f_ri=4972"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_47258800" data-work_id="47258800" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/47258800/Benefits_and_costs_of_lexical_decomposition_and_semantic_integration_during_the_processing_of_transparent_and_opaque_English_compounds">Benefits and costs of lexical decomposition and semantic integration during the processing of transparent and opaque English compounds</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Six lexical decision experiments were conducted to examine the influence of complex structure on the processing speed of English compounds. All experiments revealed that semantically transparent compounds (eg, rosebud) were processed more... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_47258800" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Six lexical decision experiments were conducted to examine the influence of complex structure on the processing speed of English compounds. All experiments revealed that semantically transparent compounds (eg, rosebud) were processed more quickly than matched monomorphemic words (eg, giraffe). Opaque compounds (eg, hogwash) were also processed more quickly than monomorphemic words. However, when the experimental materials and/or procedure encouraged decomposition/integration, this advantage ...</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/47258800" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="32419851" href="https://ualberta.academia.edu/ThomasSpalding">Thomas Spalding</a><script data-card-contents-for-user="32419851" type="text/json">{"id":32419851,"first_name":"Thomas","last_name":"Spalding","domain_name":"ualberta","page_name":"ThomasSpalding","display_name":"Thomas Spalding","profile_url":"https://ualberta.academia.edu/ThomasSpalding?f_ri=4972","photo":"/images/s65_no_pic.png"}</script></span></span></li><li class="js-paper-rank-work_47258800 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="47258800"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 47258800, container: ".js-paper-rank-work_47258800", }); });</script></li><li class="js-percentile-work_47258800 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 47258800; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_47258800"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_47258800 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="47258800"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 47258800; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=47258800]").text(description); $(".js-view-count-work_47258800").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_47258800").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="47258800"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">19</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="221" href="https://www.academia.edu/Documents/in/Psychology">Psychology</a>, <script data-card-contents-for-ri="221" type="text/json">{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=4972","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="237" href="https://www.academia.edu/Documents/in/Cognitive_Science">Cognitive Science</a>, <script data-card-contents-for-ri="237" type="text/json">{"id":237,"name":"Cognitive Science","url":"https://www.academia.edu/Documents/in/Cognitive_Science?f_ri=4972","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="1206" href="https://www.academia.edu/Documents/in/Lexicology">Lexicology</a>, <script data-card-contents-for-ri="1206" type="text/json">{"id":1206,"name":"Lexicology","url":"https://www.academia.edu/Documents/in/Lexicology?f_ri=4972","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="2349" href="https://www.academia.edu/Documents/in/Semantics">Semantics</a><script data-card-contents-for-ri="2349" type="text/json">{"id":2349,"name":"Semantics","url":"https://www.academia.edu/Documents/in/Semantics?f_ri=4972","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=47258800]'), work: {"id":47258800,"title":"Benefits and costs of lexical decomposition and semantic integration during the processing of transparent and opaque English compounds","created_at":"2021-04-21T08:58:52.487-07:00","url":"https://www.academia.edu/47258800/Benefits_and_costs_of_lexical_decomposition_and_semantic_integration_during_the_processing_of_transparent_and_opaque_English_compounds?f_ri=4972","dom_id":"work_47258800","summary":"Six lexical decision experiments were conducted to examine the influence of complex structure on the processing speed of English compounds. All experiments revealed that semantically transparent compounds (eg, rosebud) were processed more quickly than matched monomorphemic words (eg, giraffe). Opaque compounds (eg, hogwash) were also processed more quickly than monomorphemic words. However, when the experimental materials and/or procedure encouraged decomposition/integration, this advantage ...","downloadable_attachments":[],"ordered_authors":[{"id":32419851,"first_name":"Thomas","last_name":"Spalding","domain_name":"ualberta","page_name":"ThomasSpalding","display_name":"Thomas Spalding","profile_url":"https://ualberta.academia.edu/ThomasSpalding?f_ri=4972","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=4972","nofollow":false},{"id":237,"name":"Cognitive Science","url":"https://www.academia.edu/Documents/in/Cognitive_Science?f_ri=4972","nofollow":false},{"id":1206,"name":"Lexicology","url":"https://www.academia.edu/Documents/in/Lexicology?f_ri=4972","nofollow":false},{"id":2349,"name":"Semantics","url":"https://www.academia.edu/Documents/in/Semantics?f_ri=4972","nofollow":false},{"id":4972,"name":"Psycholinguistics","url":"https://www.academia.edu/Documents/in/Psycholinguistics?f_ri=4972"},{"id":6223,"name":"English","url":"https://www.academia.edu/Documents/in/English?f_ri=4972"},{"id":6414,"name":"Decomposition","url":"https://www.academia.edu/Documents/in/Decomposition?f_ri=4972"},{"id":49105,"name":"Morphological Processing in Lexical Access","url":"https://www.academia.edu/Documents/in/Morphological_Processing_in_Lexical_Access?f_ri=4972"},{"id":76184,"name":"Compound words","url":"https://www.academia.edu/Documents/in/Compound_words?f_ri=4972"},{"id":165418,"name":"Lexical Decision","url":"https://www.academia.edu/Documents/in/Lexical_Decision?f_ri=4972"},{"id":171307,"name":"Lexical access","url":"https://www.academia.edu/Documents/in/Lexical_access?f_ri=4972"},{"id":173953,"name":"Semantic Transparency","url":"https://www.academia.edu/Documents/in/Semantic_Transparency?f_ri=4972"},{"id":173954,"name":"Lexical Decomposition","url":"https://www.academia.edu/Documents/in/Lexical_Decomposition?f_ri=4972"},{"id":208996,"name":"Cognitive processes","url":"https://www.academia.edu/Documents/in/Cognitive_processes?f_ri=4972"},{"id":247345,"name":"Experiments","url":"https://www.academia.edu/Documents/in/Experiments?f_ri=4972"},{"id":361019,"name":"Semantic Integration","url":"https://www.academia.edu/Documents/in/Semantic_Integration?f_ri=4972"},{"id":412086,"name":"Language and Memory","url":"https://www.academia.edu/Documents/in/Language_and_Memory?f_ri=4972"},{"id":1010854,"name":"Complex Structure","url":"https://www.academia.edu/Documents/in/Complex_Structure?f_ri=4972"},{"id":2732270,"name":"Compound","url":"https://www.academia.edu/Documents/in/Compound?f_ri=4972"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_17053252" data-work_id="17053252" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/17053252/Linguistic_constraints_on_literacy_development_Introduction_to_the_special_issue">Linguistic constraints on literacy development: Introduction to the special issue</a></div></div><div class="u-pb4x u-mt3x"></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/17053252" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="7f9833f3fb7eefbe00e137a802a07f25" rel="nofollow" data-download="{"attachment_id":42338772,"asset_id":17053252,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/42338772/download_file?st=MTczMjgxMjU1Miw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="29808287" href="https://wustl.academia.edu/RebeccaTreiman">Rebecca Treiman</a><script data-card-contents-for-user="29808287" type="text/json">{"id":29808287,"first_name":"Rebecca","last_name":"Treiman","domain_name":"wustl","page_name":"RebeccaTreiman","display_name":"Rebecca Treiman","profile_url":"https://wustl.academia.edu/RebeccaTreiman?f_ri=4972","photo":"https://0.academia-photos.com/29808287/8577337/9582240/s65_rebecca.treiman.jpg_oh_66a7e9431c887bd347932124def8ff91_oe_55dbaa3c___gda___1437391122_7d8caaebcaf2e42a628de220c7c3a57c"}</script></span></span></li><li class="js-paper-rank-work_17053252 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="17053252"><i class="u-m1x fa 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view-count u-mr2x" data-work-id="17053252"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 17053252; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=17053252]").text(description); $(".js-view-count-work_17053252").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_17053252").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="17053252"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">11</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="221" href="https://www.academia.edu/Documents/in/Psychology">Psychology</a>, <script data-card-contents-for-ri="221" type="text/json">{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=4972","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="237" href="https://www.academia.edu/Documents/in/Cognitive_Science">Cognitive Science</a>, <script data-card-contents-for-ri="237" type="text/json">{"id":237,"name":"Cognitive Science","url":"https://www.academia.edu/Documents/in/Cognitive_Science?f_ri=4972","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="2139" href="https://www.academia.edu/Documents/in/Phonetics">Phonetics</a>, <script data-card-contents-for-ri="2139" type="text/json">{"id":2139,"name":"Phonetics","url":"https://www.academia.edu/Documents/in/Phonetics?f_ri=4972","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="4972" href="https://www.academia.edu/Documents/in/Psycholinguistics">Psycholinguistics</a><script data-card-contents-for-ri="4972" type="text/json">{"id":4972,"name":"Psycholinguistics","url":"https://www.academia.edu/Documents/in/Psycholinguistics?f_ri=4972","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=17053252]'), work: {"id":17053252,"title":"Linguistic constraints on literacy development: Introduction to the special 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Science","url":"https://www.academia.edu/Documents/in/Cognitive_Science?f_ri=4972","nofollow":false},{"id":2139,"name":"Phonetics","url":"https://www.academia.edu/Documents/in/Phonetics?f_ri=4972","nofollow":false},{"id":4972,"name":"Psycholinguistics","url":"https://www.academia.edu/Documents/in/Psycholinguistics?f_ri=4972","nofollow":false},{"id":7370,"name":"Symbolism","url":"https://www.academia.edu/Documents/in/Symbolism?f_ri=4972"},{"id":9471,"name":"Reading","url":"https://www.academia.edu/Documents/in/Reading?f_ri=4972"},{"id":9851,"name":"Language Development","url":"https://www.academia.edu/Documents/in/Language_Development?f_ri=4972"},{"id":10249,"name":"Writing","url":"https://www.academia.edu/Documents/in/Writing?f_ri=4972"},{"id":18174,"name":"Language","url":"https://www.academia.edu/Documents/in/Language?f_ri=4972"},{"id":57511,"name":"Cross-Cultural Comparison","url":"https://www.academia.edu/Documents/in/Cross-Cultural_Comparison?f_ri=4972"},{"id":64933,"name":"Child","url":"https://www.academia.edu/Documents/in/Child?f_ri=4972"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_20858247" data-work_id="20858247" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/20858247/Continuous_Mapping_From_Sound_to_Meaning_in_Spoken_Language_Comprehension_Immediate_Effects_of_Verb_Based_Thematic_Constraints">Continuous Mapping From Sound to Meaning in Spoken-Language Comprehension: Immediate Effects of Verb-Based Thematic Constraints</a></div></div><div class="u-pb4x u-mt3x"></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div 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Science","url":"https://www.academia.edu/Documents/in/Cognitive_Science?f_ri=4972","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="4972" href="https://www.academia.edu/Documents/in/Psycholinguistics">Psycholinguistics</a>, <script data-card-contents-for-ri="4972" type="text/json">{"id":4972,"name":"Psycholinguistics","url":"https://www.academia.edu/Documents/in/Psycholinguistics?f_ri=4972","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="9471" href="https://www.academia.edu/Documents/in/Reading">Reading</a><script data-card-contents-for-ri="9471" type="text/json">{"id":9471,"name":"Reading","url":"https://www.academia.edu/Documents/in/Reading?f_ri=4972","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=49689514]'), work: {"id":49689514,"title":"Q2Stress: A database for multiple cues to stress assignment in 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class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/48304017/The_d_Prime_Directive_Assessing_Costs_and_Benefits_in_Recognition_by_Dissociating_Mixed_List_False_Alarm_Rates">The d-Prime Directive: Assessing Costs and Benefits in Recognition by Dissociating Mixed-List False Alarm Rates</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">It can be difficult to judge the effectiveness of encoding techniques in a within-subject design. Consider the production effect-the finding that words read aloud are better remembered than words read silently. In the absence of a... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_48304017" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">It can be difficult to judge the effectiveness of encoding techniques in a within-subject design. Consider the production effect-the finding that words read aloud are better remembered than words read silently. In the absence of a baseline, a within-subject production effect in a mixed study list could reflect a benefit of reading aloud, a cost of reading silently, or both. To help interpret within-subject data, memory researchers have compared within-subject and between-subjects designs, with the between-subjects (i.e., pure list) conditions serving as baselines against which the within-subject (i.e., mixed-list) conditions are compared. In the present article, the authors highlight a shortcoming of using this comparison to assess costs and benefits in recognition. Unlike between-subjects experiments where separate false alarm rates are obtained for each condition, the typical within-subject experiment yields a collapsed false alarm rate, which, the authors argue, can potentially b...</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/48304017" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="da23e4952f6f4c953105024f7fd544f6" rel="nofollow" data-download="{"attachment_id":66987420,"asset_id":48304017,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/66987420/download_file?st=MTczMjgxMjU1Miw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="32540857" href="https://uwaterloo.academia.edu/ColinMacleod">Colin Macleod</a><script data-card-contents-for-user="32540857" type="text/json">{"id":32540857,"first_name":"Colin","last_name":"Macleod","domain_name":"uwaterloo","page_name":"ColinMacleod","display_name":"Colin Macleod","profile_url":"https://uwaterloo.academia.edu/ColinMacleod?f_ri=4972","photo":"/images/s65_no_pic.png"}</script></span></span></li><li class="js-paper-rank-work_48304017 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="48304017"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 48304017, container: ".js-paper-rank-work_48304017", }); 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$(".js-view-count[data-work-id=48304017]").text(description); $(".js-view-count-work_48304017").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_48304017").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="48304017"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">14</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="221" href="https://www.academia.edu/Documents/in/Psychology">Psychology</a>, <script data-card-contents-for-ri="221" type="text/json">{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=4972","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="237" href="https://www.academia.edu/Documents/in/Cognitive_Science">Cognitive Science</a>, <script data-card-contents-for-ri="237" type="text/json">{"id":237,"name":"Cognitive Science","url":"https://www.academia.edu/Documents/in/Cognitive_Science?f_ri=4972","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="3595" href="https://www.academia.edu/Documents/in/Individuality">Individuality</a>, <script data-card-contents-for-ri="3595" type="text/json">{"id":3595,"name":"Individuality","url":"https://www.academia.edu/Documents/in/Individuality?f_ri=4972","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="4972" href="https://www.academia.edu/Documents/in/Psycholinguistics">Psycholinguistics</a><script data-card-contents-for-ri="4972" type="text/json">{"id":4972,"name":"Psycholinguistics","url":"https://www.academia.edu/Documents/in/Psycholinguistics?f_ri=4972","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=48304017]'), work: {"id":48304017,"title":"The d-Prime Directive: Assessing Costs and Benefits in Recognition by Dissociating Mixed-List False Alarm Rates","created_at":"2021-05-04T12:44:48.020-07:00","url":"https://www.academia.edu/48304017/The_d_Prime_Directive_Assessing_Costs_and_Benefits_in_Recognition_by_Dissociating_Mixed_List_False_Alarm_Rates?f_ri=4972","dom_id":"work_48304017","summary":"It can be difficult to judge the effectiveness of encoding techniques in a within-subject design. 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Plenary speech delivered at the Academic Conference on "Language and Modernization", 18-20, October, 2017, Macao . (論語言與認知的跨學科研究成果與趨勢 —— 以工作記憶為視角)</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">“語言與現代化”學術研討會 2017年10月18-20日，澳門主旨演講：論語言與認知的跨學科研究成果與趨勢 —— 以工作記憶為視角溫植勝博士、副教授澳門理工學院語言暨翻譯學校... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_34931009" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">“語言與現代化”學術研討會<br />  2017年10月18-20日，澳門<br /><br />主旨演講：<br />論語言與認知的跨學科研究成果與趨勢<br />—— 以工作記憶為視角<br /><br />溫植勝博士、副教授<br />澳門理工學院語言暨翻譯學校<br /><br />【摘要】：本文的目的旨在展示國內外認知科學界和語言學界圍繞工作記憶與語言學習所展開的跨學科研究所取得的最新成果，並藉此對今後的相關研究做出展望。文章首先扼要回顧總結認知（神經）科學界對工作記憶進行的多層面本體研究，然後將這些研究成果與語言學界研究界近年探討工作記憶對語言學習不同方面影響作用的實證研究結果想結合，繼而提出一個工作記憶與語言習得的創新性理論假設與研究框架。文章將結合現有的研究成果著重對今後的相關研究提出多方面的具體建議。<br /><br /><br /><br />【演講者簡介】：溫植勝博士，現為澳門理工學院語言暨翻譯高等學校副教授，中國英漢語比較研究會心理語言學專業委員會理事。香港中文大學應用語言學博士，美國密歇根大學訪問研究學者。任教於粵港澳多所重點高校本科和研究生課程多年，在國內外重要學術期刊發表論文30多篇；近年致力於語言習得與認知科學等交叉學科的理論與實踐研究，其英文學術專著（2016）和編著（2015）由英國著名的Multilingual Matters出版。曾獲語言學界國際頂尖期刊《語言學習》2012年度頒發的“《語言學習》期刊圓桌會議專項研究基金”獎項資助。<br />(Contact: (853)8599-6389; Email: <a href="mailto:edwardwen@ipm.edu.mo" rel="nofollow">edwardwen@ipm.edu.mo</a>)</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/34931009" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="85d583177af135c480d2a69d1b99945e" rel="nofollow" data-download="{"attachment_id":54792504,"asset_id":34931009,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/54792504/download_file?st=MTczMjgxMjU1Miw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="717808" href="https://hksyu.academia.edu/ZhishengWenEdward">Zhisheng Wen (Edward)</a><script data-card-contents-for-user="717808" type="text/json">{"id":717808,"first_name":"Zhisheng","last_name":"Wen (Edward)","domain_name":"hksyu","page_name":"ZhishengWenEdward","display_name":"Zhisheng Wen (Edward)","profile_url":"https://hksyu.academia.edu/ZhishengWenEdward?f_ri=4972","photo":"https://0.academia-photos.com/717808/244465/11859010/s65_zhisheng.wen_edward_.jpg"}</script></span></span></li><li class="js-paper-rank-work_34931009 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="34931009"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 34931009, container: ".js-paper-rank-work_34931009", }); 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$(".js-view-count[data-work-id=34931009]").text(description); $(".js-view-count-work_34931009").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_34931009").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="34931009"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">22</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="236" href="https://www.academia.edu/Documents/in/Cognitive_Psychology">Cognitive Psychology</a>, <script data-card-contents-for-ri="236" type="text/json">{"id":236,"name":"Cognitive Psychology","url":"https://www.academia.edu/Documents/in/Cognitive_Psychology?f_ri=4972","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="237" href="https://www.academia.edu/Documents/in/Cognitive_Science">Cognitive Science</a>, <script data-card-contents-for-ri="237" type="text/json">{"id":237,"name":"Cognitive Science","url":"https://www.academia.edu/Documents/in/Cognitive_Science?f_ri=4972","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="252" href="https://www.academia.edu/Documents/in/Developmental_Psychology">Developmental Psychology</a>, <script data-card-contents-for-ri="252" type="text/json">{"id":252,"name":"Developmental Psychology","url":"https://www.academia.edu/Documents/in/Developmental_Psychology?f_ri=4972","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="767" href="https://www.academia.edu/Documents/in/Anthropology">Anthropology</a><script data-card-contents-for-ri="767" type="text/json">{"id":767,"name":"Anthropology","url":"https://www.academia.edu/Documents/in/Anthropology?f_ri=4972","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=34931009]'), work: {"id":34931009,"title":"Towards an interdisciplinary research agenda for working memory and language acquisition. Plenary speech delivered at the Academic Conference on \"Language and Modernization\", 18-20, October, 2017, Macao . (論語言與認知的跨學科研究成果與趨勢 —— 以工作記憶為視角)","created_at":"2017-10-23T03:37:16.174-07:00","url":"https://www.academia.edu/34931009/Towards_an_interdisciplinary_research_agenda_for_working_memory_and_language_acquisition_Plenary_speech_delivered_at_the_Academic_Conference_on_Language_and_Modernization_18_20_October_2017_Macao_%E8%AB%96%E8%AA%9E%E8%A8%80%E8%88%87%E8%AA%8D%E7%9F%A5%E7%9A%84%E8%B7%A8%E5%AD%B8%E7%A7%91%E7%A0%94%E7%A9%B6%E6%88%90%E6%9E%9C%E8%88%87%E8%B6%A8%E5%8B%A2_%E4%BB%A5%E5%B7%A5%E4%BD%9C%E8%A8%98%E6%86%B6%E7%82%BA%E8%A6%96%E8%A7%92_?f_ri=4972","dom_id":"work_34931009","summary":"“語言與現代化”學術研討會\n 2017年10月18-20日，澳門\n\n主旨演講：\n論語言與認知的跨學科研究成果與趨勢\n—— 以工作記憶為視角\n\n溫植勝博士、副教授\n澳門理工學院語言暨翻譯學校\n\n【摘要】：本文的目的旨在展示國內外認知科學界和語言學界圍繞工作記憶與語言學習所展開的跨學科研究所取得的最新成果，並藉此對今後的相關研究做出展望。文章首先扼要回顧總結認知（神經）科學界對工作記憶進行的多層面本體研究，然後將這些研究成果與語言學界研究界近年探討工作記憶對語言學習不同方面影響作用的實證研究結果想結合，繼而提出一個工作記憶與語言習得的創新性理論假設與研究框架。文章將結合現有的研究成果著重對今後的相關研究提出多方面的具體建議。\n\n\n\n【演講者簡介】：溫植勝博士，現為澳門理工學院語言暨翻譯高等學校副教授，中國英漢語比較研究會心理語言學專業委員會理事。香港中文大學應用語言學博士，美國密歇根大學訪問研究學者。任教於粵港澳多所重點高校本科和研究生課程多年，在國內外重要學術期刊發表論文30多篇；近年致力於語言習得與認知科學等交叉學科的理論與實踐研究，其英文學術專著（2016）和編著（2015）由英國著名的Multilingual Matters出版。曾獲語言學界國際頂尖期刊《語言學習》2012年度頒發的“《語言學習》期刊圓桌會議專項研究基金”獎項資助。\n(Contact: (853)8599-6389; Email: edwardwen@ipm.edu.mo)\n\n","downloadable_attachments":[{"id":54792504,"asset_id":34931009,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":717808,"first_name":"Zhisheng","last_name":"Wen (Edward)","domain_name":"hksyu","page_name":"ZhishengWenEdward","display_name":"Zhisheng Wen (Edward)","profile_url":"https://hksyu.academia.edu/ZhishengWenEdward?f_ri=4972","photo":"https://0.academia-photos.com/717808/244465/11859010/s65_zhisheng.wen_edward_.jpg"}],"research_interests":[{"id":236,"name":"Cognitive Psychology","url":"https://www.academia.edu/Documents/in/Cognitive_Psychology?f_ri=4972","nofollow":false},{"id":237,"name":"Cognitive Science","url":"https://www.academia.edu/Documents/in/Cognitive_Science?f_ri=4972","nofollow":false},{"id":252,"name":"Developmental Psychology","url":"https://www.academia.edu/Documents/in/Developmental_Psychology?f_ri=4972","nofollow":false},{"id":767,"name":"Anthropology","url":"https://www.academia.edu/Documents/in/Anthropology?f_ri=4972","nofollow":false},{"id":1008,"name":"Second Language Acquisition","url":"https://www.academia.edu/Documents/in/Second_Language_Acquisition?f_ri=4972"},{"id":1200,"name":"Languages and Linguistics","url":"https://www.academia.edu/Documents/in/Languages_and_Linguistics?f_ri=4972"},{"id":3268,"name":"Computational Linguistics","url":"https://www.academia.edu/Documents/in/Computational_Linguistics?f_ri=4972"},{"id":4972,"name":"Psycholinguistics","url":"https://www.academia.edu/Documents/in/Psycholinguistics?f_ri=4972"},{"id":6642,"name":"Language Evolution","url":"https://www.academia.edu/Documents/in/Language_Evolution?f_ri=4972"},{"id":7709,"name":"Applied Linguistics","url":"https://www.academia.edu/Documents/in/Applied_Linguistics?f_ri=4972"},{"id":8538,"name":"Working Memory","url":"https://www.academia.edu/Documents/in/Working_Memory?f_ri=4972"},{"id":17074,"name":"Developmental Psycholinguistics","url":"https://www.academia.edu/Documents/in/Developmental_Psycholinguistics?f_ri=4972"},{"id":17975,"name":"Cognitive Anthropology","url":"https://www.academia.edu/Documents/in/Cognitive_Anthropology?f_ri=4972"},{"id":21099,"name":"Cognitive Neuroscience (in Cognition/Cognitive Development)","url":"https://www.academia.edu/Documents/in/Cognitive_Neuroscience_in_Cognition_Cognitive_Development_?f_ri=4972"},{"id":21548,"name":"Cognitive Neuroscience","url":"https://www.academia.edu/Documents/in/Cognitive_Neuroscience?f_ri=4972"},{"id":24781,"name":"Working memory (Psychology)","url":"https://www.academia.edu/Documents/in/Working_memory_Psychology_?f_ri=4972"},{"id":46937,"name":"Cognitive Sciences","url":"https://www.academia.edu/Documents/in/Cognitive_Sciences?f_ri=4972"},{"id":46948,"name":"Bilingualism and Multilingualism","url":"https://www.academia.edu/Documents/in/Bilingualism_and_Multilingualism?f_ri=4972"},{"id":47268,"name":"Bilingualism","url":"https://www.academia.edu/Documents/in/Bilingualism?f_ri=4972"},{"id":58513,"name":"Learning and Memory","url":"https://www.academia.edu/Documents/in/Learning_and_Memory-1?f_ri=4972"},{"id":79185,"name":"Bilingualism and the brain","url":"https://www.academia.edu/Documents/in/Bilingualism_and_the_brain-1?f_ri=4972"},{"id":720319,"name":"Language and Musical Aptitude","url":"https://www.academia.edu/Documents/in/Language_and_Musical_Aptitude?f_ri=4972"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_442241" data-work_id="442241" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/442241/Confirmation_Bias_in_a_Simulated_Research_Environment_1977">Confirmation Bias in a Simulated Research Environment 1977</a></div></div><div class="u-pb4x u-mt3x"></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/442241" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="cada388be3826ebf370a7de36fa0fcbe" rel="nofollow" data-download="{"attachment_id":2265149,"asset_id":442241,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/2265149/download_file?st=MTczMjgxMjU1Miw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="331834" href="https://bgsu.academia.edu/RyanTweney">Ryan Tweney</a><script data-card-contents-for-user="331834" type="text/json">{"id":331834,"first_name":"Ryan","last_name":"Tweney","domain_name":"bgsu","page_name":"RyanTweney","display_name":"Ryan Tweney","profile_url":"https://bgsu.academia.edu/RyanTweney?f_ri=4972","photo":"https://0.academia-photos.com/331834/138200/160228/s65_ryan.tweney.jpg"}</script></span></span></li><li class="js-paper-rank-work_442241 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="442241"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 442241, container: ".js-paper-rank-work_442241", }); });</script></li><li class="js-percentile-work_442241 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 442241; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_442241"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_442241 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="442241"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 442241; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=442241]").text(description); $(".js-view-count-work_442241").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_442241").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="442241"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">9</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="1417" href="https://www.academia.edu/Documents/in/Language_Acquisition">Language Acquisition</a>, <script data-card-contents-for-ri="1417" type="text/json">{"id":1417,"name":"Language Acquisition","url":"https://www.academia.edu/Documents/in/Language_Acquisition?f_ri=4972","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="2349" href="https://www.academia.edu/Documents/in/Semantics">Semantics</a>, <script data-card-contents-for-ri="2349" type="text/json">{"id":2349,"name":"Semantics","url":"https://www.academia.edu/Documents/in/Semantics?f_ri=4972","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="4972" href="https://www.academia.edu/Documents/in/Psycholinguistics">Psycholinguistics</a>, <script data-card-contents-for-ri="4972" type="text/json">{"id":4972,"name":"Psycholinguistics","url":"https://www.academia.edu/Documents/in/Psycholinguistics?f_ri=4972","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="6671" href="https://www.academia.edu/Documents/in/Syntax">Syntax</a><script data-card-contents-for-ri="6671" type="text/json">{"id":6671,"name":"Syntax","url":"https://www.academia.edu/Documents/in/Syntax?f_ri=4972","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=442241]'), work: {"id":442241,"title":"Confirmation Bias in a Simulated Research Environment 1977","created_at":"2011-02-14T03:17:00.665-08:00","url":"https://www.academia.edu/442241/Confirmation_Bias_in_a_Simulated_Research_Environment_1977?f_ri=4972","dom_id":"work_442241","summary":null,"downloadable_attachments":[{"id":2265149,"asset_id":442241,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":331834,"first_name":"Ryan","last_name":"Tweney","domain_name":"bgsu","page_name":"RyanTweney","display_name":"Ryan Tweney","profile_url":"https://bgsu.academia.edu/RyanTweney?f_ri=4972","photo":"https://0.academia-photos.com/331834/138200/160228/s65_ryan.tweney.jpg"}],"research_interests":[{"id":1417,"name":"Language Acquisition","url":"https://www.academia.edu/Documents/in/Language_Acquisition?f_ri=4972","nofollow":false},{"id":2349,"name":"Semantics","url":"https://www.academia.edu/Documents/in/Semantics?f_ri=4972","nofollow":false},{"id":4972,"name":"Psycholinguistics","url":"https://www.academia.edu/Documents/in/Psycholinguistics?f_ri=4972","nofollow":false},{"id":6671,"name":"Syntax","url":"https://www.academia.edu/Documents/in/Syntax?f_ri=4972","nofollow":false},{"id":98309,"name":"Psychology of Science","url":"https://www.academia.edu/Documents/in/Psychology_of_Science?f_ri=4972"},{"id":135988,"name":"Confirmation bias","url":"https://www.academia.edu/Documents/in/Confirmation_bias?f_ri=4972"},{"id":138523,"name":"Quarterly Journal of Experimental Psychology","url":"https://www.academia.edu/Documents/in/Quarterly_Journal_of_Experimental_Psychology?f_ri=4972"},{"id":215075,"name":"Experimental Study","url":"https://www.academia.edu/Documents/in/Experimental_Study?f_ri=4972"},{"id":1239165,"name":"Child Language","url":"https://www.academia.edu/Documents/in/Child_Language?f_ri=4972"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_30931745" data-work_id="30931745" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/30931745/An_ERP_study_on_the_processing_of_predicative_metaphor_in_Korean">An ERP study on the processing of predicative metaphor in Korean</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">The present study investigated the predicative metaphor in Korean focusing on the controversial issue of processing of metaphoric expression (indirect access vs. direct access) using an ERP technique. Two offline tasks and an ERP... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_30931745" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">The present study investigated the predicative metaphor in Korean focusing on the controversial issue of processing of metaphoric expression (indirect access vs. direct access) using an ERP technique. Two offline tasks and an ERP experiment were conducted employing the four experimental conditions such as literal meaning, conventional metaphor, novel metaphor & anormal meaning condition. The results showed that N400 was elicited in the literal meaning compared to conventional metaphor condition. In addition, the N400 & P600 was elicited in the novel metaphor and anormal meaning conditions compared to the literal or conventional metaphor condition, but the effect size in novel metaphor condition was smaller than the one in the anormal condition. These findings are interpreted as supporting evidence on the direct access model which argued that the metaphoric expression can be processed easily and quickly like the literal sentence if it is sufficiently salient.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/30931745" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="790b3b56bd6a05a0959065dc7e3a5d3a" rel="nofollow" data-download="{"attachment_id":51359382,"asset_id":30931745,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/51359382/download_file?st=MTczMjgxMjU1Miw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="37629134" href="https://konkuk.academia.edu/%EC%9C%A4%EC%A3%BC%EB%82%A8">Yunju Nam</a><script data-card-contents-for-user="37629134" type="text/json">{"id":37629134,"first_name":"Yunju","last_name":"Nam","domain_name":"konkuk","page_name":"윤주남","display_name":"Yunju Nam","profile_url":"https://konkuk.academia.edu/%EC%9C%A4%EC%A3%BC%EB%82%A8?f_ri=4972","photo":"https://0.academia-photos.com/37629134/11041955/21046994/s65__._.jpg"}</script></span></span></li><li class="js-paper-rank-work_30931745 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="30931745"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 30931745, container: ".js-paper-rank-work_30931745", }); 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Two offline tasks and an ERP experiment were conducted employing the four experimental conditions such as literal meaning, conventional metaphor, novel metaphor \u0026 anormal meaning condition. The results showed that N400 was elicited in the literal meaning compared to conventional metaphor condition. In addition, the N400 \u0026 P600 was elicited in the novel metaphor and anormal meaning conditions compared to the literal or conventional metaphor condition, but the effect size in novel metaphor condition was smaller than the one in the anormal condition. These findings are interpreted as supporting evidence on the direct access model which argued that the metaphoric expression can be processed easily and quickly like the literal sentence if it is sufficiently salient.","downloadable_attachments":[{"id":51359382,"asset_id":30931745,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":37629134,"first_name":"Yunju","last_name":"Nam","domain_name":"konkuk","page_name":"윤주남","display_name":"Yunju Nam","profile_url":"https://konkuk.academia.edu/%EC%9C%A4%EC%A3%BC%EB%82%A8?f_ri=4972","photo":"https://0.academia-photos.com/37629134/11041955/21046994/s65__._.jpg"}],"research_interests":[{"id":4972,"name":"Psycholinguistics","url":"https://www.academia.edu/Documents/in/Psycholinguistics?f_ri=4972","nofollow":false}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_24667428" data-work_id="24667428" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/24667428/Visual_phonetic_and_semantic_processing_in_early_and_late_bilinguals">Visual, phonetic, and semantic processing in early and late bilinguals</a></div></div><div class="u-pb4x u-mt3x"></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/24667428" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="070e9a15a0cb7fb6ab626affa0a9fb66" rel="nofollow" data-download="{"attachment_id":44995291,"asset_id":24667428,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/44995291/download_file?st=MTczMjgxMjU1Miw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="58847" href="https://tamu.academia.edu/JyotsnaVaid">Jyotsna Vaid</a><script data-card-contents-for-user="58847" type="text/json">{"id":58847,"first_name":"Jyotsna","last_name":"Vaid","domain_name":"tamu","page_name":"JyotsnaVaid","display_name":"Jyotsna Vaid","profile_url":"https://tamu.academia.edu/JyotsnaVaid?f_ri=4972","photo":"https://0.academia-photos.com/58847/2838900/4511446/s65_jyotsna.vaid.jpeg"}</script></span></span></li><li class="js-paper-rank-work_24667428 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="24667428"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 24667428, container: ".js-paper-rank-work_24667428", }); 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Se realiza un diagnóstico de la capacidad crítica del humanismo tradicional. En el marco del naufragio del... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_1850476" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Se indaga el sentido de la conferencia de Sloterdijk<br />“Normas para el Parque humano” así como las<br />polémicas por ella suscitada. Se realiza un diagnóstico<br />de la capacidad crítica del humanismo tradicional. En el<br />marco del naufragio del humanismo como escuela y<br />utopía domesticadora humana -marco en el que<br />Sloterdijk reclama una revisión genético-técnica de la<br />humanidad- se indaga ¿qué criterios pueden<br />establecerse para normar las inevitables luchas por los<br />derechos de la crianza humana? ¿Quiénes y sobre qué<br />bases debieran hoy detentar el derecho a la crianza?<br />¿Cómo determinar quiénes son los que educan y los que<br />son educados? Se proponen nuevos caminos que<br />tienen en la mediación de la técnica su formulación<br />discursiva y sus orígenes en las disidencias que, desde<br />la propia tradición filosófica, reducían la estancia del<br />hombre en el mundo a su expresión leída y escrita.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/1850476" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="d89f53cc510c52deefcea2655423cb0a" rel="nofollow" data-download="{"attachment_id":26254940,"asset_id":1850476,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/26254940/download_file?st=MTczMjgxMjU1Miw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="1871883" href="https://ucm.academia.edu/AdolfoVasquezRocca">Adolfo Vasquez Rocca</a><script data-card-contents-for-user="1871883" type="text/json">{"id":1871883,"first_name":"Adolfo","last_name":"Vasquez Rocca","domain_name":"ucm","page_name":"AdolfoVasquezRocca","display_name":"Adolfo Vasquez Rocca","profile_url":"https://ucm.academia.edu/AdolfoVasquezRocca?f_ri=4972","photo":"https://0.academia-photos.com/1871883/634717/30335960/s65_adolfo.vasquez_rocca.jpg"}</script></span></span></li><li class="js-paper-rank-work_1850476 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="1850476"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 1850476, container: ".js-paper-rank-work_1850476", }); 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Behavior or Behavior Affects the Language</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Social connection is a concept that has existed since the beginning of the human race. Ever since humans began to roam the planet, they have created, and maintained social ties. These interactions make civilization... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_13776126" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Social  connection  is a concept that has existed since the  beginning of the  human  race. <br />Ever  since  humans  began  to roam  the  planet,  they have  created, and  maintained  social ties. <br />These interactions make civilization  possible. Through  the course of time, methods of interaction <br />with others have become more and  more  sophisticated. Interactions have grown more complex as <br />technology    has    expanded  and  created  more  possibilities. One of t he  most  revolutionary <br />breakthroughs in communication  is the  internet. The internet has made it possible for  persons to <br />keep  in  touch no  matter  where  they  may  be on the  globe. With the  potential for any two <br />individuals  to  interact  through  the  internet,  our  social  connections  are  seemingly  endless. <br />Popular  social  networking  sites  (SNS) have  developed  to  facilitate  these  connections. <br />Among  these  sites are: Myspace, Twitter, LinkedIn, and the very famous  Facebook. These SNS <br />allow individuals  to  create  their own “profile” for other members to view. Personal information <br />posted  about  oneself  includes  details about  personal  interests, hobbies, as  well as information <br />about jobs. Profiles may also feature photographs, status updates to let  others know what is going <br />on in your life, to  a “wall” on  which other  members can  write notes, giving  users  the  ability to <br />search  for,  find, and  interact  with peers  from ones  past, as well  as their present.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/13776126" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="7fe8d528775f2d50f53615e8dafa140c" rel="nofollow" data-download="{"attachment_id":47603278,"asset_id":13776126,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/47603278/download_file?st=MTczMjgxMjU1Miw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="16563543" href="https://stainbone.academia.edu/ikrartenjersey">Ikrar Rahman</a><script data-card-contents-for-user="16563543" type="text/json">{"id":16563543,"first_name":"Ikrar","last_name":"Rahman","domain_name":"stainbone","page_name":"ikrartenjersey","display_name":"Ikrar Rahman","profile_url":"https://stainbone.academia.edu/ikrartenjersey?f_ri=4972","photo":"https://0.academia-photos.com/16563543/9184031/10905150/s65_ikrar.tenjersey.jpg"}</script></span></span></li><li class="js-paper-rank-work_13776126 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="13776126"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 13776126, container: ".js-paper-rank-work_13776126", }); 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$(".js-view-count[data-work-id=1825701]").text(description); $(".js-view-count-work_1825701").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_1825701").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="1825701"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i></div><span class="InlineList-item-text u-textTruncate u-pl6x"><a class="InlineList-item-text" data-has-card-for-ri="4972" href="https://www.academia.edu/Documents/in/Psycholinguistics">Psycholinguistics</a><script data-card-contents-for-ri="4972" type="text/json">{"id":4972,"name":"Psycholinguistics","url":"https://www.academia.edu/Documents/in/Psycholinguistics?f_ri=4972","nofollow":false}</script></span></li><script>(function(){ if (false) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=1825701]'), work: {"id":1825701,"title":"Lexical Ambiguity Resolution: Language, Tasks and Timing","created_at":"2012-07-31T21:31:28.889-07:00","url":"https://www.academia.edu/1825701/Lexical_Ambiguity_Resolution_Language_Tasks_and_Timing?f_ri=4972","dom_id":"work_1825701","summary":null,"downloadable_attachments":[{"id":25374606,"asset_id":1825701,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":78400,"first_name":"Kathleen","last_name":"Ahrens","domain_name":"cpce-polyu","page_name":"KathleenAhrens","display_name":"Kathleen Ahrens","profile_url":"https://cpce-polyu.academia.edu/KathleenAhrens?f_ri=4972","photo":"https://0.academia-photos.com/78400/683898/18706622/s65_kathleen.ahrens.jpg"}],"research_interests":[{"id":4972,"name":"Psycholinguistics","url":"https://www.academia.edu/Documents/in/Psycholinguistics?f_ri=4972","nofollow":false}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_30112981" data-work_id="30112981" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/30112981/Chemotherapy_as_language_Sound_symbolism_in_cancer_medication_names">Chemotherapy as language: Sound symbolism in cancer medication names</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">The concept of sound symbolism proposes that even the tiniest sounds comprising a word may suggest the qualities of the object which that word represents. Cancer-related medication names, which are likely to be charged with emotional... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_30112981" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">The concept of sound symbolism proposes that even the tiniest sounds comprising a word may suggest the qualities of the object which that word represents. Cancer-related medication names, which are likely to be charged with emotional meaning for patients, might be expected to contain such sound-symbolic associations. We analyzed the sounds in the names of 60 frequently-used cancer-related medications, focusing on the medications&amp;amp;amp;amp;amp;amp;amp;#39; trade names as well as the names (trade or generic) commonly used in the clinic. We assessed the frequency of common voiced consonants (/b/, /d/, /g/, /v/, /z/; thought to be associated with slowness and heaviness) and voiceless consonants (/p/, /t/, /k/, /f/, /s/; thought to be associated with fastness and lightness), and compared them to what would be expected in standard American English using a reference dataset. A Fisher&amp;amp;amp;amp;amp;amp;amp;#39;s exact test for independence showed the chemotherapy consonantal frequencies to be significantly different from standard English (p=0.009 for trade; p&amp;amp;amp;amp;amp;amp;amp;lt;0.001 for &amp;amp;amp;amp;amp;amp;amp;quot;common usage&amp;amp;amp;amp;amp;amp;amp;quot;). For the trade names, the majority of the voiceless consonants were significantly increased compared to standard English; this effect was more pronounced with the &amp;amp;amp;amp;amp;amp;amp;quot;common usage&amp;amp;amp;amp;amp;amp;amp;quot; names (for the group, O/E=1.62; 95% CI [1.37, 1.89]). Hormonal and targeted therapy trade names showed the greatest frequency of voiceless consonants (for the group, O/E=1.76; 95% CI [1.20, 2.49]). Our results suggest that taken together, the names of chemotherapy medications contain an increased frequency of certain sounds associated with lightness, smallness and fastness. This finding raises important questions about the possible role of the names of medications in the experiences of cancer patients and providers.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/30112981" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="e3fc1f9b10a76a0fd3dc32907438cac0" rel="nofollow" data-download="{"attachment_id":61165405,"asset_id":30112981,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/61165405/download_file?st=MTczMjgxMjU1Miw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="57195359" href="https://dartmouth.academia.edu/LewisGlinert">Lewis Glinert</a><script data-card-contents-for-user="57195359" type="text/json">{"id":57195359,"first_name":"Lewis","last_name":"Glinert","domain_name":"dartmouth","page_name":"LewisGlinert","display_name":"Lewis Glinert","profile_url":"https://dartmouth.academia.edu/LewisGlinert?f_ri=4972","photo":"https://0.academia-photos.com/57195359/15017090/15752350/s65_lewis.glinert.jpg"}</script></span></span></li><li class="js-paper-rank-work_30112981 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="30112981"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 30112981, container: ".js-paper-rank-work_30112981", }); 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Cancer-related medication names, which are likely to be charged with emotional meaning for patients, might be expected to contain such sound-symbolic associations. We analyzed the sounds in the names of 60 frequently-used cancer-related medications, focusing on the medications\u0026amp;amp;amp;amp;amp;amp;amp;#39; trade names as well as the names (trade or generic) commonly used in the clinic. We assessed the frequency of common voiced consonants (/b/, /d/, /g/, /v/, /z/; thought to be associated with slowness and heaviness) and voiceless consonants (/p/, /t/, /k/, /f/, /s/; thought to be associated with fastness and lightness), and compared them to what would be expected in standard American English using a reference dataset. A Fisher\u0026amp;amp;amp;amp;amp;amp;amp;#39;s exact test for independence showed the chemotherapy consonantal frequencies to be significantly different from standard English (p=0.009 for trade; p\u0026amp;amp;amp;amp;amp;amp;amp;lt;0.001 for \u0026amp;amp;amp;amp;amp;amp;amp;quot;common usage\u0026amp;amp;amp;amp;amp;amp;amp;quot;). For the trade names, the majority of the voiceless consonants were significantly increased compared to standard English; this effect was more pronounced with the \u0026amp;amp;amp;amp;amp;amp;amp;quot;common usage\u0026amp;amp;amp;amp;amp;amp;amp;quot; names (for the group, O/E=1.62; 95% CI [1.37, 1.89]). Hormonal and targeted therapy trade names showed the greatest frequency of voiceless consonants (for the group, O/E=1.76; 95% CI [1.20, 2.49]). Our results suggest that taken together, the names of chemotherapy medications contain an increased frequency of certain sounds associated with lightness, smallness and fastness. This finding raises important questions about the possible role of the names of medications in the experiences of cancer patients and providers.","downloadable_attachments":[{"id":61165405,"asset_id":30112981,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":57195359,"first_name":"Lewis","last_name":"Glinert","domain_name":"dartmouth","page_name":"LewisGlinert","display_name":"Lewis Glinert","profile_url":"https://dartmouth.academia.edu/LewisGlinert?f_ri=4972","photo":"https://0.academia-photos.com/57195359/15017090/15752350/s65_lewis.glinert.jpg"}],"research_interests":[{"id":39,"name":"Marketing","url":"https://www.academia.edu/Documents/in/Marketing?f_ri=4972","nofollow":false},{"id":184,"name":"Sociology","url":"https://www.academia.edu/Documents/in/Sociology?f_ri=4972","nofollow":false},{"id":626,"name":"Oncology","url":"https://www.academia.edu/Documents/in/Oncology?f_ri=4972","nofollow":false},{"id":767,"name":"Anthropology","url":"https://www.academia.edu/Documents/in/Anthropology?f_ri=4972","nofollow":false},{"id":4972,"name":"Psycholinguistics","url":"https://www.academia.edu/Documents/in/Psycholinguistics?f_ri=4972"},{"id":6021,"name":"Cancer","url":"https://www.academia.edu/Documents/in/Cancer?f_ri=4972"},{"id":6177,"name":"Modeling","url":"https://www.academia.edu/Documents/in/Modeling?f_ri=4972"},{"id":7370,"name":"Symbolism","url":"https://www.academia.edu/Documents/in/Symbolism?f_ri=4972"},{"id":8942,"name":"Treatment","url":"https://www.academia.edu/Documents/in/Treatment?f_ri=4972"},{"id":16288,"name":"Public Health","url":"https://www.academia.edu/Documents/in/Public_Health?f_ri=4972"},{"id":18174,"name":"Language","url":"https://www.academia.edu/Documents/in/Language?f_ri=4972"},{"id":26327,"name":"Medicine","url":"https://www.academia.edu/Documents/in/Medicine?f_ri=4972"},{"id":42936,"name":"American English","url":"https://www.academia.edu/Documents/in/American_English?f_ri=4972"},{"id":48423,"name":"Social Science \u0026 Medicine","url":"https://www.academia.edu/Documents/in/Social_Science_and_Medicine?f_ri=4972"},{"id":73697,"name":"Social Medicine","url":"https://www.academia.edu/Documents/in/Social_Medicine?f_ri=4972"},{"id":76703,"name":"Sound symbolism","url":"https://www.academia.edu/Documents/in/Sound_symbolism?f_ri=4972"},{"id":163353,"name":"Cancer Chemotherapy","url":"https://www.academia.edu/Documents/in/Cancer_Chemotherapy?f_ri=4972"},{"id":410370,"name":"Public health systems and services research","url":"https://www.academia.edu/Documents/in/Public_health_systems_and_services_research-1?f_ri=4972"},{"id":469018,"name":"Neoplasms","url":"https://www.academia.edu/Documents/in/Neoplasms?f_ri=4972"},{"id":532278,"name":"Cancer Patient","url":"https://www.academia.edu/Documents/in/Cancer_Patient?f_ri=4972"},{"id":581875,"name":"Targeted Therapy","url":"https://www.academia.edu/Documents/in/Targeted_Therapy?f_ri=4972"},{"id":640662,"name":"Sound Symbolism","url":"https://www.academia.edu/Documents/in/Sound_Symbolism-1?f_ri=4972"},{"id":1212103,"name":"Antineoplastic Agents","url":"https://www.academia.edu/Documents/in/Antineoplastic_Agents?f_ri=4972"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_76190160" data-work_id="76190160" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/76190160/F%C3%B6rderung_des_Genuserwerbs_im_Deutschen_bei_Kindern_mit_T%C3%BCrkisch_als_Erstsprache_Psycholinguistische_Hintergr%C3%BCnde_und_Ergebnisse_einer_Pilotstudie">Förderung des Genuserwerbs im Deutschen bei Kindern mit Türkisch als Erstsprache. Psycholinguistische Hintergründe und Ergebnisse einer Pilotstudie</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Türkische Kinder zeigen beim Erwerb des Deutschen als Zweitsprache häufig Schwierigkeiten mit der Zuordnung von Nomina zu ihrer jeweiligen Genusklasse (Femininum, Maskulinum oder Neutrum) - einer grammatischen Kategorie, die ihre... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_76190160" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Türkische Kinder zeigen beim Erwerb des Deutschen als Zweitsprache häufig Schwierigkeiten mit der Zuordnung von Nomina zu ihrer jeweiligen Genusklasse (Femininum, Maskulinum oder Neutrum) - einer grammatischen Kategorie, die ihre Muttersprache nicht kennt. Da das nominale Genusmerkmal an verschiedenen syntaktischen und lexikalischen Verarbeitungsprozessen beteiligt ist, könnte die Förderung des Genuserwerbs bei diesen Kindern einen wichtigen Ansatzpunkt für die Unterstützung des sprachlichen Strukturaufbaus darstellen. Bisher liegt allerdings kaum Evidenz zu der Frage vor, ob und mit welchen Förder- bzw. Trainingsmethoden die Verarbeitung von Genusmerkmalen effektiv unterstützt werden kann und ob alle türkisch-deutschen Kinder von den gleichen Methoden optimal profitieren. In der hier beschriebenen Pilotstudie wurde versucht, den Genuserwerb von acht Zweitund Drittklässlerinnen bzw. -klässlern mit türkischer Erstsprache mit zwei unterschiedlichen sprachlichen Trainingsmethoden zu un...</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/76190160" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="405cb48873ef11262588135a8eeea096" rel="nofollow" data-download="{"attachment_id":83938048,"asset_id":76190160,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/83938048/download_file?st=MTczMjgxMjU1Miw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="165032978" href="https://independent.academia.edu/j%C3%BCrgencholewa">jürgen cholewa</a><script data-card-contents-for-user="165032978" type="text/json">{"id":165032978,"first_name":"jürgen","last_name":"cholewa","domain_name":"independent","page_name":"jürgencholewa","display_name":"jürgen cholewa","profile_url":"https://independent.academia.edu/j%C3%BCrgencholewa?f_ri=4972","photo":"/images/s65_no_pic.png"}</script></span></span></li><li class="js-paper-rank-work_76190160 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="76190160"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 76190160, container: ".js-paper-rank-work_76190160", }); });</script></li><li class="js-percentile-work_76190160 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 76190160; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_76190160"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_76190160 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="76190160"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 76190160; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=76190160]").text(description); $(".js-view-count-work_76190160").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_76190160").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="76190160"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">7</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="221" href="https://www.academia.edu/Documents/in/Psychology">Psychology</a>, <script data-card-contents-for-ri="221" type="text/json">{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=4972","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="1008" href="https://www.academia.edu/Documents/in/Second_Language_Acquisition">Second Language Acquisition</a>, <script data-card-contents-for-ri="1008" type="text/json">{"id":1008,"name":"Second Language Acquisition","url":"https://www.academia.edu/Documents/in/Second_Language_Acquisition?f_ri=4972","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="4972" href="https://www.academia.edu/Documents/in/Psycholinguistics">Psycholinguistics</a>, <script data-card-contents-for-ri="4972" type="text/json">{"id":4972,"name":"Psycholinguistics","url":"https://www.academia.edu/Documents/in/Psycholinguistics?f_ri=4972","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="6148" href="https://www.academia.edu/Documents/in/German_Language">German Language</a><script data-card-contents-for-ri="6148" type="text/json">{"id":6148,"name":"German Language","url":"https://www.academia.edu/Documents/in/German_Language?f_ri=4972","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=76190160]'), work: {"id":76190160,"title":"Förderung des Genuserwerbs im Deutschen bei Kindern mit Türkisch als Erstsprache. Psycholinguistische Hintergründe und Ergebnisse einer Pilotstudie","created_at":"2022-04-11T23:52:27.092-07:00","url":"https://www.academia.edu/76190160/F%C3%B6rderung_des_Genuserwerbs_im_Deutschen_bei_Kindern_mit_T%C3%BCrkisch_als_Erstsprache_Psycholinguistische_Hintergr%C3%BCnde_und_Ergebnisse_einer_Pilotstudie?f_ri=4972","dom_id":"work_76190160","summary":"Türkische Kinder zeigen beim Erwerb des Deutschen als Zweitsprache häufig Schwierigkeiten mit der Zuordnung von Nomina zu ihrer jeweiligen Genusklasse (Femininum, Maskulinum oder Neutrum) - einer grammatischen Kategorie, die ihre Muttersprache nicht kennt. Da das nominale Genusmerkmal an verschiedenen syntaktischen und lexikalischen Verarbeitungsprozessen beteiligt ist, könnte die Förderung des Genuserwerbs bei diesen Kindern einen wichtigen Ansatzpunkt für die Unterstützung des sprachlichen Strukturaufbaus darstellen. Bisher liegt allerdings kaum Evidenz zu der Frage vor, ob und mit welchen Förder- bzw. Trainingsmethoden die Verarbeitung von Genusmerkmalen effektiv unterstützt werden kann und ob alle türkisch-deutschen Kinder von den gleichen Methoden optimal profitieren. In der hier beschriebenen Pilotstudie wurde versucht, den Genuserwerb von acht Zweitund Drittklässlerinnen bzw. -klässlern mit türkischer Erstsprache mit zwei unterschiedlichen sprachlichen Trainingsmethoden zu un...","downloadable_attachments":[{"id":83938048,"asset_id":76190160,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":165032978,"first_name":"jürgen","last_name":"cholewa","domain_name":"independent","page_name":"jürgencholewa","display_name":"jürgen cholewa","profile_url":"https://independent.academia.edu/j%C3%BCrgencholewa?f_ri=4972","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=4972","nofollow":false},{"id":1008,"name":"Second Language Acquisition","url":"https://www.academia.edu/Documents/in/Second_Language_Acquisition?f_ri=4972","nofollow":false},{"id":4972,"name":"Psycholinguistics","url":"https://www.academia.edu/Documents/in/Psycholinguistics?f_ri=4972","nofollow":false},{"id":6148,"name":"German Language","url":"https://www.academia.edu/Documents/in/German_Language?f_ri=4972","nofollow":false},{"id":95162,"name":"Grammar","url":"https://www.academia.edu/Documents/in/Grammar?f_ri=4972"},{"id":195890,"name":"Genus","url":"https://www.academia.edu/Documents/in/Genus?f_ri=4972"},{"id":1419975,"name":"KIND","url":"https://www.academia.edu/Documents/in/KIND?f_ri=4972"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_70284426" data-work_id="70284426" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/70284426/The_Role_of_Foreign_Language_Learning_in_Metaphor_Identification_An_Experimental_Study">The Role of Foreign Language Learning in Metaphor Identification: An Experimental Study</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">The paper endeavors to investigate the conceptual metaphor awareness via a psycholinguistic experiment done by Serbian grammar school and EFL students. The analysis is carried to determine the extent to which the students are aware of the... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_70284426" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">The paper endeavors to investigate the conceptual metaphor awareness via a psycholinguistic experiment done by Serbian grammar school and EFL students. The analysis is carried to determine the extent to which the students are aware of the differences between metaphor identification processes in the two languages and whether, in an attempt to offer satisfactory solutions, they resort to applying the mother tongue knowledge in case of not being able to interpret foreign language metaphors. The psycholinguistic experiment conducted in this research is composed of 28 metaphorical and non-metaphorical sentences in Serbian and English taken from the available corpora. The experiment was conducted by presenting the participants with equal stimuli,, where they were supposed to determine whether there is metaphorical content present in the sentences or not. In the final section of the research the results of the two analyses are compared to reveal that the assumptions we set off with were mo...</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/70284426" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="3483d93fd8b086838c73bf75be6a31c6" rel="nofollow" data-download="{"attachment_id":80102917,"asset_id":70284426,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/80102917/download_file?st=MTczMjgxMjU1Miw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="12277685" href="https://sh.academia.edu/DusanStamenkovic">Dusan Stamenkovic</a><script data-card-contents-for-user="12277685" type="text/json">{"id":12277685,"first_name":"Dusan","last_name":"Stamenkovic","domain_name":"sh","page_name":"DusanStamenkovic","display_name":"Dusan Stamenkovic","profile_url":"https://sh.academia.edu/DusanStamenkovic?f_ri=4972","photo":"https://0.academia-photos.com/12277685/3523519/114619825/s65_dusan.stamenkovic.jpg"}</script></span></span></li><li class="js-paper-rank-work_70284426 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="70284426"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 70284426, container: ".js-paper-rank-work_70284426", }); 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$(".js-view-count[data-work-id=70284426]").text(description); $(".js-view-count-work_70284426").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_70284426").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="70284426"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">5</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="221" href="https://www.academia.edu/Documents/in/Psychology">Psychology</a>, <script data-card-contents-for-ri="221" type="text/json">{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=4972","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="4972" href="https://www.academia.edu/Documents/in/Psycholinguistics">Psycholinguistics</a>, <script data-card-contents-for-ri="4972" type="text/json">{"id":4972,"name":"Psycholinguistics","url":"https://www.academia.edu/Documents/in/Psycholinguistics?f_ri=4972","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="11712" href="https://www.academia.edu/Documents/in/Metaphor">Metaphor</a>, <script data-card-contents-for-ri="11712" type="text/json">{"id":11712,"name":"Metaphor","url":"https://www.academia.edu/Documents/in/Metaphor?f_ri=4972","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="13297" href="https://www.academia.edu/Documents/in/Cognitive_Linguistics">Cognitive Linguistics</a><script data-card-contents-for-ri="13297" type="text/json">{"id":13297,"name":"Cognitive Linguistics","url":"https://www.academia.edu/Documents/in/Cognitive_Linguistics?f_ri=4972","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=70284426]'), work: {"id":70284426,"title":"The Role of Foreign Language Learning in Metaphor Identification: An Experimental Study","created_at":"2022-02-02T13:47:53.515-08:00","url":"https://www.academia.edu/70284426/The_Role_of_Foreign_Language_Learning_in_Metaphor_Identification_An_Experimental_Study?f_ri=4972","dom_id":"work_70284426","summary":"The paper endeavors to investigate the conceptual metaphor awareness via a psycholinguistic experiment done by Serbian grammar school and EFL students. The analysis is carried to determine the extent to which the students are aware of the differences between metaphor identification processes in the two languages and whether, in an attempt to offer satisfactory solutions, they resort to applying the mother tongue knowledge in case of not being able to interpret foreign language metaphors. The psycholinguistic experiment conducted in this research is composed of 28 metaphorical and non-metaphorical sentences in Serbian and English taken from the available corpora. The experiment was conducted by presenting the participants with equal stimuli,, where they were supposed to determine whether there is metaphorical content present in the sentences or not. In the final section of the research the results of the two analyses are compared to reveal that the assumptions we set off with were mo...","downloadable_attachments":[{"id":80102917,"asset_id":70284426,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":12277685,"first_name":"Dusan","last_name":"Stamenkovic","domain_name":"sh","page_name":"DusanStamenkovic","display_name":"Dusan Stamenkovic","profile_url":"https://sh.academia.edu/DusanStamenkovic?f_ri=4972","photo":"https://0.academia-photos.com/12277685/3523519/114619825/s65_dusan.stamenkovic.jpg"}],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=4972","nofollow":false},{"id":4972,"name":"Psycholinguistics","url":"https://www.academia.edu/Documents/in/Psycholinguistics?f_ri=4972","nofollow":false},{"id":11712,"name":"Metaphor","url":"https://www.academia.edu/Documents/in/Metaphor?f_ri=4972","nofollow":false},{"id":13297,"name":"Cognitive Linguistics","url":"https://www.academia.edu/Documents/in/Cognitive_Linguistics?f_ri=4972","nofollow":false},{"id":33269,"name":"Teaching EFL","url":"https://www.academia.edu/Documents/in/Teaching_EFL?f_ri=4972"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_34347537" data-work_id="34347537" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/34347537/Text_Display_Effects_on_the_Fluency_of_Young_Readers">Text Display Effects on the Fluency of Young Readers</a></div></div><div class="u-pb4x u-mt3x"></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/34347537" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="96ed001f5201d9a07d381ca9642e196f" rel="nofollow" data-download="{"attachment_id":54240526,"asset_id":34347537,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/54240526/download_file?st=MTczMjgxMjU1Miw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="46685861" href="https://dek.academia.edu/BridieRaban">Bridie Raban</a><script data-card-contents-for-user="46685861" type="text/json">{"id":46685861,"first_name":"Bridie","last_name":"Raban","domain_name":"dek","page_name":"BridieRaban","display_name":"Bridie Raban","profile_url":"https://dek.academia.edu/BridieRaban?f_ri=4972","photo":"https://0.academia-photos.com/46685861/12340326/13738169/s65_bridie.raban.jpg"}</script></span></span></li><li class="js-paper-rank-work_34347537 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="34347537"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 34347537, container: 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window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=34347537]").text(description); $(".js-view-count-work_34347537").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_34347537").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="34347537"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">6</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="221" href="https://www.academia.edu/Documents/in/Psychology">Psychology</a>, <script data-card-contents-for-ri="221" type="text/json">{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=4972","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="4972" href="https://www.academia.edu/Documents/in/Psycholinguistics">Psycholinguistics</a>, <script data-card-contents-for-ri="4972" type="text/json">{"id":4972,"name":"Psycholinguistics","url":"https://www.academia.edu/Documents/in/Psycholinguistics?f_ri=4972","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="9471" href="https://www.academia.edu/Documents/in/Reading">Reading</a>, <script data-card-contents-for-ri="9471" type="text/json">{"id":9471,"name":"Reading","url":"https://www.academia.edu/Documents/in/Reading?f_ri=4972","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="88382" href="https://www.academia.edu/Documents/in/Primary_Education">Primary Education</a><script data-card-contents-for-ri="88382" type="text/json">{"id":88382,"name":"Primary Education","url":"https://www.academia.edu/Documents/in/Primary_Education?f_ri=4972","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=34347537]'), work: {"id":34347537,"title":"Text Display Effects on the Fluency of Young Readers","created_at":"2017-08-24T23:15:27.366-07:00","url":"https://www.academia.edu/34347537/Text_Display_Effects_on_the_Fluency_of_Young_Readers?f_ri=4972","dom_id":"work_34347537","summary":null,"downloadable_attachments":[{"id":54240526,"asset_id":34347537,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":46685861,"first_name":"Bridie","last_name":"Raban","domain_name":"dek","page_name":"BridieRaban","display_name":"Bridie 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itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/77360167/The_nouniness_of_attributive_adjectives_and_verbiness_of_predicative_adjectives_evidence_from_phonology">The ‘nouniness’ of attributive adjectives and ‘verbiness’ of predicative adjectives: evidence from phonology</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">This article investigates prototypically attributive versus predicative adjectives in English in terms of the phonological properties that have been associated especially with nouns versus verbs in a substantial body of psycholinguistic... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_77360167" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">This article investigates prototypically attributive versus predicative adjectives in English in terms of the phonological properties that have been associated especially with nouns versus verbs in a substantial body of psycholinguistic research (e.g. Kelly 1992) – often ignored in theoretical linguistic work on word classes. Inspired by Berg&#39;s (2000, 2009) ‘cross-level harmony constraint’, the hypothesis I test is that prototypically attributive adjectives not only align more with nouns than with verbs syntactically, semantically and pragmatically, but also phonologically – and likewise for prototypically predicative adjectives and verbs. I analyse the phonological structure of frequent adjectives from the Corpus of Contemporary American English (COCA), and show that the data do indeed support the hypothesis. Berg&#39;s ‘cross-level harmony constraint’ may thus apply not only to the entire word classes noun, verb and adjective, but also to these two adjectival subclasses. I dis...</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/77360167" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="4c10815810743e99285eedb936cf8238" rel="nofollow" data-download="{"attachment_id":84771348,"asset_id":77360167,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/84771348/download_file?st=MTczMjgxMjU1Myw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="107988" href="https://edinburgh.academia.edu/WillemHollmann">Willem B Hollmann</a><script data-card-contents-for-user="107988" type="text/json">{"id":107988,"first_name":"Willem","last_name":"Hollmann","domain_name":"edinburgh","page_name":"WillemHollmann","display_name":"Willem B Hollmann","profile_url":"https://edinburgh.academia.edu/WillemHollmann?f_ri=4972","photo":"https://0.academia-photos.com/107988/872972/36059177/s65_willem.hollmann.jpg"}</script></span></span></li><li class="js-paper-rank-work_77360167 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="77360167"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 77360167, container: ".js-paper-rank-work_77360167", }); 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Inspired by Berg\u0026#39;s (2000, 2009) ‘cross-level harmony constraint’, the hypothesis I test is that prototypically attributive adjectives not only align more with nouns than with verbs syntactically, semantically and pragmatically, but also phonologically – and likewise for prototypically predicative adjectives and verbs. I analyse the phonological structure of frequent adjectives from the Corpus of Contemporary American English (COCA), and show that the data do indeed support the hypothesis. Berg\u0026#39;s ‘cross-level harmony constraint’ may thus apply not only to the entire word classes noun, verb and adjective, but also to these two adjectival subclasses. I dis...","downloadable_attachments":[{"id":84771348,"asset_id":77360167,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":107988,"first_name":"Willem","last_name":"Hollmann","domain_name":"edinburgh","page_name":"WillemHollmann","display_name":"Willem B Hollmann","profile_url":"https://edinburgh.academia.edu/WillemHollmann?f_ri=4972","photo":"https://0.academia-photos.com/107988/872972/36059177/s65_willem.hollmann.jpg"}],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=4972","nofollow":false},{"id":1239,"name":"Phonology","url":"https://www.academia.edu/Documents/in/Phonology?f_ri=4972","nofollow":false},{"id":1417,"name":"Language Acquisition","url":"https://www.academia.edu/Documents/in/Language_Acquisition?f_ri=4972","nofollow":false},{"id":4972,"name":"Psycholinguistics","url":"https://www.academia.edu/Documents/in/Psycholinguistics?f_ri=4972","nofollow":false},{"id":10157,"name":"Corpus Linguistics","url":"https://www.academia.edu/Documents/in/Corpus_Linguistics?f_ri=4972"},{"id":13297,"name":"Cognitive Linguistics","url":"https://www.academia.edu/Documents/in/Cognitive_Linguistics?f_ri=4972"},{"id":15674,"name":"Linguistics","url":"https://www.academia.edu/Documents/in/Linguistics?f_ri=4972"},{"id":17282,"name":"English Grammar","url":"https://www.academia.edu/Documents/in/English_Grammar?f_ri=4972"},{"id":18072,"name":"Construction Grammar","url":"https://www.academia.edu/Documents/in/Construction_Grammar?f_ri=4972"},{"id":33890,"name":"Language Processing","url":"https://www.academia.edu/Documents/in/Language_Processing?f_ri=4972"},{"id":87093,"name":"Adjectives","url":"https://www.academia.edu/Documents/in/Adjectives?f_ri=4972"},{"id":93530,"name":"Universal grammar","url":"https://www.academia.edu/Documents/in/Universal_grammar?f_ri=4972"},{"id":123744,"name":"Language Studies","url":"https://www.academia.edu/Documents/in/Language_Studies?f_ri=4972"},{"id":144935,"name":"Nouns","url":"https://www.academia.edu/Documents/in/Nouns?f_ri=4972"},{"id":145567,"name":"Verbs","url":"https://www.academia.edu/Documents/in/Verbs?f_ri=4972"},{"id":282420,"name":"Lexical Categories","url":"https://www.academia.edu/Documents/in/Lexical_Categories?f_ri=4972"},{"id":400033,"name":"Linguistic Categorization","url":"https://www.academia.edu/Documents/in/Linguistic_Categorization?f_ri=4972"},{"id":603542,"name":"Parts of speech","url":"https://www.academia.edu/Documents/in/Parts_of_speech?f_ri=4972"},{"id":637975,"name":"Radical Construction Grammar","url":"https://www.academia.edu/Documents/in/Radical_Construction_Grammar?f_ri=4972"},{"id":3991574,"name":"English language linguistics","url":"https://www.academia.edu/Documents/in/English_language_linguistics-2?f_ri=4972"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_75649502" data-work_id="75649502" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/75649502/Learning_Grammar_Autonomously_through_Metacognitive_Strategies_An_Experiment">Learning Grammar Autonomously through Metacognitive Strategies: An Experiment</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Knowing how to learn a language maximizes the chances of effective learning. Metacognition, an emerging concept in cognitive psychology, aids learners to enrich their knowledge of the learning process and makes them autonomous learners.... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_75649502" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Knowing how to learn a language maximizes the chances of effective learning. Metacognition, an emerging concept in cognitive psychology, aids learners to enrich their knowledge of the learning process and makes them autonomous learners. 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type="text/json">{"id":3147,"name":"Gesture","url":"https://www.academia.edu/Documents/in/Gesture?f_ri=4972","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=27096278]'), work: {"id":27096278,"title":"From action to language through gesture: A longitudinal perspective","created_at":"2016-07-19T05:01:16.565-07:00","url":"https://www.academia.edu/27096278/From_action_to_language_through_gesture_A_longitudinal_perspective?f_ri=4972","dom_id":"work_27096278","summary":null,"downloadable_attachments":[{"id":47348766,"asset_id":27096278,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":51145650,"first_name":"Cristina","last_name":"Caselli","domain_name":"independent","page_name":"CristinaCaselli","display_name":"Cristina 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Acquisition","url":"https://www.academia.edu/Documents/in/Language_Acquisition?f_ri=4972","nofollow":false},{"id":3147,"name":"Gesture","url":"https://www.academia.edu/Documents/in/Gesture?f_ri=4972","nofollow":false},{"id":4972,"name":"Psycholinguistics","url":"https://www.academia.edu/Documents/in/Psycholinguistics?f_ri=4972"},{"id":15674,"name":"Linguistics","url":"https://www.academia.edu/Documents/in/Linguistics?f_ri=4972"},{"id":64453,"name":"Gestures","url":"https://www.academia.edu/Documents/in/Gestures?f_ri=4972"},{"id":554161,"name":"Actions","url":"https://www.academia.edu/Documents/in/Actions?f_ri=4972"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_80181072" data-work_id="80181072" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/80181072/Towards_Conceptualizing_Language_Learning_Curiosity_in_SLA_An_Empirical_Study">Towards Conceptualizing Language Learning Curiosity in SLA: An Empirical Study</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Why do some students frequently ask questions and actively seek out answers in the classroom, while others avoid this? Many language teachers might have commonly asked themselves this question. The present study is an empirical... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_80181072" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Why do some students frequently ask questions and actively seek out answers in the classroom, while others avoid this? Many language teachers might have commonly asked themselves this question. The present study is an empirical investigation of the concept of curiosity in the field of second language acquisition (SLA). Using a mixed-methods design, we aim to conceptualize language learning curiosity (LLC) within the framework of interest/deprivation (I/D) model of curiosity (Litman and Jimerson in J Personal Assess 82(2): 147-157, 2004. <a href="https://doi.org/10.1207/s15327752jpa8202_3" rel="nofollow">https://doi.org/10.1207/s15327752jpa8202_3</a> ) and see how it may be recognizably distinct from L2 psychological constructs, as well as how it connects with related constructs such as willingness to communicate, enjoyment, and anxiety. To measure LLC and depict its underlying dimensions, a new curiosity scale was developed and validated in this study. Overall, our results suggest that LLC can be conceived as an affective-cognitive variable reflecting a...</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/80181072" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="f5fd7e42f14b4e221ff8873578a70ae9" rel="nofollow" data-download="{"attachment_id":86648905,"asset_id":80181072,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/86648905/download_file?st=MTczMjgxMjU1Myw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="12536548" href="https://independent.academia.edu/MasoudMahmoodzadeh">Masoud Mahmoodzadeh</a><script data-card-contents-for-user="12536548" type="text/json">{"id":12536548,"first_name":"Masoud","last_name":"Mahmoodzadeh","domain_name":"independent","page_name":"MasoudMahmoodzadeh","display_name":"Masoud Mahmoodzadeh","profile_url":"https://independent.academia.edu/MasoudMahmoodzadeh?f_ri=4972","photo":"https://0.academia-photos.com/12536548/3579915/20294774/s65_masoud.mahmoodzadeh.jpg"}</script></span></span></li><li class="js-paper-rank-work_80181072 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="80181072"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 80181072, container: ".js-paper-rank-work_80181072", }); 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$(".js-view-count[data-work-id=80181072]").text(description); $(".js-view-count-work_80181072").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_80181072").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="80181072"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">7</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="221" href="https://www.academia.edu/Documents/in/Psychology">Psychology</a>, <script data-card-contents-for-ri="221" type="text/json">{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=4972","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="237" href="https://www.academia.edu/Documents/in/Cognitive_Science">Cognitive Science</a>, <script data-card-contents-for-ri="237" type="text/json">{"id":237,"name":"Cognitive Science","url":"https://www.academia.edu/Documents/in/Cognitive_Science?f_ri=4972","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="1008" href="https://www.academia.edu/Documents/in/Second_Language_Acquisition">Second Language Acquisition</a>, <script data-card-contents-for-ri="1008" type="text/json">{"id":1008,"name":"Second Language Acquisition","url":"https://www.academia.edu/Documents/in/Second_Language_Acquisition?f_ri=4972","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="4972" href="https://www.academia.edu/Documents/in/Psycholinguistics">Psycholinguistics</a><script data-card-contents-for-ri="4972" type="text/json">{"id":4972,"name":"Psycholinguistics","url":"https://www.academia.edu/Documents/in/Psycholinguistics?f_ri=4972","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=80181072]'), work: {"id":80181072,"title":"Towards Conceptualizing Language Learning Curiosity in SLA: An Empirical Study","created_at":"2022-05-29T05:37:42.559-07:00","url":"https://www.academia.edu/80181072/Towards_Conceptualizing_Language_Learning_Curiosity_in_SLA_An_Empirical_Study?f_ri=4972","dom_id":"work_80181072","summary":"Why do some students frequently ask questions and actively seek out answers in the classroom, while others avoid this? Many language teachers might have commonly asked themselves this question. The present study is an empirical investigation of the concept of curiosity in the field of second language acquisition (SLA). Using a mixed-methods design, we aim to conceptualize language learning curiosity (LLC) within the framework of interest/deprivation (I/D) model of curiosity (Litman and Jimerson in J Personal Assess 82(2): 147-157, 2004. https://doi.org/10.1207/s15327752jpa8202_3 ) and see how it may be recognizably distinct from L2 psychological constructs, as well as how it connects with related constructs such as willingness to communicate, enjoyment, and anxiety. To measure LLC and depict its underlying dimensions, a new curiosity scale was developed and validated in this study. Overall, our results suggest that LLC can be conceived as an affective-cognitive variable reflecting a...","downloadable_attachments":[{"id":86648905,"asset_id":80181072,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":12536548,"first_name":"Masoud","last_name":"Mahmoodzadeh","domain_name":"independent","page_name":"MasoudMahmoodzadeh","display_name":"Masoud Mahmoodzadeh","profile_url":"https://independent.academia.edu/MasoudMahmoodzadeh?f_ri=4972","photo":"https://0.academia-photos.com/12536548/3579915/20294774/s65_masoud.mahmoodzadeh.jpg"}],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=4972","nofollow":false},{"id":237,"name":"Cognitive Science","url":"https://www.academia.edu/Documents/in/Cognitive_Science?f_ri=4972","nofollow":false},{"id":1008,"name":"Second Language Acquisition","url":"https://www.academia.edu/Documents/in/Second_Language_Acquisition?f_ri=4972","nofollow":false},{"id":4972,"name":"Psycholinguistics","url":"https://www.academia.edu/Documents/in/Psycholinguistics?f_ri=4972","nofollow":false},{"id":15674,"name":"Linguistics","url":"https://www.academia.edu/Documents/in/Linguistics?f_ri=4972"},{"id":26327,"name":"Medicine","url":"https://www.academia.edu/Documents/in/Medicine?f_ri=4972"},{"id":95014,"name":"Psycholinguistic","url":"https://www.academia.edu/Documents/in/Psycholinguistic?f_ri=4972"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_64241500" data-work_id="64241500" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/64241500/Sprachbiographien_Erz%C3%A4hlungen_%C3%BCber_Mehrsprachigkeit_und_deren_Erkenntnisinteresse_f%C3%BCr_die_Spracherwerbsforschung_und_die_Neurobiologie_der_Mehrsprachigkeit">Sprachbiographien: Erzählungen über Mehrsprachigkeit und deren Erkenntnisinteresse für die Spracherwerbsforschung und die Neurobiologie der Mehrsprachigkeit</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">En faisant un premier tour d&#39;horizon des resultats actuels de la recherche en biographie langagiere, de son point de vue theorique et methodologique, l&#39;auteure presente les perspectives nouvelles que ce courant apporte a la... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_64241500" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">En faisant un premier tour d&#39;horizon des resultats actuels de la recherche en biographie langagiere, de son point de vue theorique et methodologique, l&#39;auteure presente les perspectives nouvelles que ce courant apporte a la recherche en linguistique, en particulier sur l&#39;acquisition du langage. L&#39;interet pour la biographie langagiere s&#39;est developpe rapidement dans les annees 1990 et tout specialement en Europe. La biographie langagiere peut, a bien des egards, contribuer a une analyse plus differenciee de l&#39;acquisition du langage. En exposant les principes du courant, l&#39;auteure presente differentes recherches en cours et leurs premiers resultats. Exemple est donne a travers notamment la presentation d&#39;un projet du Fonds national suisse de la recherche entre les Universites de Bâle et de Prague. Cette etude vise a demontrer l&#39;apport de la biographie langagiere pour une analyse neurobiologique du plurilinguisme.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/64241500" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="825f37090a6e88e101a6adfeac17da8e" rel="nofollow" data-download="{"attachment_id":76366311,"asset_id":64241500,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/76366311/download_file?st=MTczMjgxMjU1Myw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="20873141" href="https://independent.academia.edu/RitaFranceschini">Rita Franceschini</a><script data-card-contents-for-user="20873141" type="text/json">{"id":20873141,"first_name":"Rita","last_name":"Franceschini","domain_name":"independent","page_name":"RitaFranceschini","display_name":"Rita Franceschini","profile_url":"https://independent.academia.edu/RitaFranceschini?f_ri=4972","photo":"/images/s65_no_pic.png"}</script></span></span></li><li class="js-paper-rank-work_64241500 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="64241500"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 64241500, container: ".js-paper-rank-work_64241500", }); });</script></li><li class="js-percentile-work_64241500 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 64241500; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_64241500"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_64241500 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="64241500"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 64241500; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=64241500]").text(description); $(".js-view-count-work_64241500").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_64241500").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="64241500"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">7</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="248" href="https://www.academia.edu/Documents/in/Social_Psychology">Social Psychology</a>, <script data-card-contents-for-ri="248" type="text/json">{"id":248,"name":"Social Psychology","url":"https://www.academia.edu/Documents/in/Social_Psychology?f_ri=4972","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="1236" href="https://www.academia.edu/Documents/in/Art">Art</a>, <script data-card-contents-for-ri="1236" type="text/json">{"id":1236,"name":"Art","url":"https://www.academia.edu/Documents/in/Art?f_ri=4972","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="1417" href="https://www.academia.edu/Documents/in/Language_Acquisition">Language Acquisition</a>, <script data-card-contents-for-ri="1417" type="text/json">{"id":1417,"name":"Language Acquisition","url":"https://www.academia.edu/Documents/in/Language_Acquisition?f_ri=4972","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="4972" href="https://www.academia.edu/Documents/in/Psycholinguistics">Psycholinguistics</a><script data-card-contents-for-ri="4972" type="text/json">{"id":4972,"name":"Psycholinguistics","url":"https://www.academia.edu/Documents/in/Psycholinguistics?f_ri=4972","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=64241500]'), work: {"id":64241500,"title":"Sprachbiographien: Erzählungen über Mehrsprachigkeit und deren Erkenntnisinteresse für die Spracherwerbsforschung und die Neurobiologie der Mehrsprachigkeit","created_at":"2021-12-15T02:33:38.021-08:00","url":"https://www.academia.edu/64241500/Sprachbiographien_Erz%C3%A4hlungen_%C3%BCber_Mehrsprachigkeit_und_deren_Erkenntnisinteresse_f%C3%BCr_die_Spracherwerbsforschung_und_die_Neurobiologie_der_Mehrsprachigkeit?f_ri=4972","dom_id":"work_64241500","summary":"En faisant un premier tour d\u0026#39;horizon des resultats actuels de la recherche en biographie langagiere, de son point de vue theorique et methodologique, l\u0026#39;auteure presente les perspectives nouvelles que ce courant apporte a la recherche en linguistique, en particulier sur l\u0026#39;acquisition du langage. L\u0026#39;interet pour la biographie langagiere s\u0026#39;est developpe rapidement dans les annees 1990 et tout specialement en Europe. La biographie langagiere peut, a bien des egards, contribuer a une analyse plus differenciee de l\u0026#39;acquisition du langage. En exposant les principes du courant, l\u0026#39;auteure presente differentes recherches en cours et leurs premiers resultats. Exemple est donne a travers notamment la presentation d\u0026#39;un projet du Fonds national suisse de la recherche entre les Universites de Bâle et de Prague. Cette etude vise a demontrer l\u0026#39;apport de la biographie langagiere pour une analyse neurobiologique du plurilinguisme.","downloadable_attachments":[{"id":76366311,"asset_id":64241500,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":20873141,"first_name":"Rita","last_name":"Franceschini","domain_name":"independent","page_name":"RitaFranceschini","display_name":"Rita Franceschini","profile_url":"https://independent.academia.edu/RitaFranceschini?f_ri=4972","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":248,"name":"Social Psychology","url":"https://www.academia.edu/Documents/in/Social_Psychology?f_ri=4972","nofollow":false},{"id":1236,"name":"Art","url":"https://www.academia.edu/Documents/in/Art?f_ri=4972","nofollow":false},{"id":1417,"name":"Language Acquisition","url":"https://www.academia.edu/Documents/in/Language_Acquisition?f_ri=4972","nofollow":false},{"id":4972,"name":"Psycholinguistics","url":"https://www.academia.edu/Documents/in/Psycholinguistics?f_ri=4972","nofollow":false},{"id":8265,"name":"Biography","url":"https://www.academia.edu/Documents/in/Biography?f_ri=4972"},{"id":25804,"name":"Neurobiology","url":"https://www.academia.edu/Documents/in/Neurobiology?f_ri=4972"},{"id":63288,"name":"Narration","url":"https://www.academia.edu/Documents/in/Narration?f_ri=4972"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_41898540" data-work_id="41898540" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/41898540/Chemotherapy_as_language_Sound_symbolism_in_cancer_medication_names">Chemotherapy as language: Sound symbolism in cancer medication names</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">The concept of sound symbolism proposes that even the tiniest sounds comprising a word may suggest the qualities of the object which that word represents. Cancer-related medication names, which are likely to be charged with emotional... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_41898540" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">The concept of sound symbolism proposes that even the tiniest sounds comprising a word may suggest the qualities of the object which that word represents. Cancer-related medication names, which are likely to be charged with emotional meaning for patients, might be expected to contain such sound-symbolic associations. We analyzed the sounds in the names of 60 frequently-used cancer-related medications, focusing on the medications&amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;#39; trade names as well as the names (trade or generic) commonly used in the clinic. We assessed the frequency of common voiced consonants (/b/, /d/, /g/, /v/, /z/; thought to be associated with slowness and heaviness) and voiceless consonants (/p/, /t/, /k/, /f/, /s/; thought to be associated with fastness and lightness), and compared them to what would be expected in standard American English using a reference dataset. A Fisher&amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;#39;s exact test for independence showed the chemotherapy consonantal frequencies to be significantly different from standard English (p=0.009 for trade; p&amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;lt;0.001 for &amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;quot;common usage&amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;quot;). For the trade names, the majority of the voiceless consonants were significantly increased compared to standard English; this effect was more pronounced with the &amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;quot;common usage&amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;quot; names (for the group, O/E=1.62; 95% CI [1.37, 1.89]). Hormonal and targeted therapy trade names showed the greatest frequency of voiceless consonants (for the group, O/E=1.76; 95% CI [1.20, 2.49]). Our results suggest that taken together, the names of chemotherapy medications contain an increased frequency of certain sounds associated with lightness, smallness and fastness. This finding raises important questions about the possible role of the names of medications in the experiences of cancer patients and providers.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/41898540" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="144998947" href="https://dartmouth.academia.edu/Glinert">Lewis Glinert</a><script data-card-contents-for-user="144998947" type="text/json">{"id":144998947,"first_name":"Lewis","last_name":"Glinert","domain_name":"dartmouth","page_name":"Glinert","display_name":"Lewis Glinert","profile_url":"https://dartmouth.academia.edu/Glinert?f_ri=4972","photo":"https://0.academia-photos.com/144998947/48685481/36882902/s65_lewis.glinert.jpg"}</script></span></span></li><li class="js-paper-rank-work_41898540 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="41898540"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 41898540, container: ".js-paper-rank-work_41898540", }); 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$(".js-view-count[data-work-id=41898540]").text(description); $(".js-view-count-work_41898540").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_41898540").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="41898540"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">19</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="39" href="https://www.academia.edu/Documents/in/Marketing">Marketing</a>, <script data-card-contents-for-ri="39" type="text/json">{"id":39,"name":"Marketing","url":"https://www.academia.edu/Documents/in/Marketing?f_ri=4972","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="184" href="https://www.academia.edu/Documents/in/Sociology">Sociology</a>, <script data-card-contents-for-ri="184" type="text/json">{"id":184,"name":"Sociology","url":"https://www.academia.edu/Documents/in/Sociology?f_ri=4972","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="626" href="https://www.academia.edu/Documents/in/Oncology">Oncology</a>, <script data-card-contents-for-ri="626" type="text/json">{"id":626,"name":"Oncology","url":"https://www.academia.edu/Documents/in/Oncology?f_ri=4972","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="767" href="https://www.academia.edu/Documents/in/Anthropology">Anthropology</a><script data-card-contents-for-ri="767" type="text/json">{"id":767,"name":"Anthropology","url":"https://www.academia.edu/Documents/in/Anthropology?f_ri=4972","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=41898540]'), work: {"id":41898540,"title":"Chemotherapy as language: Sound symbolism in cancer medication names","created_at":"2020-02-07T08:32:03.793-08:00","url":"https://www.academia.edu/41898540/Chemotherapy_as_language_Sound_symbolism_in_cancer_medication_names?f_ri=4972","dom_id":"work_41898540","summary":"The concept of sound symbolism proposes that even the tiniest sounds comprising a word may suggest the qualities of the object which that word represents. Cancer-related medication names, which are likely to be charged with emotional meaning for patients, might be expected to contain such sound-symbolic associations. We analyzed the sounds in the names of 60 frequently-used cancer-related medications, focusing on the medications\u0026amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;#39; trade names as well as the names (trade or generic) commonly used in the clinic. We assessed the frequency of common voiced consonants (/b/, /d/, /g/, /v/, /z/; thought to be associated with slowness and heaviness) and voiceless consonants (/p/, /t/, /k/, /f/, /s/; thought to be associated with fastness and lightness), and compared them to what would be expected in standard American English using a reference dataset. A Fisher\u0026amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;#39;s exact test for independence showed the chemotherapy consonantal frequencies to be significantly different from standard English (p=0.009 for trade; p\u0026amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;lt;0.001 for \u0026amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;quot;common usage\u0026amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;quot;). For the trade names, the majority of the voiceless consonants were significantly increased compared to standard English; this effect was more pronounced with the \u0026amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;quot;common usage\u0026amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;quot; names (for the group, O/E=1.62; 95% CI [1.37, 1.89]). Hormonal and targeted therapy trade names showed the greatest frequency of voiceless consonants (for the group, O/E=1.76; 95% CI [1.20, 2.49]). Our results suggest that taken together, the names of chemotherapy medications contain an increased frequency of certain sounds associated with lightness, smallness and fastness. This finding raises important questions about the possible role of the names of medications in the experiences of cancer patients and providers.","downloadable_attachments":[],"ordered_authors":[{"id":144998947,"first_name":"Lewis","last_name":"Glinert","domain_name":"dartmouth","page_name":"Glinert","display_name":"Lewis Glinert","profile_url":"https://dartmouth.academia.edu/Glinert?f_ri=4972","photo":"https://0.academia-photos.com/144998947/48685481/36882902/s65_lewis.glinert.jpg"}],"research_interests":[{"id":39,"name":"Marketing","url":"https://www.academia.edu/Documents/in/Marketing?f_ri=4972","nofollow":false},{"id":184,"name":"Sociology","url":"https://www.academia.edu/Documents/in/Sociology?f_ri=4972","nofollow":false},{"id":626,"name":"Oncology","url":"https://www.academia.edu/Documents/in/Oncology?f_ri=4972","nofollow":false},{"id":767,"name":"Anthropology","url":"https://www.academia.edu/Documents/in/Anthropology?f_ri=4972","nofollow":false},{"id":4972,"name":"Psycholinguistics","url":"https://www.academia.edu/Documents/in/Psycholinguistics?f_ri=4972"},{"id":6021,"name":"Cancer","url":"https://www.academia.edu/Documents/in/Cancer?f_ri=4972"},{"id":6177,"name":"Modeling","url":"https://www.academia.edu/Documents/in/Modeling?f_ri=4972"},{"id":16288,"name":"Public Health","url":"https://www.academia.edu/Documents/in/Public_Health?f_ri=4972"},{"id":18174,"name":"Language","url":"https://www.academia.edu/Documents/in/Language?f_ri=4972"},{"id":26327,"name":"Medicine","url":"https://www.academia.edu/Documents/in/Medicine?f_ri=4972"},{"id":42936,"name":"American English","url":"https://www.academia.edu/Documents/in/American_English?f_ri=4972"},{"id":73697,"name":"Social Medicine","url":"https://www.academia.edu/Documents/in/Social_Medicine?f_ri=4972"},{"id":76703,"name":"Sound symbolism","url":"https://www.academia.edu/Documents/in/Sound_symbolism?f_ri=4972"},{"id":163353,"name":"Cancer Chemotherapy","url":"https://www.academia.edu/Documents/in/Cancer_Chemotherapy?f_ri=4972"},{"id":410370,"name":"Public health systems and services research","url":"https://www.academia.edu/Documents/in/Public_health_systems_and_services_research-1?f_ri=4972"},{"id":469018,"name":"Neoplasms","url":"https://www.academia.edu/Documents/in/Neoplasms?f_ri=4972"},{"id":532278,"name":"Cancer Patient","url":"https://www.academia.edu/Documents/in/Cancer_Patient?f_ri=4972"},{"id":640662,"name":"Sound Symbolism","url":"https://www.academia.edu/Documents/in/Sound_Symbolism-1?f_ri=4972"},{"id":1212103,"name":"Antineoplastic Agents","url":"https://www.academia.edu/Documents/in/Antineoplastic_Agents?f_ri=4972"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_49954044" data-work_id="49954044" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/49954044/Phonotactic_Therapy">Phonotactic Therapy</a></div></div><div class="u-pb4x u-mt3x"></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/49954044" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="ad7400872d8f411b116cf069515bf712" rel="nofollow" data-download="{"attachment_id":68118842,"asset_id":49954044,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/68118842/download_file?st=MTczMjgxMjU1Myw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="194034108" href="https://vermont.academia.edu/ShelleyVelleman">Shelley Velleman</a><script data-card-contents-for-user="194034108" type="text/json">{"id":194034108,"first_name":"Shelley","last_name":"Velleman","domain_name":"vermont","page_name":"ShelleyVelleman","display_name":"Shelley Velleman","profile_url":"https://vermont.academia.edu/ShelleyVelleman?f_ri=4972","photo":"https://0.academia-photos.com/194034108/56587702/44793368/s65_shelley.velleman.jpeg"}</script></span></span></li><li class="js-paper-rank-work_49954044 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="49954044"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 49954044, container: ".js-paper-rank-work_49954044", }); });</script></li><li class="js-percentile-work_49954044 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 49954044; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_49954044"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_49954044 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="49954044"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 49954044; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=49954044]").text(description); $(".js-view-count-work_49954044").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_49954044").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="49954044"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">9</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="237" href="https://www.academia.edu/Documents/in/Cognitive_Science">Cognitive Science</a>, <script data-card-contents-for-ri="237" type="text/json">{"id":237,"name":"Cognitive Science","url":"https://www.academia.edu/Documents/in/Cognitive_Science?f_ri=4972","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="2139" href="https://www.academia.edu/Documents/in/Phonetics">Phonetics</a>, <script data-card-contents-for-ri="2139" type="text/json">{"id":2139,"name":"Phonetics","url":"https://www.academia.edu/Documents/in/Phonetics?f_ri=4972","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="4972" href="https://www.academia.edu/Documents/in/Psycholinguistics">Psycholinguistics</a>, <script data-card-contents-for-ri="4972" type="text/json">{"id":4972,"name":"Psycholinguistics","url":"https://www.academia.edu/Documents/in/Psycholinguistics?f_ri=4972","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="18342" href="https://www.academia.edu/Documents/in/Speech_Disorders">Speech Disorders</a><script data-card-contents-for-ri="18342" type="text/json">{"id":18342,"name":"Speech Disorders","url":"https://www.academia.edu/Documents/in/Speech_Disorders?f_ri=4972","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=49954044]'), work: {"id":49954044,"title":"Phonotactic 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Disorders","url":"https://www.academia.edu/Documents/in/Language_Development_Disorders?f_ri=4972"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_68286618" data-work_id="68286618" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/68286618/Geographic_Ethnic_and_Linguistic_Composition_of_Afghanistan_Methodological_rich_points_of_Language_Policy_and_Planning">Geographic, Ethnic and Linguistic Composition of Afghanistan: Methodological rich points of Language Policy and Planning</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">This paper evaluates the Language Policy and Planning&#39;s (LPP) Methodological Rich Points (MRP) in the geographic, ethnic and linguistic composition of Afghanistan. The theoretical construct is taken from the work of Nancy H.... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_68286618" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">This paper evaluates the Language Policy and Planning&#39;s (LPP) Methodological Rich Points (MRP) in the geographic, ethnic and linguistic composition of Afghanistan. The theoretical construct is taken from the work of Nancy H. Hornberger on MRP in LPP. The paper explores a range of primary and secondary sources, and finds that the presence of inequality, marginalization and oppression in intra-ethnic and intralanguage group relations, sharing of resources and power account for neglect of the MRP in Afghan LPP. The geographic details in conjunction with explanation of historical process of migrations and conquests explains that most of the minority language speakers are concentrated in the difficult to reach areas of Afghanistan for their safety. Further, the limiting factors of Afghan geography explains the preservation of minority languages from the effects of majority languages. The study concludes with the proposal that it would be helpful to avoid the pitfalls of the current L...</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/68286618" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="4dda212e1a145ede51235de0b55ebf12" rel="nofollow" data-download="{"attachment_id":78816028,"asset_id":68286618,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/78816028/download_file?st=MTczMjgxMjU1Myw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="649334" href="https://independent.academia.edu/ahmadayaz">ayaz ahmad</a><script data-card-contents-for-user="649334" type="text/json">{"id":649334,"first_name":"ayaz","last_name":"ahmad","domain_name":"independent","page_name":"ahmadayaz","display_name":"ayaz ahmad","profile_url":"https://independent.academia.edu/ahmadayaz?f_ri=4972","photo":"https://0.academia-photos.com/649334/18439077/20733494/s65_ayaz.ahmad.jpg"}</script></span></span></li><li class="js-paper-rank-work_68286618 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="68286618"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 68286618, container: ".js-paper-rank-work_68286618", }); 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The theoretical construct is taken from the work of Nancy H. Hornberger on MRP in LPP. The paper explores a range of primary and secondary sources, and finds that the presence of inequality, marginalization and oppression in intra-ethnic and intralanguage group relations, sharing of resources and power account for neglect of the MRP in Afghan LPP. The geographic details in conjunction with explanation of historical process of migrations and conquests explains that most of the minority language speakers are concentrated in the difficult to reach areas of Afghanistan for their safety. Further, the limiting factors of Afghan geography explains the preservation of minority languages from the effects of majority languages. 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data-has-card-for-ri="4972" href="https://www.academia.edu/Documents/in/Psycholinguistics">Psycholinguistics</a>, <script data-card-contents-for-ri="4972" type="text/json">{"id":4972,"name":"Psycholinguistics","url":"https://www.academia.edu/Documents/in/Psycholinguistics?f_ri=4972","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="13691" href="https://www.academia.edu/Documents/in/Fluency_disorders">Fluency disorders</a>, <script data-card-contents-for-ri="13691" type="text/json">{"id":13691,"name":"Fluency disorders","url":"https://www.academia.edu/Documents/in/Fluency_disorders?f_ri=4972","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="18174" href="https://www.academia.edu/Documents/in/Language">Language</a>, <script data-card-contents-for-ri="18174" type="text/json">{"id":18174,"name":"Language","url":"https://www.academia.edu/Documents/in/Language?f_ri=4972","nofollow":false}</script><a class="InlineList-item-text" 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data-work_id="1495323" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/1495323/Neural_responses_to_morphological_syntactic_and_semantic_properties_of_single_words_An_fMRI_study">Neural responses to morphological, syntactic, and semantic properties of single words: An fMRI study</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Dissociations in the recognition of specific classes of words have been documented in brain-injured populations. These include deficits in the recognition and production of morphologically complex words as well as impairments specific to... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_1495323" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Dissociations in the recognition of specific classes of words have been documented in brain-injured populations. These include deficits in the recognition and production of morphologically complex words as well as impairments specific to particular syntactic classes such as verbs. However, functional imaging evidence for distinctions among the neural systems underlying these dissociations has been inconclusive. We explored the neural systems involved in processing different word classes in a functional Magnetic Resonance Imaging study, contrasting four groups of words co-varying morphological complexity (simple, monomorphemic words vs complex derived or inflected words) and syntactic class (verbs vs nouns/adjectives). Subtraction of word from letter string processing showed activation in left frontal and temporal lobe regions consistent with prior studies of visual word processing. No differences were observed for morphologically complex and simple words, despite adequate power to detect stimulus specific effects. A region of posterior left middle temporal gyrus showed significantly increased activation for verbs. Post hoc analyses showed that this elevated activation could also be related to semantic properties of the stimulus items (verbs have stronger action associations than nouns, and action association is correlated with activation). Results suggest that semantic as well as syntactic factors should be considered when assessing the neural systems involved in single word comprehension.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/1495323" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="db9ebf5f0b743660a61cacd9238e29d0" rel="nofollow" data-download="{"attachment_id":50949059,"asset_id":1495323,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/50949059/download_file?st=MTczMjgxMjU1Myw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="1421314" href="https://cnrs.academia.edu/FannyMeunier">Fanny Meunier</a><script data-card-contents-for-user="1421314" type="text/json">{"id":1421314,"first_name":"Fanny","last_name":"Meunier","domain_name":"cnrs","page_name":"FannyMeunier","display_name":"Fanny Meunier","profile_url":"https://cnrs.academia.edu/FannyMeunier?f_ri=4972","photo":"https://0.academia-photos.com/1421314/512253/643333/s65_fanny.meunier.jpg"}</script></span></span></li><li class="js-paper-rank-work_1495323 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="1495323"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 1495323, container: ".js-paper-rank-work_1495323", }); 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$(".js-view-count[data-work-id=1495323]").text(description); $(".js-view-count-work_1495323").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_1495323").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="1495323"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">20</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="2349" href="https://www.academia.edu/Documents/in/Semantics">Semantics</a>, <script data-card-contents-for-ri="2349" type="text/json">{"id":2349,"name":"Semantics","url":"https://www.academia.edu/Documents/in/Semantics?f_ri=4972","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="4972" href="https://www.academia.edu/Documents/in/Psycholinguistics">Psycholinguistics</a>, <script data-card-contents-for-ri="4972" type="text/json">{"id":4972,"name":"Psycholinguistics","url":"https://www.academia.edu/Documents/in/Psycholinguistics?f_ri=4972","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="5391" href="https://www.academia.edu/Documents/in/Speech_perception">Speech perception</a>, <script data-card-contents-for-ri="5391" type="text/json">{"id":5391,"name":"Speech perception","url":"https://www.academia.edu/Documents/in/Speech_perception?f_ri=4972","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="6200" href="https://www.academia.edu/Documents/in/Magnetic_Resonance_Imaging">Magnetic Resonance Imaging</a><script data-card-contents-for-ri="6200" type="text/json">{"id":6200,"name":"Magnetic Resonance Imaging","url":"https://www.academia.edu/Documents/in/Magnetic_Resonance_Imaging?f_ri=4972","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=1495323]'), work: {"id":1495323,"title":"Neural responses to morphological, syntactic, and semantic properties of single words: An fMRI study","created_at":"2012-04-02T01:05:12.476-07:00","url":"https://www.academia.edu/1495323/Neural_responses_to_morphological_syntactic_and_semantic_properties_of_single_words_An_fMRI_study?f_ri=4972","dom_id":"work_1495323","summary":"Dissociations in the recognition of specific classes of words have been documented in brain-injured populations. These include deficits in the recognition and production of morphologically complex words as well as impairments specific to particular syntactic classes such as verbs. However, functional imaging evidence for distinctions among the neural systems underlying these dissociations has been inconclusive. We explored the neural systems involved in processing different word classes in a functional Magnetic Resonance Imaging study, contrasting four groups of words co-varying morphological complexity (simple, monomorphemic words vs complex derived or inflected words) and syntactic class (verbs vs nouns/adjectives). Subtraction of word from letter string processing showed activation in left frontal and temporal lobe regions consistent with prior studies of visual word processing. No differences were observed for morphologically complex and simple words, despite adequate power to detect stimulus specific effects. A region of posterior left middle temporal gyrus showed significantly increased activation for verbs. Post hoc analyses showed that this elevated activation could also be related to semantic properties of the stimulus items (verbs have stronger action associations than nouns, and action association is correlated with activation). Results suggest that semantic as well as syntactic factors should be considered when assessing the neural systems involved in single word comprehension.","downloadable_attachments":[{"id":50949059,"asset_id":1495323,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":1421314,"first_name":"Fanny","last_name":"Meunier","domain_name":"cnrs","page_name":"FannyMeunier","display_name":"Fanny Meunier","profile_url":"https://cnrs.academia.edu/FannyMeunier?f_ri=4972","photo":"https://0.academia-photos.com/1421314/512253/643333/s65_fanny.meunier.jpg"}],"research_interests":[{"id":2349,"name":"Semantics","url":"https://www.academia.edu/Documents/in/Semantics?f_ri=4972","nofollow":false},{"id":4972,"name":"Psycholinguistics","url":"https://www.academia.edu/Documents/in/Psycholinguistics?f_ri=4972","nofollow":false},{"id":5391,"name":"Speech perception","url":"https://www.academia.edu/Documents/in/Speech_perception?f_ri=4972","nofollow":false},{"id":6200,"name":"Magnetic 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