The Influence of Semantic Context on the Perception of Spanish-Accented American English

2013 ◽  
Vol 56 (5) ◽  
pp. 1567-1578 ◽  
Author(s):  
Alison Behrman ◽  
Ali Akhund
Keyword(s):  
Semantic Information ◽  
American English ◽  
Semantic Category ◽  
Semantic Context ◽  
Spanish Speakers ◽  
Accented Speech ◽  
Main Effect ◽  
Dependent Variables ◽  
True False

Purpose In this article, the authors examine (a) the effect of semantic context on accentedness, comprehensibility, and intelligibility of Spanish-accented American English (AE) as judged by monolingual AE listeners and (b) the interaction of semantic context and accentedness on comprehensibility and intelligibility. Method Twenty adult native (L1) Spanish speakers proficient in AE and 4 L1 AE speakers (controls) read 48 statements consisting of true–false, semantically meaningful, and semantically anomalous sentences. Eighty monolingual AE listeners assessed accentedness, comprehensibility, and intelligibility of the statements. Results A significant main effect was found for semantic category on all 3 dependent variables. Accents were perceived to be stronger, and both comprehensibility and intelligibility were worse, in semantically anomalous contexts. Speaker data were grouped into strong, mid-level, and mild accents. The interaction between semantic category and accent was significant for both comprehensibility and intelligibility. The effect of semantic context was strongest for strong accents. Intelligibility was excellent for speakers with mid-level accents in true–false and semantically meaningful contexts, and it was excellent for mild accents in all contexts. Conclusions Listeners access semantic information, in addition to phonetic and phonotactic features, in the perception of nonnative speech. Both accent level and semantic context are important in research on foreign-accented speech.

Preschoolers’ imitation of sentential complement sentences: Does the nature of the matrix clause matter?

2021 ◽  
pp. 014272372110242
Author(s):  
Ian Morton ◽  
C. Melanie Schuele
Keyword(s):  
Language Development ◽  
Age Group ◽  
Matrix Clause ◽  
Developmental Progression ◽  
Main Effect ◽  
Dependent Variables ◽  
The Matrix ◽  
Group 3 ◽  
Sentence Imitation ◽  
Experimental Findings

Preschoolers’ earliest productions of sentential complement sentences have matrix clauses that are limited in form. Diessel proposed that matrix clauses in these early productions are propositionally empty fixed phrases that lack semantic and syntactic integration with the clausal complement. By 4 years of age, however, preschoolers produce sentential complement sentences with matrix clauses that are more varied. Diessel proposed that the matrix clauses in these later productions semantically and syntactically embed the complement clause. We refer to these matrix clauses as formulaic and true, respectively. Diessel’s hypothesis about the development of sentential complement sentences was based on an analysis of spontaneous language. The purpose of this study was to evaluate Diessel’s hypothesis with an experimental sentence imitation task wherein stimuli varied in the nature of the matrix clause. Thirty children with typical language development participated; 10 children in each age group (3-, 4-, and 5-year-olds) imitated 50 sentential complement sentences that included either a true or a formulaic matrix clause; the structure of the dependent clauses did not vary. Dependent variables were percent sentence imitation and percent matrix clause imitation. There was a significant main effect for matrix clause type on imitation of sentences and matrix clauses. There was also a significant main effect for age on imitation of sentences and matrix clauses. Significant matrix clause type-by-age interactions were such that percent sentence imitation and percent matrix clause imitation varied by age. Three- and 4-year-olds were less proficient than 5-year-olds on imitation of sentences with true matrix clauses and on imitations of true matrix clauses. Only 3- and 4-year-olds were less proficient imitating true matrix clauses than formulaic matrix clauses. Experimental findings support Diessel’s hypothesis that there is a developmental progression in the nature of preschoolers’ production of sentential complement sentences.

Nine, Seven, Five, or Three: How Many Figures Do We Need for Assessing Body Image?

2005 ◽  
Vol 100 (2) ◽  
pp. 488-492 ◽  
Author(s):  
Neala Ambrosi-Randić ◽  
Alessandra Pokrajac-Bulian ◽  
Vladimir Takšić
Keyword(s):  
Body Image ◽  
Analysis Of Variance ◽  
Optimal Number ◽  
Female Students ◽  
Validity And Reliability ◽  
Main Effect ◽  
Dependent Variables ◽  
Post Hoc ◽  
Main Effects

320 Croatian female students ( M = 20.4 yr.) were recruited to examine the validity and reliability of figural scales using different numbers of stimuli (3, 5, 7, and 9) and different serial presentation (serial and nonserial order). A two-way analysis of variance (4 numbers × 2 orders of stimuli) was performed on ratings of current self-size and ideal size as dependent variables. Analysis indicated a significant main effect of number of stimuli. This, together with post hoc tests indicated that ratings were significantly different for a scale of three figures from scales of more figures, which in turn did not differ among themselves. Main effects of order of stimuli, as well as the interaction, were not significant. The results support the hypothesis that the optimal number of figures on a scale is seven plus (or minus) two.

Identity Markers and L2 Pronunciation

1988 ◽  
Vol 10 (1) ◽  
pp. 33-49 ◽  
Author(s):  
Jane Zuengler
Keyword(s):  
Second Language ◽  
American English ◽  
Spanish Speakers ◽  
American Identity ◽  
Native Spanish Speakers ◽  
Sociolinguistic Variation ◽  
English Pronunciation ◽  
Identity Markers ◽  
Social Markers ◽  
Social Marking

This is a report of a study of social marking in second language pronunciation. In particular, it tested out Trudgill's (1981) suggestion that sounds that are most likely to undergo sociolinguistic variation, that is, that may become social markers, are those that Labov (1972a, 1972b), calls stereotypes. This study sought to determine whether there were certain aspects of English pronunciation that native Spanish speakers would, at some level of awareness, associate with American English/American identity. The speakers were asked to perform several tasks, including a mimic of an American speaking Spanish with an American accent (following Flege & Hammond, 1982). Among the results, speakers displayed a tacit awareness of English-Spanish sound distinctions (in particular, allophonic differences) in performing the mimic (supporting Flege & Hammond, 1982). Additionally, some of the alterations they were very conscious of held as stereotypes of American English. Support was found for Trudgill's (1981) suggestion.

scholarly journals Efektifitas Pengaruh Penggunaan Metode Pembelajaran Discovery dan Asesmen Essay Untuk Meningkatkan Prestasi Belajar dan Pemahaman Metakognisi Biologi Siswa SMA di Kota Bekasi

2021 ◽  
Vol 6 (1) ◽  
pp. 18-29
Author(s):  
Ahmad Fauzan
Keyword(s):  
Significant Influence ◽  
Control Group ◽  
Homogeneity Test ◽  
Distributed Data ◽  
Learning Methods ◽  
Control Group Design ◽  
Main Effect ◽  
Dependent Variables ◽  
Assessment Techniques ◽  
Effect Hypothesis

The purpose of this research is to find out the effectiveness of the use of discovery learning methods and essay assessment. Research method is quasi experiment and use pretest - posttest control group design. The data obtained were analyzed with descriptive statistics and parametric inferential statistics. Data on understanding metacognition and learning achievement using test instruments of learning results as well as metacognition tests are measured by criteria of metacognition ability. Control class data normality test with Shapiro-wilk 0,108 and 0,123 > 0,005 normal distributed data. Test normality of experiment class data 0,114 and 0,110 > 0,005 normal distributed data. Test the simultaneous similarity of variants with Box'M 0.001 < 0.005 then the dependent variables have the same simultaneous variants. Homogeneity test using Levene's Test 0,845 and 0,311 > 0,005 then homogeneous distributed data. Multivariate homogeneity test using Hotteling's trace manova 0,000 ,0,000 and 0,001 < 0,005 homogeneous data in mltivariate. Testing the main effect hypothesis to one 0,000 and 0,000 < 0,005 there is a significant influence of learning methods on dependent variables, main effect of the second hypothesis of 0,000 and 0,000 < 0,005 there is a significant influence of assessment techniques on dependent variables, interaction effect testing 0,001 and 0,000 < 0,005 there is a significant influence of interaction on dependent variables.

scholarly journals Naming pictures and sounds: Stimulus type affects semantic context effects

2020 ◽  
Author(s):  
Stefan Wöhner ◽  
Andreas Mädebach ◽  
Jörg D. Jescheniak
Keyword(s):  
Picture Naming ◽  
Context Effect ◽  
Context Effects ◽  
Semantic Category ◽  
Naming Task ◽  
Semantic Context ◽  
Perceptual Processing ◽  
Semantic Interference ◽  
Lexical Processes ◽  
Naming Tasks

Semantic context effects obtained in naming tasks have been most influential in devising and evaluating models of word production. We re-investigated this effect in the frequently used blocked-cyclic naming task in which stimuli are presented repeatedly either sorted by semantic category (homogeneous context) or intermixed (heterogeneous context). Previous blocked-cyclic naming studies have shown slower picture naming responses in the homogeneous context. Our study compared this context effect in two task versions, picture naming and sound naming. Target words were identical across task versions (e.g., participants responded with the word “dog” to either the picture of that animal or to the sound [barking] produced by it). We found semantic interference in the homogeneous context also with sounds and the effect was substantially larger than with pictures (Experiments 1 and 2). This difference is unlikely to result from extended perceptual processing of sounds as compared to pictures (Experiments 3 and 4) or from stronger links between pictures and object names than between sounds and object names (Experiment 5). Overall, our results show that semantic context effects in blocked-cyclic naming generalize to stimulus types other than pictures and – in part – also reflect pre-lexical processes that depend on the nature of the stimuli used for eliciting the naming responses.

Supporting Semantic Capture During Kinesthetic Teaching of Collaborative Industrial Robots

2018 ◽  
Vol 12 (01) ◽  
pp. 167-186 ◽  
Author(s):  
Maj Stenmark ◽  
Mathias Haage ◽  
Elin A. Topp ◽  
Jacek Malec
Keyword(s):  
Domain Knowledge ◽  
Semantic Information ◽  
Industrial Robot ◽  
Semantic Context ◽  
Industrial Robots ◽  
Teaching Mode ◽  
Language Support ◽  
Semantic Data ◽  
Robot Systems ◽  
System Knowledge

Industrial robot systems being deployed today do not contain domain knowledge to aid robot operators in setup and operational use. To gather such knowledge in a robotic context requires mechanisms for entering and capturing semantic data. Such mechanisms would allow a system to gradually build a working vocabulary while interacting with the environment and operators, valuable for the bootstrapping system knowledge and ensuring the data collection over time. This paper presents a prototype user interface that assists the kinesthetic teaching mode of a collaborative industrial robot, allowing for the capture of semantic information while working with the robot in day-to-day use. Two modalities, graphical point-and-click and natural language, support capture of semantic context and the building of a working vocabulary of the environment while modifying or creating robot programs. A semantic capture experiment illustrates the approach.

Effect of direct and indirect contact with mental illness on dangerousness and social distance

2017 ◽  
Vol 64 (2) ◽  
pp. 112-119 ◽  
Author(s):  
Minhwa Lee ◽  
Mikyung Seo
Keyword(s):  
Mental Illness ◽  
Standard Deviation ◽  
Interaction Effect ◽  
Social Distance ◽  
Direct Contact ◽  
Indirect Contact ◽  
Independent Variables ◽  
Main Effect ◽  
Dependent Variables ◽  
Two Independent Variables

Background: This study is based on the contact hypothesis that contact with mental illness is the most effective anti-stigma strategy. Aims: This study aims to analyze which form of contact can most effectively decrease the dangerousness and social distance associated with schizophrenia, depression and alcoholism. Method: In total, 573 Korean adults ( Mage = 43.71 years, standard deviation ( SD) = 13.41; 54.1% male, 45.9% female) were surveyed about randomly assigned vignettes of schizophrenia, depression and alcoholism. The participants were questioned on the dangerousness and social distance associated with the assigned vignette, as well as direct and indirect contact experience with the mental illness. Two-way analysis of variance (ANOVA) was used to determine the main effect and interaction effect that the type of mental illness and contact experience have on the two dependent variables (dangerousness and social distance). Results: The findings show that the type of mental illness has a significant main effect on dangerousness and social distance, but contact type only has a significant main effect on social distance. Moreover, the two independent variables (mental illness subtype and contact experience) have an interaction effect on two dependent variables (dangerousness and social distance). Therefore, the anti-stigma effect of contact varies according to the type of mental illness. Conclusion: Our findings suggest that appropriate anti-stigma strategies are required for each type of mental illness. Considering that opportunities for direct contact with persons with mental illness are highly limited, it is necessary to actively utilize indirect contact.

scholarly journals Glimpses of semantic restructuring of English emotion-laden words of American English L1 users residing outside the USA

2017 ◽  
Vol 8 (3) ◽  
pp. 320-342 ◽  
Author(s):  
Jean-Marc Dewaele
Keyword(s):  
Exploratory Study ◽  
American English ◽  
Statistical Analyses ◽  
The Self ◽  
Semantic Representations ◽  
Frequency Of Use ◽  
Dependent Variables ◽  
The Usa ◽  
English Speaking ◽  
The Uk

Abstract The present exploratory study focuses on the effect of living outside the USA on the understanding of the meaning, the perceived offensiveness and the self-reported frequency of use of four English emotion-laden words of British origin and four English emotion-laden words of American origin among 556 first (L1) users of American English. Statistical analyses revealed that the scores of the Americans living in the UK or in non-English-speaking countries differed significantly from those of compatriots living in the USA. Positive relationships emerged between multilingualism and scores on the dependent variables for the four British words, but no link emerged between languages known and the dependent variables for the American words. This is interpreted as an indication that semantic representations of emotion-laden words originating from another variety of the L1 are relatively weaker and are more likely to shift as a result of exposure to their use in other varieties, and the knowledge of other languages.

I FEEL LIKE A FRAUD AND IT DEPRESSES ME: THE RELATION BETWEEN THE IMPOSTER PHENOMENON AND DEPRESSION

2008 ◽  
Vol 36 (1) ◽  
pp. 43-48 ◽  
Author(s):  
Loretta Neal McGregor ◽  
Damon E. Gee ◽  
K. Elizabeth Posey
Keyword(s):  
Multivariate Analysis ◽  
Mild Depression ◽  
Men And Women ◽  
Pearson Product Moment Correlation ◽  
Negative Thought ◽  
Imposter Phenomenon ◽  
Main Effect ◽  
Dependent Variables ◽  
Thought Patterns ◽  
Independent Variable

Are the negative thought patterns and self-doubt associated with the Imposter Phenomenon similar to the negative thought patterns and self-doubt that many individuals who have mild depression experience? If so, it is reasonable to believe that a relation between depression and the Imposter Phenomenon (IP) exists. The relation between the IP and depression among college students was examined. Results of a Pearson product-moment correlation yielded a positive correlation between the IP and BDI-II scores. Additionally, a Multivariate Analysis of Variance (MANOVA) using the IP scores and BDI scores as the dependent variables, with sex serving as the independent variable, revealed that men and women differ significantly on the combined dependent variables of IP and BDI scores. More specifically, the main effect between sex and IP score indicates that women have higher IP scores than men. However, the effect between sex and BDI was not statistically significant. Lastly, the implications of these findings are discussed.

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