scholarly journals Meaning and words in the conference interpreter’s mind

2018 ◽  
Vol 1 (1) ◽  
pp. 21-41 ◽  
Author(s):  
Agnieszka Chmiel
Keyword(s):  
Word Recognition ◽  
Mixed Models ◽  
Research Method ◽  
Priming Effect ◽  
Longitudinal Design ◽  
Mental Lexicon ◽  
Psycholinguistic Research ◽  
Priming Paradigm ◽  
Interpreter Training ◽  
The Mind

Abstract The aim of the study was to examine how interpreter training and experience influence word recognition and cross-linguistic connections in the bilingual mental lexicon. Sixty-eight professional interpreters, interpreter trainees (tested at the beginning and end of their training) and bilingual controls were asked to complete a semantic priming study. Priming is a psycholinguistic research method used to examine connections between words and languages in the mind. Data analysis conducted by means of linear mixed models revealed that advanced trainees recognised words faster than beginners, but were not outperformed by professionals. A priming effect was found only in the L1-L2 direction, suggesting similar asymmetries between languages irrespective of the interpreting experience. It is the first study to adopt a priming paradigm and a longitudinal design to examine the interpreters’ mental lexicon. The study shows that word recognition is faster due to interpreter training, but is not modulated further by interpreting experience.

scholarly journals Memory for affixes in a long-lag priming paradigm

2021 ◽  
Author(s):  
Phoebe Gaston ◽  
Linnaea Stockall ◽  
Sarah VanWagenen ◽  
Alec Marantz
Keyword(s):  
Lexical Decision ◽  
Semantic Priming ◽  
Priming Effect ◽  
Representational Content ◽  
Distributed Morphology ◽  
Psycholinguistic Research ◽  
Priming Paradigm ◽  
Stark Contrast ◽  
Complex Words ◽  
Identity Priming

Psycholinguistic research on the processing of morphologically complex words has largely focused on debates about how/if lexical stems are recognized, stored and retrieved. Comparatively little processing research has investigated similar issues for functional affixes. In Word or Lexeme Based Morphology (Aronoff, 1994), affixes are not representational units on par with stems or roots. This view is in stark contrast to the claims of linguistic theories like Distributed Morphology (Halle & Marantz, 1993), which assign rich representational content to affixes. We conducted a series of eight visual lexical decision studies, evaluating effects of derivational affix priming along with stem priming, identity priming, form priming and semantic priming at long and short lags. We find robust and consistent affix priming (but not semantic or form priming) with lags up to 33 items, supporting the position that affixes are morphemes, i.e., representational units on par with stems. Intriguingly, we find only weaker evidence for the long-lag stem priming effect found in other studies. We interpret this asymmetry in terms of the salience of different morphological contexts for recollection memory.

scholarly journals Finding a 'flower' in a 'peanut' is as easy as in a 'garden': towards a lemma-based model of bilingual word recognition

2020 ◽  
Author(s):  
Xin Wang ◽  
Marcus Taft
Keyword(s):  
Word Recognition ◽  
Priming Effect ◽  
Lexical Processing ◽  
Semantic Transparency ◽  
Morphological Decomposition ◽  
Strong Trend ◽  
Priming Paradigm ◽  
Morphological Priming ◽  
Language Activation ◽  
Cross Language

The present study investigates how morphological information is processed and represented in the bilingual lexicon. We employed a masked cross-language morphological priming paradigm to examine morphological decomposition and semantic transparency in bilingual lexical processing. A robust and reliable morphological priming effect was observed for both transparent compounds and opaque compounds, though there was a strong trend for more facilitation in the former than the latter. To account for these results, we propose a lemma-based bilingual model specifying the activation/competition between lemmas during cross-language activation at the morphological level. Our novel findings advance the understanding of interplay between morphology and bilingualism.

Pengaruh Bimbingan Kelompok Terhadap Perilaku Asertif pada Siswa

2018 ◽  
Vol 6 (4) ◽  
pp. 427-446
Author(s):  
Rina Nurviani ◽  
Lilis Satriah
Keyword(s):  
Research Method ◽  
Simple Correlation ◽  
Large Influence ◽  
Assertive Behavior ◽  
The Mind ◽  
Group Guidance

Assertive behavior holds important guidelines for the formation of a person's personality can be improved in group guidance, because in group guidance can be utilized the influence of a person or some individual against other members. This study aims to determine (1) the large influence of group guidance on assertive behavior in the expression of the mind, (2) large influence group guidance on assertive behavior in the expression of feeling, and (3) large influence group guidance on assertive behavior in the expression of mind to students. The research method used in this research is a simple correlation research method. The result of calculation obtained by value of porsentase influence group guidance to assertive behavior in expression of mind equal to 2,5%, in expression of feeling of porsentasenya equal to 4,4%, whereas in expression action only equal to 0,1%. So it can be concluded that group guidance has little effect on assertive behavior in the expression of thoughts, feelings, and actions. The overall influence of group guidance on assertive behavior is only 2.5%.   Perilaku asertif memegang pedoman penting bagi pembentukan kepribadian seseorang dapat ditingkatkan dalam bimbingan kelompok, karena dalam bimbingan kelompok dapat dimanfaatkan pengaruh-pengaruh seseorang atau beberapa individu terhadap anggota lainnya. Penelitian ini bertujuan untuk mengetahui (1) besar pengaruh bimbingan kelompok terhadap perilaku asertif dalam ekspresi pikiran, (2) besar pengaruh bimbingan kelompok terhadap perilaku asertif dalam ekspresi perasaan, dan (3) besar pengaruh bimbingan kelompok terhadap perilaku asertif dalam ekspresi pikiran pada siswa. Metode penelitian yang digunakan dalam penelitian ini yaitu metode penelitian korelasi sederhana. Hasil perhitungan diperoleh nilai porsentase pengaruh bimbingan kelompok terhadap perilaku asertif dalam ekspresi pikiran sebesar 2,5%, dalam ekspresi perasaan porsentasenya sebesar 4,4%, sedangkan dalam ekspresi tindakan hanya sebesar 0,1%. Sehingga dapat disimpulkan bahwa bimbingan kelompok berpengaruh kecil sekali terhadap perilaku asertif dalam ekspresi pikiran, perasaan, dan tindakan. Yang secara keseluruhannya pengaruh bimbingan kelompok terhadap perilaku asertif hanya sebesar 2,5%.

scholarly journals Exploring Affective Priming Effect of Emotion-Label Words and Emotion-Laden Words: An Event-Related Potential Study

2021 ◽  
Vol 11 (5) ◽  
pp. 553
Author(s):  
Chenggang Wu ◽  
Juan Zhang ◽  
Zhen Yuan
Keyword(s):  
Word Processing ◽  
Priming Effect ◽  
Word Type ◽  
Event Related Potential ◽  
Affective Priming ◽  
Clear Understanding ◽  
Emotion Word ◽  
Priming Paradigm ◽  
Emotion Label ◽  
Target Words

In order to explore the affective priming effect of emotion-label words and emotion-laden words, the current study used unmasked (Experiment 1) and masked (Experiment 2) priming paradigm by including emotion-label words (e.g., sadness, anger) and emotion-laden words (e.g., death, gift) as primes and examined how the two kinds of words acted upon the processing of the target words (all emotion-laden words). Participants were instructed to decide the valence of target words, and their electroencephalogram was recorded at the same time. The behavioral and event-related potential (ERP) results showed that positive words produced a priming effect whereas negative words inhibited target word processing (Experiment 1). In Experiment 2, the inhibition effect of negative emotion-label words on emotion word recognition was found in both behavioral and ERP results, suggesting that modulation of emotion word type on emotion word processing could be observed even in the masked priming paradigm. The two experiments further supported the necessity of defining emotion words under an emotion word type perspective. The implications of the findings are proffered. Specifically, a clear understanding of emotion-label words and emotion-laden words can improve the effectiveness of emotional communications in clinical settings. Theoretically, the emotion word type perspective awaits further explorations and is still at its infancy.

scholarly journals Spoken word recognition with gender-marked context

2006 ◽  
Vol 1 (2) ◽  
pp. 277-297 ◽  
Author(s):  
Elsa Spinelli ◽  
Fanny Meunier ◽  
Alix Seigneuric
Keyword(s):  
Word Recognition ◽  
Lexical Decision ◽  
Priming Effect ◽  
Selection Process ◽  
Spoken Word Recognition ◽  
Spoken Word ◽  
Phonological Priming ◽  
Phonological Information ◽  
Gender Information

In a cross-modal (auditory-visual) fragment priming study in French, we tested the hypothesis that gender information given by a gender-marked article (e.g. unmasculine or unefeminine) is used early in the recognition of the following word to discard gender-incongruent competitors. In four experiments, we compared lexical decision performances on targets primed by phonological information only (e.g. /kRa/-CRAPAUD /kRapo/; /to/-TOAD) or by phonological plus gender information given by a gender-marked article (e.g. unmasculine /kra/-CRAPAUD; a /to/-TOAD). In all experiments, we found a phonological priming effect that was not modulated by the presence of gender context, whether gender-marked articles were congruent (Experiments 1, 2, and 3) or incongruent (Experiment 4) with the target gender. Moreover, phonological facilitation was not modulated by the presence of gender context, whether gender-marked articles allowed exclusion of less frequent competitors (Experiment 1) or more frequent ones (Experiments 2 and 3). We concluded that gender information extracted from a preceding gender-marked determiner is not used early in the process of spoken word recognition and that it may be used in a later selection process.

scholarly journals Networks in the mind – what communities reveal about the structure of the lexicon

2021 ◽  
Vol 7 (1) ◽  
pp. 181-199
Author(s):  
László Kovács ◽  
András Bóta ◽  
László Hajdu ◽  
Miklós Krész
Keyword(s):  
Word Association ◽  
Mental Lexicon ◽  
Association Network ◽  
Community Structures ◽  
Associative Structure ◽  
The Mind ◽  
Agglutinative Language

Abstract The mental lexicon stores words and information about words. The lexicon is seen by many researchers as a network, where lexical units are nodes and the different links between the units are connections. Based on the analysis of a word association network, in this article we show that different kinds of associative connections exist in the mental lexicon. Our analysis is based on a word association database from the agglutinative language Hungarian. We use communities – closely knit groups – of the lexicon to provide evidence for the existence and coexistence of different connections. We search for communities in the database using two different algorithms, enabling us to see the overlapping (a word belongs to multiple communities) and non-overlapping (a word belongs to only one community) community structures. Our results show that the network of the lexicon is organized by semantic, phonetic, syntactic and grammatical connections, but encyclopedic knowledge and individual experiences are also shaping the associative structure. We also show that words may be connected not just by one, but more types of connections at the same time.

Inflectional and Derivational Morphology in the Mental Lexicon: Symmetries and Asymmetries in Repetition Priming

1992 ◽  
Vol 44 (2) ◽  
pp. 373-390 ◽  
Author(s):  
H. Schriefers ◽  
A. Friederici ◽  
P. Graetz
Keyword(s):  
Repetition Priming ◽  
Mental Lexicon ◽  
Derivational Morphology ◽  
Lexical Organization ◽  
Priming Effects ◽  
Priming Paradigm ◽  
Complex Forms ◽  
Complex Words ◽  
Prime Target

Using a repetition priming paradigm, the interrelations between morphologically related words in the mental lexicon were examined in two experiments. In contrast to most previous studies, in which morphologically complex words occur as primes and stems as targets, derivationally and inflectionally complex forms were fully crossed in prime–target pairs. Experiment 1 showed asymmetries in the pattern of priming effects between different inflectional forms of German adjectives. Such asymmetries are problematic for any theory that assumes that all members of an inflectional paradigm share one entry in the mental lexicon. Experiment 2 contrasted derivational and inflectional variants of the same stems used in Experiment 1. Once again, there were same clear asymmetries in the pattern of priming effects. The implications of these results for models of lexical organization of inflectional and derivational morphology are discussed.

PENERAPAN METODE MIND MAP UNTUK MENINGKATKAN PEMAHAMAN DAN HASIL BELAJAR MAHASISWA DALAM MATA KULIAH MANAJEMEN PEMASARAN DI IAIN PEKALONGAN

2020 ◽  
Vol 13 (2) ◽  
pp. 263-270
Author(s):  
Dwi Novaria Misidawati
Keyword(s):  
Action Research ◽  
Learning Outcomes ◽  
Research Method ◽  
Student Learning Outcomes ◽  
Student Understanding ◽  
Marketing Management ◽  
Study Program ◽  
Observation Instruments ◽  
The Mind ◽  
Academic Year

This research is motivated by the low understanding and learning outcomes of students in the marketing management course. The purpose of this study was to improve student understanding and learning outcomes in marketing management courses using the mind map method at IAIN Pekalongan for the 2019/2020 Academic Year. This research was conducted on 50 students of class IIA of the Sharia Economics Study Program, consisting of 40 women and 10 men. The research method used was Classroom Action Research (PTK) using the PTK Kemmis & Taggart design consisting of 2 cycles, each consisting of planning, implementing, observing, and reflecting. Collecting data using observation instruments, tests, documentation, and questionnaires. The results of this study indicate an increase in understanding and learning outcomes in marketing management courses, marked by an increase in the number of students who reach the completeness limit, namely in cycle I there are 33 students (66%), in cycle II there are 44 students (88%). The conclusion of this study shows that the application of the mind map method can improve understanding and student learning outcomes in marketing management courses.

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