The contribution of visual and linguistic cues to the production of passives in ADHD and DLD: evidence from thematic priming

The presented empirical research is based on a new model for the categorical syllogisms, described and partially tested elsewhere. This model assumes that deriving a conclusion involves a pattern completion process, similar to the completion of perceptual patterns. Specifically, inferring a conclusion would require the generation of the missing part of an abstract pattern of logical semantic features. This pattern is named schema, because it is organized around a particular argumentative goal. Such a schema emerges through the frequent contact with a corresponding class of argumentative experiences. As, presumably, the usual pragmatic argumentative contexts imply predominantly valid syllogisms, pragmatic syllogistic schemas would emerge mainly for them. These pragmatic schemas for the valid syllogisms are supposed to be based on a particular mixed semantics of their syllogistic judgments, including both intensional (class-property) and extensional (subclass-class) relationships. The recognition of these schemas can be influenced by the linguistic cues of the verbal expression of the syllogisms. To test this particular prediction, the linguistic format of a set of 24 abstract categorical syllogisms (12 valid, 12 invalid) was varied. The linguistic cues of the L format task would favor the recognition of the logical features of the assumed syllogistic schemas with a mixed logical semantics of the valid syllogisms. The N format task, with no explicit linguistic cues for those logical features, would hinder the recognition of the above-mentioned schemas for the valid syllogisms. The administration order of the two tasks was also varied. The study included 192 university students. The data supported considerably the expected format effects on the correctness of the chosen answers for the valid syllogisms (with higher performances for the L format) in the relevant between-subjects and within-subjects comparisons, and some of the predicted order effects. Mental models theory cannot explain the obtained results.

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Taxes and Haven Activities: Evidence from Linguistic Cues

The Accounting Review ◽

10.2308/tar-2020-0163 ◽

2021 ◽

Author(s):

Kelvin K. F. Law ◽

Lillian Mills

Keyword(s):

Tax Rates ◽

Economic Activities ◽

Effective Tax Rates ◽

Tax Effects ◽

Tax Haven ◽

Linguistic Cues ◽

Different Types ◽

Information Set ◽

Mere Existence ◽

Offshore Activities

Users of Exhibit 21 cannot tell whether a tax haven subsidiary is actively operating or a dormant shell company. In this paper, we develop a new set of parsimonious measures to highlight the distinct mechanisms and tax effects of offshore sales to, as opposed to purchases from, tax haven countries, offering insights on the effects of certain types of offshoring activities on firms’ tax burdens. Our main measure has about three times the effect of the mere existence of a haven subsidiary in explaining firms’ effective tax rates. We detail the processes to predict the offshore activities in tax haven countries for firms without an Exhibit 21 and firms reporting no subsidiary operations in a tax haven country. Relative to the mere mention of a tax haven subsidiary in Exhibit 21, our new measures provide a richer information set to capture different types of economic activities in tax haven countries.

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Linguistic cues facilitate children’s understanding of belief-reporting sentences

First Language ◽

10.1177/01427237211048669 ◽

2021 ◽

pp. 014272372110486

Author(s):

Xiaowen Zhang ◽

Peng Zhou

Keyword(s):

Gold Medal ◽

Judgment Task ◽

False Belief ◽

Value Judgment ◽

Additional Information ◽

Linguistic Cues ◽

Truth Value ◽

The Difference ◽

Underlying Mechanisms ◽

Mental Verbs

It has been well-documented that although children around 4 years start to attribute false beliefs to others in classic false-belief tasks, they are still less able to evaluate the truth-value of propositional belief-reporting sentences, especially when belief conflicts with reality. This article investigates whether linguistic cues, verb factivity in particular, can facilitate children’s understanding of belief-reporting sentences. Two experiments were implemented, one testing children’s knowledge of verb factivity using a gold medal task, and one investigating children’s interpretation of belief-reporting sentences using a truth-value-judgment task. Both experiments took advantage of the contrast between neutral non-factive mental verbs and strong negatively biased mental verbs. What sets the two apart is that the complement clause following a strong negatively biased mental verb is definitely false, whereas the one following a neutral non-factive mental verb remains indeterminate in the absence of additional information. The findings were that, first, 4-year-old children were able to tell the difference between the two types of mental verbs in factivity, and second, children’s performance was significantly improved when a strong negatively biased mental verb than when a neutral non-factive mental verb was used as the main verb of the belief-reporting sentences. The findings suggest that the use of strong negatively biased mental verbs facilitates children’s understanding of belief-reporting sentences. Implications of the findings are discussed in relation to the underlying mechanisms connecting verb factivity and false-belief understanding.

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Labeling, Attention and Perception, a Developmental Study

Perceptual and Motor Skills ◽

10.2466/pms.1979.49.1.47 ◽

1979 ◽

Vol 49 (1) ◽

pp. 47-59

Author(s):

Abraham Sagi

Keyword(s):

Cross Cultural ◽

Developmental Study ◽

Perceptual Cues ◽

Experimental Conditions ◽

Verbal Cues ◽

Linguistic Cues ◽

Differential Perception ◽

American Children ◽

Attention And Perception ◽

Cultural Data

96 7- and 9-yr.-olds were under four experimental conditions. A “distinctive label” group ( n = 24) associated four different gender-cued labels with four infants' faces. An “equivalent label” group ( n = 24) associated only two of these labels. There were also two no-label groups ( ns =: 24), “differential perception” and “perception.” In the former, perceptual cues were provided; no cues were provided in the latter. The main measure was a test of perception. 9-yr.-olds were not affected by the labels, 7-yr.-olds were but more significantly so during initial trials. It is proposed that perception is affected by labels, learning, and selective attention. These effects are determined developmentally. As age increases the effects of verbal cues diminish and of perceptual cues increase. The findings are related to cross-cultural data, indicating that Israeli toddlers classify according to gender earlier than do American children. This is probably because Hebrew more than English contains distinctive linguistic cues related to sex.

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Winning box office with the right movie synopsis

European Journal of Marketing ◽

10.1108/ejm-01-2019-0096 ◽

2020 ◽

Vol 54 (3) ◽

pp. 594-614 ◽

Cited By ~ 1

Author(s):

Yu-Chen Hung ◽

Chong Guan

Keyword(s):

Factor Analysis ◽

Text Analysis ◽

Structural Equation ◽

Phase 1 ◽

Basic Question ◽

Content Type ◽

Box Office ◽

Equation Modelling ◽

Linguistic Cues ◽

Box Office Performance

Purpose Consumers often search for movie information and purchase tickets on the go. A synopsis is often provided by producers and theatres in mobile apps and websites. However, to the best of the authors’ knowledge, little research has investigated whether the synopsis has an impact on a movie’s box office. This research uses computerized text analysis in examining the influence of linguistic cues of a synopsis on the movie’s financial performance. This paper aims to show that language choice in a synopsis is a significant factor in predicting box office performance. Design/methodology/approach A total usable sample of 5973 movies was collected using a web crawler. Computerised text analysis using linguistic inquiry and word count was adopted to analyse the movie synopses data. The empirical study comprises two phases. Phase 1 used exploratory factor analysis on 50 per cent of the sample (Sample 1) to establish the dimensionality of psychological processes as reflected in the linguistic expressions. The analysis identified 11 linguistic variables that loaded on four dimensions. The factor structure was replicated on an independent sample (Sample 2) using confirmatory factor analysis. Phase 2 tested the hypotheses using structure equation modelling. Findings Results show that consistency between movie genres and linguistic cues in a film synopsis promotes movie box office revenue when linguistic cues shown in the synopsis confirm a consumer’s expectancies about a focal movie genre. Conversely, a synopsis reduces the movie box office revenue when the linguistic cues shown disconfirm the genre-based expectancies. These linguistic cues exert similar effects on action and crime films but different effects on comedies and drama films. Research limitations/implications It is likely that consumer tastes and linguistic styles of film synopses have evolved over time. As a cross-sectional study, such changes were not taken into consideration in the current research. A longitudinal study in the future can reveal the dynamic relationship between film synopses and audience. Practical implications Managerially, the findings show that a synopsis is an effective communication touch point to position a movie. This research provides concrete guidelines in crafting synopses with the “rights words’ aligned with movie-goers’ expectations within each specific genre. Beyond movie consumption, the research findings can be applied to other entertainment products, such as TV series and books. Originality/value To our knowledge, this research is the first in studying the linguistic cues in synopses and its relation to box office performance. It addresses this knowledge gap by answering the basic question of whether movie synopses matter. Methodically, the paper marks the first attempt to use the two-step structural equation modelling method on computerised content analysis data.

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Advertising Narratives of Society and Politics: A Semiotic Analysis of Amul’s Print Ads

Revista Gestão Inovação e Tecnologias ◽

10.47059/revistageintec.v11i4.2552 ◽

2021 ◽

Vol 11 (4) ◽

pp. 5112-5131

Author(s):

Kamya Pandey ◽

Ruchi Jaggi

Keyword(s):

Political Communication ◽

Language Comprehension ◽

Linguistic Knowledge ◽

General Knowledge ◽

Contextual Knowledge ◽

Semiotic Analysis ◽

Situational Context ◽

Linguistic Cues ◽

Research Findings ◽

Obvious Manner

Contextual knowledge is the most important aspect of language comprehension. We define contextual knowledge as both general knowledge and discourse knowledge, i.e., knowledge of the situational context, background knowledge, and co-textual context. In this paper, we will discuss the significance of contextual knowledge in comprehending the humor found in Amul's cartoon advertisements in India. Throughout the process, we will analyze these advertisements and determine whether humor is an effective tool for advertising and, as a result, marketing. These bilingual advertisements also assume that the audience has the necessary linguistic knowledge, such as vocabulary, morphology, and syntax in English and Hindi. Various techniques such as punning, portmanteaus, and parodies of popular proverbs, expressions, acronyms, famous dialogues, songs, and so on are used to convey the message humorously. The current study will focus on these linguistic cues and the necessary context for understanding wit and humor. This study will also employ semiotics and sign methodology to analyze the message provided by the cartoons. According to the research findings, cartoons serve two purposes: political communication and advertising; however, advertising is camouflaged and not placed in an obvious manner.

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Utilization of prosodic and linguistic cues during perceptions of nonunderstandings in radio communication

Applied Psycholinguistics ◽

10.1017/s014271641600031x ◽

2016 ◽

Vol 38 (3) ◽

pp. 509-539 ◽

Cited By ~ 4

Author(s):

JAIME C. AUTON ◽

MARK W. WIGGINS ◽

BEN J. SEARLE ◽

NAN XU RATTANASONE

Keyword(s):

Power Generation ◽

High Risk ◽

Distributed Environments ◽

Hydroelectric Power ◽

Verbal Instruction ◽

Radio Communication ◽

Risk Environments ◽

Prosodic Cues ◽

Linguistic Cues ◽

Hydroelectric Power Generation

ABSTRACTThe readback/hearback loop is a communicative protocol used in many high-risk environments to ensure that a verbal instruction has been heard correctly by a receiver. However, it does not necessarily ensure that an instruction has been understood. Using an international sample of hydroelectric power generation controllers, this study examined whether particular linguistic (complete and partial readbacks) and prosodic (final intonation, filler, and interturn delay) cues contained within a readback response could signal to listeners the extent to which speakers had understood an instruction. The results indicated that different prosodic cues are used to detect nonunderstandings, depending upon the linguistic content of the readback. The results have implications for training and system design in distributed environments.

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