Individual Differences in Language Processing: Phonology

2019 ◽  
Vol 5 (1) ◽  
pp. 131-150 ◽  
Author(s):  
Alan C.L. Yu ◽  
Georgia Zellou
Keyword(s):  
Individual Differences ◽  
Language Processing ◽  
Individual Variation ◽  
Phonological Processing ◽  
Phonological Information ◽  
Linguistic Processing ◽  
Cognitive Representations ◽  
Linguistic Representations ◽  
Insight Into ◽  
Shed Light

Individual variation is ubiquitous and empirically observable in most phonological behaviors, yet relatively few studies aim to capture the heterogeneity of language processing among individuals, as opposed to those focusing primarily on group-level patterns. The study of individual differences can shed light on the nature of the cognitive representations and mechanisms involved in phonological processing. To guide our review of individual variation in the processing of phonological information, we consider studies that can illuminate broader issues in the field, such as the nature of linguistic representations and processes. We also consider how the study of individual differences can provide insight into long-standing issues in linguistic variation and change. Since linguistic communities are made up of individuals, the questions raised by examining individual differences in linguistic processing are relevant to those who study all aspects of language.

Variation, individual differences and second language processing

2016 ◽  
Vol 6 (4) ◽  
pp. 341-395 ◽  
Author(s):  
Bronwen Patricia Dyson
Keyword(s):  
Second Language ◽  
Individual Differences ◽  
Second Language Acquisition ◽  
Language Development ◽  
Language Processing ◽  
Individual Variation ◽  
Second Language Processing ◽  
Second Language Development ◽  
Esl Learners ◽  
Academic Year

Abstract Research on second language acquisition has located individual variation, without clarifying whether language processing prompts learners to differ systematically in the production of syntax and morphology. To address this issue, the study examined the hypothesis on variation in Processability Theory. This theory predicts that, within second language development, individual learners vary systematically in how they respond to developmental conflicts. Specifically, learners have distinct types, which are evident in their use of options and 'trailers' (structures which emerge late). Longitudinal spoken data were collected over one academic year from six adolescent ESL learners. The results revealed different learner types in terms of syntactic options and trailers. However, the learners had less clear types for the morphological options, used unpredicted options, and lacked consistency in their use of syntactic and morphological trailers. The paper suggests that learners vary in processing due to diverse orientations towards the acquisition of either syntax or morphology.

Semantic and phonological processing in illiteracy

2004 ◽  
Vol 10 (6) ◽  
pp. 818-827 ◽  
Author(s):  
MARY H. KOSMIDIS ◽  
KYRANA TSAPKINI ◽  
VASILIKI FOLIA ◽  
CHRISTINA H. VLAHOU ◽  
GRIGORIS KIOSSEOGLOU
Keyword(s):  
Cognitive Processing ◽  
Language Processing ◽  
Phonological Processing ◽  
Oral Language ◽  
Semantic Processing ◽  
Formal Education ◽  
Functional Organization ◽  
Hemispheric Specialization ◽  
Cognitive Strategies ◽  
Phonological Information

Researchers of cognitive processing in illiteracy have proposed that the acquisition of literacy modifies the functional organization of the brain. They have suggested that, while illiterate individuals have access only to innate semantic processing skills, those who have learned the correspondence between graphemes and phonemes have several mechanisms available to them through which to process oral language. We conducted 2 experiments to verify that suggestion with respect to language processing, and to elucidate further the differences between literate and illiterate individuals in the cognitive strategies used to process oral language, as well as hemispheric specialization for these processes. Our findings suggest that semantic processing strategies are qualitatively the same in literates and illiterates, despite the fact that overall performance is augmented by increased education. In contrast, explicit processing of oral information based on phonological characteristics appears to be qualitatively different between literates and illiterates: effective strategies in the processing of phonological information depend upon having had a formal education, regardless of the level of education. We also confirmed the differential abilities needed for the processing of semantic and phonological information and related them to hemisphere-specific processing. (JINS, 2004,10, 818–827.)

scholarly journals Reading skill and exposure to orthography influence speech production

2015 ◽  
Vol 37 (2) ◽  
pp. 411-434 ◽  
Author(s):  
MEREDITH SALETTA ◽  
LISA GOFFMAN ◽  
DIANE BRENTARI
Keyword(s):  
Reading Comprehension ◽  
Speech Production ◽  
Language Processing ◽  
Phonological Processing ◽  
Reading Skill ◽  
Neighborhood Density ◽  
Read Aloud ◽  
Word Attack ◽  
Orthographic Neighborhood Density ◽  
Insight Into

ABSTRACTOrthographic experience during the acquisition of novel words may influence production processing in proficient readers. Previous work indicates interactivity among lexical, phonological, and articulatory processing; we hypothesized that experience with orthography can also influence phonological processing. Phonetic accuracy and articulatory stability were measured as adult, proficient readers repeated and read aloud nonwords, presented in auditory or written modalities and with variations in orthographic neighborhood density. Accuracy increased when participants had read the nonwords earlier in the session, but not when they had only heard them. Articulatory stability increased with practice, regardless of whether nonwords were read or heard. Word attack skills, but not reading comprehension, predicted articulatory stability. Findings indicate that kinematic and phonetic accuracy analyses provide insight into how orthography influences implicit language processing.

Dimensions of Adolescent Civic Reasoning: An Examination of Individual Differences

2019 ◽  
Vol 35 (3) ◽  
pp. 309-340 ◽  
Author(s):  
Lauren M. Alvis ◽  
Aaron Metzger
Keyword(s):  
Individual Differences ◽  
Political Discussion ◽  
Probit Regression ◽  
Written Responses ◽  
Domain Specific ◽  
Rural Town ◽  
Qualitative Understanding ◽  
Structural Impact ◽  
Insight Into ◽  
Shed Light

The current study examined sociodemographic characteristics and political discussion as correlates of adolescents’ qualitative understanding of three civic behaviors. Participants were 743 adolescents ( Mage = 15.87, range = 13-20; 55.6% female; 89.9% White) from a midsized city and a small rural town in an Appalachian state. Open-ended responses to three civic behavior scenarios, asking participants why should people protest, vote, and volunteer were content coded (28 codes total). Anecdotal statements are provided to illustrate the variety of themes that emerged among adolescents’ written responses. Adolescents applied domain-specific reasons (moral, conventional, and personal) for specific types of civic behavior. Structural justifications were provided for all three civic behaviors, suggesting that many adolescents reason about the broader, structural impact of civic behaviors. In probit regression models, coding categories were differentially associated with adolescent demographic characteristics and political discussion. Findings offer insight into youth’s divergent understanding of different forms of civic responsibility and shed light on individual differences in youth’s developing civic beliefs.

Reading-related skills of kindergartners from diverse linguistic backgrounds

2002 ◽  
Vol 23 (1) ◽  
pp. 95-116 ◽  
Author(s):  
PENNY CHIAPPE ◽  
LINDA S. SIEGEL ◽  
ALEXANDRA GOTTARDO
Keyword(s):  
Language Processing ◽  
Phonological Processing ◽  
Native English Speakers ◽  
Literacy Skills ◽  
Linguistic Processing ◽  
Initial Exposure ◽  
Language Groups ◽  
Children's Literacy ◽  
Literacy Performance ◽  
Alphabetic Knowledge

This study examined whether measures used to identify children at risk for reading failure are appropriate for children from different language backgrounds. Tasks assessing literacy and phonological and language processing at the beginning and end of kindergarten were administered to 540 native English speakers (NS), 59 bilingual children (BL), and 60 children whose initial exposure to English was when they began school (ESL). Although the BL and ESL children performed more poorly than the NS children on most measures of phonological and linguistic processing, the acquisition of basic literacy skills for children with different language backgrounds developed in a similar manner. Furthermore, planned contrasts between the language groups did not explain the variance in the children's literacy performance in May. Instead, alphabetic knowledge and phonological processing were important contributors to early reading skill. Therefore, children learning English may acquire literacy skills in English in a similar manner to NS children, although their alphabetic knowledge may precede and facilitate the acquisition of phonological awareness in English.

Dimensions of adolescent civic reasoning: An examination of individual differences

2019 ◽  
Author(s):  
Lauren Alvis ◽  
Aaron Metzger
Keyword(s):  
Individual Differences ◽  
Political Discussion ◽  
Probit Regression ◽  
Written Responses ◽  
Domain Specific ◽  
Rural Town ◽  
Qualitative Understanding ◽  
Structural Impact ◽  
Insight Into ◽  
Shed Light

The current study examined sociodemographic characteristics and political discussion as correlates of adolescents’ qualitative understanding of three civic behaviors. Participants were 743 adolescents (Mage = 15.87, range = 13-20; 55.6% female; 89.9% White) from a mid-sized city and a small rural town in an Appalachian state. Open-ended responses to three civic behavior scenarios, asking participants why should people protest, vote, and volunteer were content coded (28 codes total). Anecdotal statements are provided to illustrate the variety of themes that emerged among adolescents’ written responses. Adolescents applied domain-specific reasons (moral, conventional, personal) for specific types of civic behavior. Structural justifications were provided for all three civic behaviors, suggesting that many adolescents reason about the broader, structural impact of civic behaviors. In probit regression models, coding categories were differentially associated with adolescent demographic characteristics and political discussion. Findings offer insight into youths’ divergent understanding of different forms of civic responsibility and shed light on individual differences in youths’ developing civic beliefs.

scholarly journals Personality in social insects: How does worker personality determine colony personality?

2012 ◽  
Vol 58 (4) ◽  
pp. 580-588 ◽  
Author(s):  
Noa Pinter-Wollman
Keyword(s):  
Individual Differences ◽  
Natural Selection ◽  
Social Insects ◽  
Individual Variation ◽  
Social Insect ◽  
External Constraints ◽  
Insect Colonies ◽  
Reproductive Unit ◽  
Shed Light

Abstract Social insect colonies and the workers comprising them, each exhibit consistent individual differences in behavior, also known as ‘personalities’. Because the behavior of social insect colonies emerges from the actions of their workers, individual variation among workers’ personality may be important in determining the variation we observe among colonies. The reproductive unit of social insects, on which natural selection acts, is the colony, not individual workers. Therefore, it is important to understand what mechanisms govern the observed variation among colonies. Here I propose three hypotheses that address how consistent individual differences in the behavior of workers may lead to consistent individual differences in the behavior of colonies: 1. Colonies differ consistently in their average of worker personality; 2. The distribution but not the average of worker personalities varies consistently among colonies; and 3. Colony personality does not emerge from its worker personality composition but from consistent external constraints. I review evidence supporting each of these hypotheses and suggest methods to further investigate them. The study of how colony personality emerges from the personalities of the workers comprising them may shed light on the mechanisms underlying consistent individual differences in the behavior of other animals.

The challenge of accounting for individual differences in folk-economic beliefs

2018 ◽  
Vol 41 ◽  
Author(s):  
Benjamin C. Ruisch ◽  
Rajen A. Anderson ◽  
David A. Pizarro
Keyword(s):  
Individual Differences ◽  
Individual Variation ◽  
Political Ideologies ◽  
Economic Beliefs ◽  
Existing Data

AbstractWe argue that existing data on folk-economic beliefs (FEBs) present challenges to Boyer & Petersen's model. Specifically, the widespread individual variation in endorsement of FEBs casts doubt on the claim that humans are evolutionarily predisposed towards particular economic beliefs. Additionally, the authors' model cannot account for the systematic covariance between certain FEBs, such as those observed in distinct political ideologies.

Inter-individual variation shapes the human microbiome

2019 ◽  
Vol 42 ◽  
Author(s):  
Emily F. Wissel ◽  
Leigh K. Smith
Keyword(s):  
Individual Differences ◽  
Individual Variation ◽  
Human Microbiome ◽  
Individual Variability ◽  
Microbiota Composition ◽  
Target Article ◽  
Microbiome Research

Abstract The target article suggests inter-individual variability is a weakness of microbiota-gut-brain (MGB) research, but we discuss why it is actually a strength. We comment on how accounting for individual differences can help researchers systematically understand the observed variance in microbiota composition, interpret null findings, and potentially improve the efficacy of therapeutic treatments in future clinical microbiome research.

Sentence-Based Experience Logging in New Hearing Aid Users

2020 ◽  
Vol 29 (3S) ◽  
pp. 631-637
Author(s):  
Katja Lund ◽  
Rodrigo Ordoñez ◽  
Jens Bo Nielsen ◽  
Dorte Hammershøi
Keyword(s):  
Hearing Aid ◽  
Patient Experiences ◽  
Online Tool ◽  
Rehabilitation Process ◽  
Hearing Rehabilitation ◽  
Clinical Observations ◽  
Hearing Aid Use ◽  
Wide Range ◽  
Insight Into ◽  
Shed Light

Purpose The aim of this study was to develop a tool to gain insight into the daily experiences of new hearing aid users and to shed light on aspects of aided performance that may not be unveiled through standard questionnaires. Method The tool is developed based on clinical observations, patient experiences, expert involvement, and existing validated hearing rehabilitation questionnaires. Results An online tool for collecting data related to hearing aid use was developed. The tool is based on 453 prefabricated sentences representing experiences within 13 categories related to hearing aid use. Conclusions The tool has the potential to reflect a wide range of individual experiences with hearing aid use, including auditory and nonauditory aspects. These experiences may hold important knowledge for both the patient and the professional in the hearing rehabilitation process.

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