Using Keystroke Logging to Capture the Impact of Cognitive Complexity and Typing Fluency on Written Language Production

2019 ◽  
pp. 285-305
Keyword(s):  
Cognitive Complexity ◽  
Language Production ◽  
Written Language ◽  
The Impact

scholarly journals Comparing the cognate effect in spoken and written second language word production

2019 ◽  
Author(s):  
Merel Muylle ◽  
Eva Van Assche ◽  
Robert Hartsuiker
Keyword(s):  
Second Language ◽  
Picture Naming ◽  
Language Production ◽  
Naming Task ◽  
Written Language ◽  
Word Production ◽  
Error Pattern ◽  
Underlying Processes

Cognates – words that share form and meaning between languages – are processed faster than control words. However, it is unclear whether this effect is merely lexical (i.e., central) in nature, or whether it cascades to phonological/orthographic (i.e., peripheral) processes. This study compared the cognate effect in spoken and typewritten production, which share central, but not peripheral processes. We inquired whether this effect is present in typewriting, and if so, whether its magnitude is similar to spoken production. Dutch-English bilinguals performed either a spoken or written picture naming task in English; picture names were either Dutch-English cognates or control words. Cognates were named faster than controls and there was no cognate-by-modality interaction. Additionally, there was a similar error pattern in both modalities. These results suggest that common underlying processes are responsible for the cognate effect in spoken and written language production, and thus a central locus of the cognate effect.

On the inconvenient means and ends of participation

2018 ◽  
pp. 51-79
Author(s):  
Sruti Bala
Keyword(s):  
Social Science ◽  
International Development ◽  
Language Production ◽  
Spanish Language ◽  
Participatory Art ◽  
Means And Ends ◽  
The Arts ◽  
The Impact ◽  
The Relationship ◽  
Point Of Departure

Chapter II addresses the relationship between participatory art and the concept of ‘impact’. It investigates the assumptions around impact, as well as the methodological challenges of thinking the impact of a work of art. Using the 2012 Spanish language production Afuera: lesbianas en escena (Outside: Lesbians on Stage) by the theatre collective Teatro Siluetas from Guatemala and El Salvador as a point of departure, the chapter reflects on the assessment of impact in relation to the question of participation. It critically engages with the field of evidence-led impact studies in the arts. It situates the debate on the usefulness or non-utility of participatory art in relation to social science scholarship pertaining to the ascendancy of ‘participation’ in the context of international development. It suggests that it is worthwhile extending the kinds of activities considered as relevant to a participatory aesthetic, to thus not only analyse performances as distinct works, but to place them in a longer-term aesthetic continuum with workshops, rehearsals, after-talks, meetings with the artists, and other para-theatrical events. The chapter grapples with the question of how to discuss impact in relation to participatory art without it being mortgaged into a matter of quantifiable impact alone.

The Psychology of Satire

2019 ◽  
pp. 69-84
Author(s):  
Dannagal Goldthwaite Young
Keyword(s):  
Internal Structure ◽  
Cognitive Complexity ◽  
Deep Dive ◽  
Affect And Cognition ◽  
The Impact ◽  
The Brain ◽  
The Way

Chapter 4 explores the internal structure and logic of satire, offering a deep dive into how satire and irony are comprehended and appreciated in the brain. Using various examples, the chapter unpacks, step by step, the way humor is processed by audience members. It defines the concepts of satire and irony and explores the cognitive complexity of these unique forms of humor, offering several competing theories to account for how and why they reduce the level of counterargumentation by audience members. The chapter also considers recent research on the impact of humor on affect and cognition, in particular how humor might affect persuasion.

The “work” of being a bilingual: Exploring effects of forced language switching on language production and stress level in a real-world setting

2020 ◽  
Vol 41 (3) ◽  
pp. 701-725
Author(s):  
Sara A. Smith ◽  
Stephanie R. Seitz ◽  
Kelly H. Koutnik ◽  
Meaghan Mckenna ◽  
Jorge N. Garcia
Keyword(s):  
Real World ◽  
Language Production ◽  
Language Switching ◽  
Experimental Conditions ◽  
Virtual Meeting ◽  
Mean Length Of Utterance ◽  
The Impact ◽  
Multiple Languages ◽  
General Work ◽  
English Heritage

AbstractResearch using single-word paradigms has established that forced language switching incurs processing costs for some bilinguals, yet, less research has addressed this phenomenon at the utterance level or considered real-world applications. The current study examined the impacts of forced language switching on spoken output and stress using a simulated virtual meeting. Twenty Spanish–English heritage bilinguals responded to general work-oriented questions in monolingual English (control) or language-switching (experimental) conditions. Responses were analyzed for mean length of utterance (MLU) and type-token-ratio (TTR). Multilevel modeling revealed an interaction effect of Condition (control vs. experimental) and question order on MLU, such that participants in the experimental condition produced significantly shorter utterances by the end of the task. Participants also had significantly lower lexical variation (TTR) overall in the experimental than the control condition. A 2 × 2 ANOVA revealed a significant effect of Condition and an interaction of Task (pre- vs. posttask) and Condition, such that participants in the control condition reported significantly lower stress after the activity. Results demonstrated the impact of a forced switching condition on production at the utterance level. Findings have implications for theory and scenarios in which heritage bilinguals are asked to use multiple languages in the workplace.

Dynamicity and dialogue

2016 ◽  
Vol 9 (1) ◽  
pp. 56-76
Author(s):  
J. Lachlan Mackenzie
Keyword(s):  
Language Production ◽  
Language Use ◽  
Functional Grammar ◽  
Ongoing Work ◽  
Communicative Process ◽  
History Of ◽  
Discourse Grammar ◽  
The Impact ◽  
Static Nature

The article surveys how Functional Discourse Grammar (FDG; Hengeveld & Mackenzie 2008) has responded to Simon Dik’s call for a functional grammar to have ‘psychological adequacy’ and draws parallels to similar initiatives from other approaches. After a brief history of what has later come to be known as cognitive adequacy, the impact of psycholinguistic notions on the architecture of FDG is discussed and exemplified with emphasis on how FDG confronts the tension between the static nature of a pattern model of grammar and the dynamicity of the communicative process. The article then turns to four ways in which FDG has responded in recent years to ongoing work in psycholinguistics. The first concerns how the incrementality of language production, i.e. the gradual earlier-to-later build-up of utterances, has inspired FDG’s coverage of fragmentary discourse acts and its Depth-First Principle. The second, pertaining to the role of prediction in language comprehension, is reflected in the countdown to a clause-final position PF. The third is priming, involving the reuse of elements of structure at all levels of analysis: this interferes with the mapping of function onto form in ways that have been explored in FDG. The fourth is dialogical alignment, the manner in which participants in dialogue mutually accommodate their language use; this has led to new understandings of the respective roles of FDG’s Conceptual and Contextual Components. Taken together, these developments have moved FDG towards modelling dialoguing interactants rather than an isolated speaker.

Modellen en Metingen Van Taalvaardigheid

1998 ◽  
Vol 58 ◽  
pp. 169-178
Author(s):  
Kees de Glopper ◽  
Anne-Mieke Janssen-van Dieten
Keyword(s):  
Individual Differences ◽  
Language Production ◽  
Written Language ◽  
Language Ability ◽  
General Definition ◽  
Definition Of ◽  
Reading Models

This article contains a concise discussion of models and measurement of language ability. A general definition of the concept language ability is given, Subsequendy, psycholinguistic models of oral and written language production and comprehension are discussed. The nature and extent of individual differences in language ability are illustrated by means of a discussion of LI reading. Models of language ability are reviewed and areas in need of further research are identified. In conclusion, some tentative answers to pertinent questions on components, development and transfer of language ability are presented.

From Thought to Action

2018 ◽  
pp. 397-431 ◽  
Author(s):  
Brenda Rapp ◽  
Markus F. Damian
Keyword(s):  
Language Production ◽  
Electronic Communication ◽  
Spoken Language ◽  
Written Language ◽  
Single Word ◽  
The Past ◽  
Vital Component ◽  
Language Modality ◽  
Global Population ◽  
Reading And Spelling

Written language is unlike other language components, in that reading and spelling are evolutionarily recent skills (i.e. human inventions that entered our repertoire only a few thousand years ago and have become widespread in the global population only in the past 100 years). Whereas reading has received considerable interest in psycholinguistics, written language production has been the “neglected” language modality, even though in this age of written electronic communication via email, texting, messaging, and so on, increasing numbers of people are processing written language as much or more than spoken language. In this chapter, we review some of the central issues in the psycholinguistics of single word written language production with the goal of providing the reader with an understanding of the cognitive and neural bases of this vital component of our language expertise.

Typological effects on spelling development: a crosslinguistic study of Hebrew and Dutch

2006 ◽  
Vol 33 (3) ◽  
pp. 621-659 ◽  
Author(s):  
STEVEN GILLIS ◽  
DORIT RAVID
Keyword(s):  
Two Dimensions ◽  
Written Language ◽  
Spelling Development ◽  
Helpful Tool ◽  
Correct Spelling ◽  
Semitic Language ◽  
Morphological Cues ◽  
Synthetic Morphology ◽  
The Impact

This study investigates the role of phonological and morphological information in children's developing orthographies in two languages with different linguistic typologies: Hebrew, a Semitic language with a highly synthetic morphology, and Dutch, a Germanic language with a sparse morphology.192 Israeli and 192 Belgian monolingual schoolchildren in grades 1–6 (aged 6;0–12;0) were administered respective dictation tasks in which homophonous segments were the targets. In each language, these phonologically distinct segments are neutralized phonetically but are nevertheless represented orthographically. In both languages the target segments in the test words differed along two dimensions: (1) their morphological function as part of a stem or root versus as part of an affix; and (2) their morphophonological recoverability. The spelling tests in both languages consisted of four conditions which differed in the number and type of cues for retrieving the correct spelling of homophonous graphemes. The cues were of two types: morphological cues, which offer spellers clues to the correct spelling through consistent orthography/morphology mapping regularities; and morphophonological cues, which offer spellers clues to the correct spelling through the manipulation of orthography/morphophonology conversion procedures.A central finding of this study is the differential treatment of morphological cues by Dutch and Hebrew spelling learners. When faced with neutralized segments with and without morphological function, Hebrew-speaking children find morphology an enormously helpful tool. Dutch-speaking children, in contrast, do not find morphology a good cue provider. The impact of typology on the interface between spoken and written language is invoked as an explanation of the main findings.

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