scholarly journals Swedish is beautiful, Danish is ugly? Investigating the link between language attitudes and spoken word recognition

Linguistics ◽  
2015 ◽  
Vol 53 (2) ◽  
Author(s):  
Anja Schüppert ◽  
Nanna Haug Hilton ◽  
Charlotte Gooskens
Keyword(s):  
Word Recognition ◽  
Language Attitudes ◽  
Spoken Word Recognition ◽  
Spoken Word ◽  
Positive Attitudes ◽  
Pointing Task

AbstractThis paper investigates the hypothesis that attitudes towards a linguistic variety and intelligibility of that variety are linked. This is done by eliciting language attitudes and word recognition scores in 154 Danish and Swedish schoolchildren and adolescents between 7 and 16 years. Language attitudes towards the neighboring language are elicited by means of a matched-guise experiment while word recognition is tested by auditorily presenting the participants with 50 spoken stimuli in their neighboring language (Danish for Swedish children and vice versa) in a picture-pointing task. Results revealed that while Danish children held more positive attitudes towards Swedish than vice versa and their word recognition scores were generally higher than those of their Swedish peers, the correlation between these two variables is very low, indicating that the two variables are only loosely linked.

Tracking the time course of lexical access in spoken word recognition

1997 ◽  
Author(s):  
Paul D. Allopenna ◽  
James S. Magnuson ◽  
Michael K. Tanenhaus
Keyword(s):  
Word Recognition ◽  
Lexical Access ◽  
Time Course ◽  
Spoken Word Recognition ◽  
Spoken Word

scholarly journals Cognitive Predictors of Spoken Word Recognition in Children With and Without Developmental Language Disorders

2018 ◽  
Vol 61 (6) ◽  
pp. 1409-1425 ◽  
Author(s):  
Julia L. Evans ◽  
Ronald B. Gillam ◽  
James W. Montgomery
Keyword(s):  
Word Recognition ◽  
Target Word ◽  
Cognitive Processing ◽  
Maternal Education ◽  
Spoken Word Recognition ◽  
Spoken Word ◽  
Receptive Vocabulary ◽  
Cognitive Factors ◽  
Word Knowledge ◽  
Attention Shifting

Purpose This study examined the influence of cognitive factors on spoken word recognition in children with developmental language disorder (DLD) and typically developing (TD) children. Method Participants included 234 children (aged 7;0–11;11 years;months), 117 with DLD and 117 TD children, propensity matched for age, gender, socioeconomic status, and maternal education. Children completed a series of standardized assessment measures, a forward gating task, a rapid automatic naming task, and a series of tasks designed to examine cognitive factors hypothesized to influence spoken word recognition including phonological working memory, updating, attention shifting, and interference inhibition. Results Spoken word recognition for both initial and final accept gate points did not differ for children with DLD and TD controls after controlling target word knowledge in both groups. The 2 groups also did not differ on measures of updating, attention switching, and interference inhibition. Despite the lack of difference on these measures, for children with DLD, attention shifting and interference inhibition were significant predictors of spoken word recognition, whereas updating and receptive vocabulary were significant predictors of speed of spoken word recognition for the children in the TD group. Conclusion Contrary to expectations, after controlling for target word knowledge, spoken word recognition did not differ for children with DLD and TD controls; however, the cognitive processing factors that influenced children's ability to recognize the target word in a stream of speech differed qualitatively for children with and without DLDs.

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