scholarly journals Word-final /ɔ̃/ in Greater Poland Polish: A Cumulative Context Effect?

2020 ◽  
Vol 18 (4) ◽  
pp. 381-394
Author(s):  
Kamil Kaźmierski ◽  
Marta Szlandrowicz
Keyword(s):  

An empirical corpus-based study of the likelihood of realizing the Polish nasal vowel /ɔ̃/ word-finally as [ɔm] (i.e. of 'nasal stopping') is presented. The goal was to verify whether the phenomenon exhibits a cumulative context effect, with words typically occurring in an environment favoring a particular phonetic variant showing higher rates of that variant regardless of environment. The results show that nasal stopping is more likely before stop-initial words than before words beginning in other sounds, if there is no intervening pause. Results with regard to the hypothesis that words typically followed by stops will show higher likelihood of nasal stopping, however, remain inconclusive.

2018 ◽  
Author(s):  
Ayoub Bouguettaya

In this paper, the interaction between relevant group membership (i.e. gender) and context on leader perceptions was analysed within the paradigm of social identity theory. It was hypothesised that sharing group membership with a leader would result in to more positive ratings of a leader, while context would change how leaders were viewed depending on how much they embodied group values in relation to other leaders. The issue of contention to be contrasted between leaders was gender inequality. This context effect pattern was predicted to be different for males than females; males were believed to rate a leader more positively when the leader expressed a contextually more dismissive view, while females were predicted to rate a leader better when the leader expressed a contextually more proactive view. The hypotheses about the main effects of gender and context were supported; however, the results for the interaction were mixed in support. Gender and context did significantly interact, but it was not always in the directions predicted. Further research into this interaction is needed.


Genetics ◽  
1995 ◽  
Vol 141 (1) ◽  
pp. 33-48
Author(s):  
J B Virgin ◽  
J Metzger ◽  
G R Smith

Abstract The ade6-M26 mutation of the fission yeast Schizosaccharomyces pombe creates a meiotic recombination hotspot that elevates ade6 intragenic recombination approximately 10-15-fold. A heptanucleotide sequence including the M26 point mutation is required but not sufficient for hotspot activity. We studied the effects of plasmid and chromosomal context on M26 hotspot activity. The M26 hotspot was inactive on a multicopy plasmid containing M26 embedded within 3.0 or 5.9 kb of ade6 DNA. Random S. pombe genomic fragments totaling approximately 7 Mb did not activate the M26 hotspot on a plasmid. M26 hotspot activity was maintained when 3.0-, 4.4-, and 5.9-kb ade6-M26 DNA fragments, with various amounts of non-S. pombe plasmid DNA, were integrated at the ura4 chromosomal locus, but only in certain configurations relative to the ura4 gene and the cointegrated plasmid DNA. Several integrations created new M26-independent recombination hotspots. In all cases the non-ade6 DNA was located > 1 kb from the M26 site, and in some cases > 2 kb. Because the chromosomal context effect was transmitted over large distances, and did not appear to be mediated by a single discrete DNA sequence element, we infer that the local chromatin structure has a pronounced effect on M26 hotspot activity.


1995 ◽  
Vol 23 (20) ◽  
pp. 4104-4108 ◽  
Author(s):  
James F. Curran ◽  
Elizabeth S. Poole ◽  
Warren P. Tate ◽  
Beverly L. Gross

1986 ◽  
Vol 38 (3) ◽  
pp. 395-418 ◽  
Author(s):  
Linda Pring ◽  
Maggie Snowling

Two experiments examining developmental changes in the use of context in single word reading are reported. The first experiment investigated how effectively children can access conceptual knowledge and use this to help their word recognition. The results indicated that young readers can on demand direct their attention to semantic information, and this allows them to reap a relatively greater benefit from context than older more skilful readers. The second experiment attempted to clarify the way such use of contextual information might help in the specific case when a child attempts to decode a new word for the first time. Skilled and unskilled readers pronounced pseudohomophonic nonwords faster when they were primed by a semantic context, and the context effect was greater for unskilled readers. The nonword's graphemic similarity to a lexical item was also important. In general, the results were consistent with Stanovich's (1980) interactive-compensatory model of reading, and they suggest that in learning to read, several already existing stores of information (e.g. auditory, visual and conceptual) are integrated in order to achieve a solution to the word recognition problem.


1997 ◽  
Vol 42 (1) ◽  
pp. 172S
Author(s):  
R. Longvialle ◽  
I. Amado ◽  
M.O. Krebs ◽  
M.C. Bourdel ◽  
A. Galinowski ◽  
...  

2020 ◽  
Author(s):  
Stefan Wöhner ◽  
Andreas Mädebach ◽  
Jörg D. Jescheniak

Semantic context effects obtained in naming tasks have been most influential in devising and evaluating models of word production. We re-investigated this effect in the frequently used blocked-cyclic naming task in which stimuli are presented repeatedly either sorted by semantic category (homogeneous context) or intermixed (heterogeneous context). Previous blocked-cyclic naming studies have shown slower picture naming responses in the homogeneous context. Our study compared this context effect in two task versions, picture naming and sound naming. Target words were identical across task versions (e.g., participants responded with the word “dog” to either the picture of that animal or to the sound [barking] produced by it). We found semantic interference in the homogeneous context also with sounds and the effect was substantially larger than with pictures (Experiments 1 and 2). This difference is unlikely to result from extended perceptual processing of sounds as compared to pictures (Experiments 3 and 4) or from stronger links between pictures and object names than between sounds and object names (Experiment 5). Overall, our results show that semantic context effects in blocked-cyclic naming generalize to stimulus types other than pictures and – in part – also reflect pre-lexical processes that depend on the nature of the stimuli used for eliciting the naming responses.


2019 ◽  
Vol 33 (1) ◽  
pp. 86-92
Author(s):  
Richard Yi ◽  
Juhan Lee ◽  
Jama Bettis

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