Lelonkiewicz_Gambi_2020_Making_oneself_predictable_in_linguistic_interactions

2020 ◽  
Author(s):  
Jaroslaw Roman Lelonkiewicz ◽  
Chiara Gambi

While language production is a highly demanding task, conversational partners are known to coordinate their turns with striking precision. Among the mechanisms that allow them to do so is listeners’ ability to predict what the speaker will say, and thus to prepare their response in advance. But do speakers also play a role in facilitating coordination? We hypothesised that speakers contribute by using coordination smoothers – in particular by making their turns easier to predict. To test this, we asked participants to type definitions for common English words, either on their own (n = 26 individuals) or interacting with a partner (n = 18 pairs), and we measured the timing with which they produced the definitions. In a post-test, additional participants (n = 55) attempted to predict the final word of these definitions and rated them for quality. We found that interacting speakers initiated their turns with less variable delays than solo individuals. In contrast, our post-test measures suggested that jointly produced definitions were in fact of lower predictability and quality than those produced by individuals, but the analysis revealed these findings were likely confounded by task difficulty. We propose that the reduction in temporal variability observed for interacting speakers may facilitate prediction and thus act as a coordination smoother in linguistic interactions. [NOTE: Please cite this paper as: Lelonkiewicz, J. R., & Gambi, C. (2020). Making oneself predictable in linguistic interactions. Acta Psychologica, 209, 103125. https://doi.org/10.1016/j.actpsy.2020.103125 ]

2017 ◽  
Vol 10 (4) ◽  
pp. 92
Author(s):  
Maryam AminAfshar ◽  
Ahmad Mojavezi

EFL learners at all ages and proficiency levels are usually confronted with various problems in vocabulary learning and retention. This study sought to introduce strategies for improvement of vocabulary learning and retention. Therefore, the effects of using aural/visual storytelling on Iranian EFL learners’ vocabulary learning and retention were investigated. To do so, 50 intermediate female EFL learners were randomly assigned to two groups. After the administration of teacher made English Vocabulary Test as the pre-test, aural storytelling method was used for the control group, and visual storytelling method was used for the experimental group. After three months of instruction, the aforementioned teacher made English Vocabulary Test, as the post-test, was given to the students of both groups to assess their improvements. Two weeks after post-test, they were given a delayed post-test to measure their retention of English vocabulary knowledge. The reliability of the English Vocabulary Test using Cronbach's Alpha was estimated equal to 0.80. Finally, Using ANCOVA, the results revealed that, the experimental group’s participants outperformed those of control group in both learning and retention of English vocabulary. So, it can be noted that the training program according to visual could have impressive impact on the learning and retention of vocabulary knowledge.


2018 ◽  
Vol 11 (3) ◽  
Author(s):  
Markus Nivala ◽  
Agnes Cichy ◽  
Hans Gruber

Research has shown that performance in visual domains depends on domain-specific cognitive and perceptual adaptations that result from extensive practice. However, less is known about processes and factors that underpin the acquisition of such adaptations. The present study investigated how prior experience, cognitive skills, task difficulty and practice effect eye-hand span (EHS) and performance in video gaming. Thirty-three participants played a platformer video game in a pre-test/practice/post-test experiment. Eye movements and keypresses were recorded. The results show that a short practice period improved performance but did not increase EHS. Instead, EHS was related to task difficulty. Furthermore, while EHS correlated with initial performance, this effect seemed to diminish after practice. Cognitive skills (concentration endurance, working memory, mental flexibility and executive functioning) predicted performance in some parts of the experiment. The study offers insights into the early development of visual adaptations and performance.


2021 ◽  
pp. 174702182110284
Author(s):  
Jaroslaw R. Lelonkiewicz ◽  
Hugh Rabagliati ◽  
Martin J. Pickering

Language comprehension depends heavily upon prediction, but how predictions are generated remains poorly understood. Several recent theories propose that these predictions are in fact generated by the language production system. Here, we directly test this claim. Participants read sentence contexts that either were or were not highly predictive of a final word, and we measured how quickly participants recognized that final word (Experiment 1), named that final word (Experiment 2), or used that word to name a picture (Experiment 3). We manipulated engagement of the production system by asking participants to read the sentence contexts either aloud or silently. Across the experiments, participants responded more quickly following highly predictive contexts. Importantly, the effect of contextual predictability was greater when participants had read the sentence contexts aloud rather than silently, a finding that was significant in Experiment 3, marginally significant in Experiment 2, and again significant in combined analyses of Experiments 1-3. These results indicate that language production (as used in reading aloud) can be used to facilitate prediction. We consider whether prediction benefits from production only in particular contexts, and discuss the theoretical implications of our evidence.


2021 ◽  
Author(s):  
Jaroslaw Roman Lelonkiewicz ◽  
Hugh Rabagliati ◽  
Martin John Pickering

Language comprehension depends heavily upon prediction, but how predictions are generated remains poorly understood. Several recent theories propose that these predictions are in fact generated by the language production system. Here, we directly test this claim. Participants read sentence contexts that either were or were not highly predictive of a final word, and we measured how quickly participants recognized that final word (Experiment 1), named that final word (Experiment 2), or used that word to name a picture (Experiment 3). We manipulated engagement of the production system by asking participants to read the sentence contexts either aloud or silently. Across the experiments, participants responded more quickly following highly predictive contexts. Importantly, the effect of contextual predictability was greater when participants had read the sentence contexts aloud rather than silently, a finding that was significant in Experiment 3, marginally significant in Experiment 2, and again significant in combined analyses of Experiments 1-3. These results indicate that language production (as used in reading aloud) can be used to facilitate prediction. We consider whether prediction benefits from production only in particular contexts, and discuss the theoretical implications of our evidence. [This is the final peer-reviewed manuscript ACCEPTED for publication in Quarterly Journal of Experimental Psychology. In citations, please refer to the journal publication.]


2021 ◽  
Vol 14 (33) ◽  
pp. e15298
Author(s):  
Elahe Salehi ◽  
Ali-Reza Ameri ◽  
Gholam-Reza Abbasian

The study scrutinized the effect of individual and group-based expectations on EFL learners' self-image and reading comprehension. This study explored the effectuality of individual expectations and group-based expectations in improving self-image and reading comprehension among EFL learners. To do so, 50 out of 120 Iranian EFL learners were chosen as the sample of the study and they were divided into two groups of Individual-based Expectation Instruction and Group-based Expectation Instruction, received five sessions of instruction along with some types of expectations and took two types of reading and self-image tests as a pre- and post-test. In general, the results showed no significant difference between the two groups’ mean scores on the post-test of self-image. The results revealed that the individual expectation group significantly outperformed the group-based expectation group on the post-test of reading comprehension. The findings suggest that using different forms of expectations in language classes can be instrumental in improving the students’ self-image and reading comprehension.


1889 ◽  
Vol 21 (2) ◽  
pp. 37-38 ◽  
Author(s):  
WM. H. Ashmead
Keyword(s):  

In the last isse of the Can. Ent. Mr. Howard, with a commendable solictiude for my entomological reputation, and under a heavy discharge of deadly parllel columns, seeks to evade the question at issue between i. e., who has priority in the use of the generic term Rileya; and not-withstanding the opportunity the was afforded him to rechristen his interesting genus, he seems loath to do so, and again, by a misrepresentation, makes a claim of priority in publication.


2020 ◽  
Author(s):  
Abhipriya Roy

Abstract Game-based learning makes learners collaborative, communicative and interactive. Strategic games improve the functioning of the brain. Gaming creates a dynamic atmosphere and develop skills while emotionally connecting the learners to the subject matter. The research paper focuses on the use of games inside the classroom and favours games to be a good teaching method for teaching noun phrases. It suggests the use of experimental method where a pre-test and a post-test will be used for data collection. It has suggested five language games for teaching noun phrases for analysing the impact of games for teaching noun phrases and their impact on language comprehension and language production. It also highlights the further scope of research.


2019 ◽  
Vol 3 (2) ◽  
pp. 125
Author(s):  
Enny Yuliaswati ◽  
K Kamidah

 Background: Cervical cancer in Indonesia occupies the top position as a malignancy that causes death in women. Cervical cancer that infects women can actually be detected in various ways. One of them is through IVA examination. IVA examination is easy and inexpensive. But there are many obstacles that occur, so the majority of women are reluctant to do so. Embarrassed, feeling that there are no complaints and lack of knowledge dominates many women who are not willing to do an IVA examination. Objective: Community service is to increase knowledge about early detection of cervical cancer through IVA examination. Method: This activity was conducted one day in the form of an interactive discussion with material about early detection of cervical cancer. Based on observations during community service activities, several positive results were obtained, such as: 1). Participants consisting of 45 participants consisting of student guardians and teachers 2). The participants were active in the question and answer session. Results: Increased knowledge regarding methods of early detection of cervical cancer. The post-test results found 35 participants or 78% of participants answered correctly. The conclusion of this activity is education with interactive discussion can increase knowledge about how to detect early cervical cancer.   Background: Cervical cancer in Indonesia occupies the top position as a malignancy that causes death in women. Cervical cancer that infects women can actually be detected in various ways. One of them is through IVA examination. IVA examination is easy and inexpensive. But there are many obstacles that occur, so the majority of women are reluctant to do so. Embarrassed, feeling that there are no complaints and lack of knowledge dominates many women who are not willing to do an IVA examination. Objective: Community service is to increase knowledge about early detection of cervical cancer through IVA examination. Method: This activity was conducted one day in the form of an interactive discussion with material about early detection of cervical cancer. Based on observations during community service activities, several positive results were obtained, such as: 1). Participants consisting of 45 participants consisting of student guardians and teachers 2). The participants were active in the question and answer session. Results: Increased knowledge regarding methods of early detection of cervical cancer. The post-test results found 35 participants or 78% of participants answered correctly. The conclusion of this activity is education with interactive discussion can increase knowledge about how to detect early cervical cancer.


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