刊讯｜SSCI 期刊《应用心理语言学》2022年第1期
Applied Psycholinguistics
Volume 43 Issue 1 January 2022
Applied Psycholinguistics（SSCI 二区，2020 IF：1.838）2022年第1期共发文9篇，研究论文涉及第二语言词汇学习滞后效应、双语习得中对微变异的敏感性、句子重复任务、小说隐喻的翻译、字幕速度等。
目录
ARTICLES
■ Testing the reminding account of the lag effect in L2 vocabulary learning, by Natalie G. Koval, Pages 1-40
■Sensitivity to microvariation in bilingual acquisition: morphophonological gender cues in Russian heritage language, by Natalia Mitrofanova, Olga Urek, Yulia Rodina, Marit Westergaard, Pages 41-79
■ Predictors of reading comprehension in deaf and hearing bilinguals, by Deborah M. Cates, Matthew J. Traxler, David P. Corina, Pages 81-123
■ Processing voice morphology and argument structure by Greek Beginning Readers and children with Reading Difficulties, by Michaela Nerantzini, Maria Mastropavlou, Theofano Christou, Marika Lekakou, Victoria Zakopoulou , Pages 125-155
■ The sentence repetition task as a measure of sign language proficiency, by Krister Schönström, Peter C. Hauser, Pages 157-175
■ Novel metaphor translation is modulated by translation direction, by Katarzyna Jankowiak, Olha Lehka-Paul, Pages 177-192
■ What are the letters e and é in a language with vowel reduction? The case of Catalan, by Ana Marcet, María Fernández-López, Ana Baciero, Albert Sesé, Manuel Perea, Pages193-210
■ Why subtitle speed matters: Evidence from word skipping and rereading, by Jan-Louis Kruger, Natalia Wisniewska, Sixin Liao, Pages 211-236
■ The impact of audio on the reading of intralingual versus interlingual subtitles: Evidence from eye movements, by Sixin Liao, Lili Yu, Jan-Louis Kruger, Erik D. Reichle, Pages 237-269
摘要
Testing the reminding account of the lag effect in L2 vocabulary learning
Natalie G. Koval,
Department of Linguistics and Languages, Michigan State University, East Lansing, MI, USA
Abstract Research has produced mixed findings regarding the effects of spacing L2 study. In order to know how this potentially very powerful learning tool can be useful, it is important to understand the cognitive mechanisms that drive the effects in L2 learning and how the operation of these mechanisms may be affected by variables relevant for SLA contexts. In this study, I examine the contribution of the dual mechanism of successful effortful retrieval during study to the lag effect in foreign vocabulary learning from L2-L1 retrieval practice. I additionally investigate the effects of feedback study time on the operation of the two cognitive mechanisms under investigation. Native speakers of English studied Finnish vocabulary during L2-L1 retrieval practice in paired-associate learning while their response latencies and accuracy were recorded. Results suggest that: (a) successful effortful retrieval underlies benefits of spacing L2-L1 retrieval practice: even with immediate feedback study, the benefits of effort are conditional on retrieval success; (b) successful retrieval is more beneficial than unsuccessful retrieval, contrary to proposals where this was not directly tested; and (c) imposing longer study time externally has little benefit, unlike what has been previously found with learner-regulated longer study time. Implications for L2 learning and teaching are discussed.
Key words the spacing and lag effects,L2 vocabulary acquisition,retrieval practice,reminding,study-phase retrieval
Sensitivity to microvariation in bilingual acquisition: morphophonological gender cues in Russian heritage language
Natalia Mitrofanova, Olga Urek, Yulia Rodina, Marit Westergaard,
Department of Language and Culture, UiT, The Arctic University of Norway, Tromsø, Norway
Abstract Previous research on the acquisition of grammatical gender has shown that this property is acquired early in transparent gender systems such as Russian. However, it is not clear to what extent children are sensitive to the assignment cues and to what extent they simply memorize correspondences between frequent lexical items. Furthermore, we do not know if bilingual children are different from monolingual children in this respect. This article reports on a study investigating bilingual children’s sensitivity to gender assignment cues in Russian. A group of 64 bilingual German–Russian children living in Germany participated in the study, as well as 107 monolingual controls in Russia. The elicitation experiments used both real and nonce words, as well as noun phrases with mismatched cues (where the morphophonological shape of the noun cued one gender and the agreement on the modifying adjective another). The results show that both bilinguals and monolinguals are highly sensitive to cues, both to the frequent transparent cues and to more fine-grained gender regularities in situations where there is ambiguity. There is also an age effect, showing that younger children pay more attention to the cue on the noun itself, thus displaying a preference for regular patterns, while older children are more sensitive to gender agreement on other targets.
Key words grammatical gender,transparent cues,ambiguous cues,nonce words,mismatched cues,Russian,heritage language
Predictors of reading comprehension in deaf and hearing bilinguals
Deborah M. Cates,
Cognitive Neurolinguistics Laboratory, Center for Mind and Brain, and Department of Linguistics, University of California, Davis, CA, USA
Matthew J. Traxler,
Department of Psychology, University of California, Davis, CA, USA
David P. Corina,
Cognitive Neurolinguistics Laboratory, Center for Mind and Brain, and Department of Linguistics, University of California, Davis, CA, USADepartment of Psychology, University of California, Davis, CA, USA
Abstract This study investigates reading comprehension in adult deaf and hearing readers. Using correlational analysis and stepwise regression, we assess the contribution of English language variables (e.g., vocabulary comprehension, reading volume, and phonological awareness), cognitive variables (e.g., working memory (WM), nonverbal intelligence, and executive function), and language experience (e.g., language acquisition and orthographic experience) in predicting reading comprehension in deaf and hearing adult bilinguals (native American Sign Language (ASL) signers, non-native ASL signers, and Chinese–English bilinguals (CEB)), and monolingual (ML) controls. For all four groups, vocabulary knowledge was a strong contributor to reading comprehension. Monolingual English speakers and non-native deaf signers also showed contributions from WM and spoken language phonological awareness. In contrast, CEB showed contributions of lexical strategies in English reading comprehension. These cross-group comparisons demonstrate how the inclusion of multiple participant groups helps us to further refine our understanding of how language and sensory experiences influence reading comprehension.
Key words deaf,bilingual,reading,phonological awareness
Processing voice morphology and argument structure by Greek Beginning Readers and children with Reading Difficulties
Michaela Nerantzini, Maria Mastropavlou, Theofano Christou, Marika Lekakou,
Department of Philology, University of Ioannina, Ioannina, Greece
Victoria Zakopoulou,
Department of Speech and Language Therapy, University of Ioannina, Ioannina, Greece
Abstract Studies on the processing of non-active (NACT) voice have indicated that passive sentences are more difficult to comprehend and require more time to process. Children with Reading Difficulties (RDs) face problems with sentence comprehension, which are often attributed to phonological processing, working memory, syntactic awareness limitations, or a maturation delay. Using an online self-paced reading task, we investigated the effect of voice morphology and argument structure on sentence processing in 3 groups of participants; 30 children RDs, 28 Age-Matched (AM) controls without RDs, and 28 young Beginning Readers (BRs). Our results suggest that although the RDs and BR groups present similar reading times, their reading patterns differ qualitatively. Beginning Readers experienced greater processing delays when processing NACT structures, suggesting that they have not yet fully grasped the properties of the various NACT verbs. However, the RDs group presents effects not found in the BR group; children with RDs were sensitive to the properties of the different types of NACT verbs showing (a) evidence that the language processor successfully engages in predictions based on the morphosyntactic and lexical characteristics of verbs and (b) preference for default/prototypical readings. These results point toward processing limitations that are greatly affected by syntactic complexity.
Key words non-active morphology,sentence processing,reading difficulties
The sentence repetition task as a measure of sign language proficiency
Krister Schönström,
Department of Linguistics, Stockholm University, Stockholm, Sweden
Peter C. Hauser,
Center on Culture and Language, National Technical Institute of the Deaf, Rochester Institute of Technology, Rochester, NY, USA
Abstract
Sign language research is important for our understanding of languages in general and for the impact it has on policy and on the lives of deaf people. There is a need for a sign language proficiency measure, to use as a grouping or continuous variable, both in psycholinguistics and in other sign language research. This article describes the development of a Swedish Sign Language Sentence Repetition Test (STS-SRT) and the evidence that supports the validity of the test’s interpretation and use. The STS-SRT was administered to 44 deaf adults and children, and was shown to have excellent internal reliability (Cronbach’s alpha of 0.915) and inter-rater reliability (Intraclass Correlation Coefficient [ICC] = 0.900, p < .001). A linear mixed model analysis revealed that adults scored 20.2% higher than children, and delayed sign language acquisition were associated with lower scores. As the sign span of sentences increased, participants relied on their implicit linguistic knowledge to scaffold their sentence repetitions beyond rote memory. The results provide reliability and validity evidence to support the use of STS-SRT in research as a measure of STS proficiency.
Key words sign language,sentence repetition test,deaf,test development,language assessment
Novel metaphor translation is modulated by translation direction
Katarzyna Jankowiak, Olha Lehka-Paul,
Faculty of English, Adam Mickiewicz University, Poznan, Poland
Abstract
Previous translation process research has pointed to an increased cognitive load when translating metaphoric compared to literal language. Yet, studies conducted thus far have not examined the role of translation direction (i.e., L1–L2 vs. L2–L1) in novel metaphor translation and have not tested whether and how this process might be modulated by the linguistic form of a novel meaning. In the present study, Polish (L1) – English (L2) translation students translated novel nominal metaphors (A is B), novel similes (A is like B), and literal sentences, in either L1–L2 or L2–L1 translation directions, while their translation behavior was recorded using a keystroke logging method. The results revealed longer translation durations for both metaphors and similes relative to literal utterances. Furthermore, we found slower translation times for novel nominal metaphors compared to novel similes and literal sentences, yet only in the L2–L1 translation direction. Such results might indicate that novel meaning translation is more cognitively taxing in the case of novel nominal metaphors, which require a more robust activation of comparison mechanisms, relative to novel similes. Importantly, this effect might be stronger when translating in the direction in which access to semantic representations is potentially more automatic (i.e., L2–L1 translation).
Key words translation process，novel metaphor，novel simile，translation，directionality，keystroke logging
What are the letters e and é in a language with vowel reduction? The case of Catalan
Ana Marcet, María Fernández-López, Manuel Perea，
Universitat de València, Valencia, Spain
Albert Sesé,
Universitat de les Illes Balears, Palma de Mallorca, Spain
Abstract Although the Latin-based orthographies of most Western languages employ vowels with accent marks (e.g., é vs. e), extant models of letter and word recognition are agnostic as to whether these accented letters and their non-accented counterparts are represented by common or separate abstract units. Recent research in French with a masked priming alphabetic decision task was interpreted as favoring the idea that accented and non-accented vowels are represented by separate abstract orthographic units (orthographic account: é↛e and e↛é; Chetail & Boursain, 2019). However, a more parsimonious explanation is that salient (accented) vowels are less perceptually similar to non-salient (non-accented) vowels than vice versa (perceptual account: e→é, but é↛e; Perea et al., 2021a; Tversky, 1977). To adjudicate between the two accounts, we conducted a masked priming alphabetic decision experiment in Catalan, a language with a complex orthography-to-phonology mapping for non-accented vowels (e.g., e→/e/, /ə/, /ε/). Results showed faster responses in the identity than in the visually similar condition for accented targets (é–É < e–É), but not for non-accented targets (e–E = é–E). Neither of the above accounts can fully capture this pattern. We propose an explanation based on the rapid activation of both orthographic and phonological codes.
Key words masked priming，letter units，diacritical marks，visual similarity
Why subtitle speed matters: Evidence from word skipping and rereading
Jan-Louis Kruger, Natalia Wisniewska, Sixin Liao，
Department of Linguistics, Macquarie University, Sydney, Australia
Macquarie University Centre for Reading, Sydney, Australia
Abstract High subtitle speed undoubtedly impacts the viewer experience. However, little is known about how fast subtitles might impact the reading of individual words. This article presents new findings on the effect of subtitle speed on viewers’ reading behavior using word-based eye-tracking measures with specific attention to word skipping and rereading. In multimodal reading situations such as reading subtitles in video, rereading allows people to correct for oculomotor error or comprehension failure during linguistic processing or integrate words with elements of the image to build a situation model of the video. However, the opportunity to reread words, to read the majority of the words in the subtitle and to read subtitles to completion, is likely to be compromised when subtitles are too fast. Participants watched videos with subtitles at 12, 20, and 28 characters per second (cps) while their eye movements were recorded. It was found that comprehension declined as speed increased. Eye movement records also showed that faster subtitles resulted in more incomplete reading of subtitles. Furthermore, increased speed also caused fewer words to be reread following both horizontal eye movements (likely resulting in reduced lexical processing) and vertical eye movements (which would likely reduce higher-level comprehension and integration).
Key words eye movements，linguistic processing，rereading，subtitle reading，subtitle speed，word skipping
The impact of audio on the reading of intralingual versus interlingual subtitles: Evidence from eye movements
Sixin Liao, Lili Yu, Jan-Louis Kruger, Erik D. Reichle，
Department of Linguistics, Macquarie University, Sydney, NSW, Australia Macquarie University Centre for Reading, Sydney, NSW, Australia
AbstractThis study investigated how semantically relevant auditory information might affect the reading of subtitles, and if such effects might be modulated by the concurrent video content. Thirty-four native Chinese speakers with English as their second language watched video with English subtitles in six conditions defined by manipulating the nature of the audio (Chinese/L1 audio vs. English/L2 audio vs. no audio) and the presence versus absence of video content. Global eye-movement analyses showed that participants tended to rely less on subtitles with Chinese or English audio than without audio, and the effects of audio were more pronounced in the presence of video presentation. Lexical processing of subtitles was not modulated by the audio. However, Chinese audio, which presumably obviated the need to read the subtitles, resulted in more superficial post-lexical processing of the subtitles relative to either the English or no audio. On the contrary, English audio accentuated post-lexical processing of the subtitles compared with Chinese audio or no audio, indicating that participants might use English audio to support subtitle reading (or vice versa) and thus engaged in deeper processing of the subtitles. These findings suggest that, in multimodal reading situations, eye movements are not only controlled by processing difficulties associated with properties of words (e.g., their frequency and length) but also guided by metacognitive strategies involved in monitoring comprehension and its online modulation by different information sources.
Key words audio，eye movements，multimodal integrated-language processing，reading，subtitles
期刊简介
Applied Psycholinguistics publishes original research papers on the psychological processes involved in language. It examines language development , language use and language disorders in adults and children with a particular emphasis on cross-language studies. The journal gathers together the best work from a variety of disciplines including linguistics, psychology, reading, education, language learning, speech and hearing, and neurology. In addition to research reports, theoretical reviews will be considered for publication as will keynote articles and commentaries.《应用心理语言学》发表有关语言心理过程的原始研究论文。它研究成人和儿童的语言发展、语言使用和语言障碍，特别强调跨语言研究。该杂志汇集了语言学、心理学、阅读、教育、语言学习、言语和听力以及神经学等学科的优秀作品。除了研究报告外，理论综述和主题文章和评论也将被考虑出版。
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