When Cars Hit Trucks and Girls Hug Boys: The Effect of Animacy on Word Order in Gestural Language Creation

A well‐known typological observation is the dominance of subject‐initial word orders, SOV and SVO, across the world's languages. Recent findings from gestural language creation paradigms offer possible explanations for the prevalence of SOV. When asked to gesture transitive events with an animate agent and inanimate patient, gesturers tend to produce SOV order, regardless of their native language biases. Interestingly, when the patient is animate, gesturers shift away from SOV to use of other orders, like SVO and OSV. Two competing hypotheses have been proposed for this switch: the noisy channel account (Gibson et al., 2013) and the role conflict account (Hall, Mayberry, & Ferreira, 2013). We set out to distinguish between these two hypotheses, disentangling event reversibility and patient animacy, by looking at gestural sequences for events with two inanimate participants (inanimate‐inanimate, reversible). We replicated the previous findings of a preference for SOV order when describing animate‐inanimate, irreversible events as well as a decrease in the use of SOV when presented with animate‐animate, reversible events. Accompanying the drop in SOV, in a novel condition we observed an increase in the use of SVO and OSV orders when describing events involving two animate entities. In sum, we find that the observed avoidance of SOV order in gestural language creation paradigms when the event includes an animate agent and patient is driven by the animacy of the participants rather than the reversibility of the event. We suggest that findings from gestural creation paradigms are not automatically linkable to spoken language typology.     

Does neighborhood size really cause the word length effect?

In short-term serial recall, it is well-known that short words are remembered better than long words. This word length effect has been the cornerstone of the working memory model and a benchmark effect that all models of immediate memory should account for. Currently, there is no consensus as to what determines the word length effect. Jalbert and colleagues (Jalbert, Neath, Bireta, & Surprenant, 2011a; Jalbert, Neath, & Surprenant, 2011b) suggested that neighborhood size is one causal factor. In six experiments we systematically examined their suggestion. In Experiment 1, with an immediate serial recall task, multiple word lengths, and a large pool of words controlled for neighborhood size, the typical word length effect was present. In Experiments 2 and 3, with an order reconstruction task and words with either many or few neighbors, we observed the typical word length effect. In Experiment 4 we tested the hypothesis that the previous abolition of the word length effect when neighborhood size was controlled was due to a confounded factor: frequency of orthographic structure. As predicted, we reversed the word length effect when using short words with less frequent orthographic structures than the long words, as was done in both of Jalbert et al.’s studies. In Experiments 5 and 6, we again observed the typical word length effect, even if we controlled for neighborhood size and frequency of orthographic structure. Overall, the results were not consistent with the predictions of Jalbert et al. and clearly showed a large and reliable word length effect after controlling for neighborhood size.     

Will Victims Become Aggressors or Vice Versa? A Cross-Lagged Analysis of School Aggression

Peer aggression and victimization are ubiquitous phenomena in schools which warrant the attention of educators and researchers. The high connection between aggression and victimization behooves researchers to look into how the comorbidity of them develops over time. The present study investigated the associations between aggression and victimization over 3 years in early adolescence and whether these associations are moderated by gender and teacher support. Participants were 567 Grade 7, 8 and 9 students (49.38% girls) from 3 schools in Hong Kong. Over the course of study, they were asked to fill in a set of questionnaires that consisted of items related to peer aggression, victimization, and teacher support at 5 time points. Four models of cross-lagged relations between peer aggression and victimization were tested. The results supported a reciprocal model of peer aggression and victimization for both boys and girls although girls engaged in less peer aggression and victimization than boys. Further analyses also revealed that teacher support acted as a suppressor of the reciprocal relations. The present study sheds lights on intervention strategies that may remediate peer aggression and victimization in schools.     

Mimicry and Investigative Interviewing: Using Deliberate Mimicry to Elicit Information and Cues to Deceit

We examined the effect of deliberate mimicry on eliciting (accurate) information and cues to deceit. Mimicry is considered to facilitate cooperation and compliance in truth tellers, whereas liars are constrained to provide detail. We therefore expected truth tellers to be more detailed than liars, particularly after being mimicked. A total of 165 participants told the truth or lied about a meeting they attended. During the interview, an interviewer mimicked half of the participants. Truth tellers were more detailed than liars, but only in the ‘mimicry present’ condition. Truth tellers also gave more accurate units of information than liars, and the difference was most pronounced in the ‘mimicry present’ condition. Mimicry as a tool for eliciting information and cues to deceit fits well with the emerging ‘interviewing to detect deception’ literature, particularly in the ‘encouraging interviewees to say more’ approach. Copyright © 2015 John Wiley & Sons, Ltd.