When asked to identify objects having unique shapes and colors among other objects, English speakers often produce redundant color modifiers (“the red circle”) while Spanish speakers produce them less often (“el circulo (rojo)”). This cross-linguistic difference has been attributed to a difference in word order between the two languages, under the incremental efficiency hypothesis (Rubio-Fernández, Mollica, & Jara-Ettinger, 2020). However, previous studies leave open the possibility that broad language differences between English and Spanish may explain this cross-linguistic difference such that English speakers may generally produce more modifiers than Spanish speakers, including redundant ones, irrespective of word order. Here, we test the incremental efficiency hypothesis in a language production task crossing language (English, Spanish) with modifier type (color, number). Critically, number words occur on the same side of the noun in both English and Spanish. If broad language differences are responsible for the higher rate of color word production in English compared to Spanish, then the same effect should hold for number words. In contrast, the incremental efficiency hypothesis predicts an interaction between language and modifier type, due to different ordering for color words but identical ordering for number words. Our pre-registered analyses offer strong support for the incremental efficiency hypothesis, demonstrating how seemingly small differences in language can cause us to describe the world in surprisingly different ways. 相似文献
Neuropsychology Review - While converging evidence suggests linguistic roles of white matter tracts, detailed associations between white matter alterations of dual pathways and language abilities... 相似文献
To investigate the influence of the home environment, defined as family socioeconomic status (SES) (parent education level, household income), student resource-mediated SES (access to nutritional resources and cognitively stimulating experiences), reading ability, and difficulty with homework on quality of life in children and adolescents residing in urban and suburban areas in Hangzhou City, Zhejiang Province, China. This study included 3200 Grade 3–6 students from 8 elementary schools in Hangzhou City. Assessments included questionnaires that evaluated student quality of life, family SES, resource-mediated SES (dietary behavior and the home literacy environment), reading ability, and difficulty with homework. The effects of the home environment on student quality of life were analyzed by univariate analysis, multiple linear regression analysis, and structural equation modeling. Overall, 80.6% of students had a medium or better quality of life. Young age (Grade 3 or 4), female sex, household income of 10000–15000 RMB, high breakfast consumption, daily intake of fruit, a balanced diet, and good reading habits were positively correlated with student quality of life (P?<?0.05), while overuse of electronic devices was negatively correlated with quality of life (P?<?0.05). Dietary behaviors, home literacy environment, and student reading ability and difficulty with homework directly affected quality of life. Family SES indirectly affected student quality of life. Children and adolescents in China should have access to good nutrition and cognitively stimulating experiences to enhance their well-being and provide them with social and academic advantages.
Journal of Child and Family Studies - We examined hypothalamic–pituitary–adrenal stress reactivity as an indicator of differential susceptibility in moderating the links between family... 相似文献
