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61.
Fernando Cuetos Noemí Arce Carmen Martínez Andrew W. Ellis 《Journal of Neuropsychology》2017,11(1):26-39
Impairments of word recognition in Alzheimer's disease (AD) have been less widely investigated than impairments affecting word retrieval and production. In particular, we know little about what makes individual words easier or harder for patients with AD to recognize. We used a lexical selection task in which participants were shown sets of four items, each set consisting of one word and three non‐words. The task was simply to point to the word on each trial. Forty patients with mild‐to‐moderate AD were significantly impaired on this task relative to matched controls who made very few errors. The number of patients with AD able to recognize each word correctly was predicted by the frequency, age of acquisition, and imageability of the words, but not by their length or number of orthographic neighbours. Patient Mini‐Mental State Examination and phonological fluency scores also predicted the number of words recognized. We propose that progressive degradation of central semantic representations in AD differentially affects the ability to recognize low‐imageability, low‐frequency, late‐acquired words, with the same factors affecting word recognition as affecting word retrieval. 相似文献
62.
Katharina Theresa Halicki Caterina Suitner Tobias Vogel Michaela Wnke 《European journal of social psychology》2021,51(1):166-177
The mental imagination of (social) actions has been shown to follow a left‐to‐right trajectory, with the thematic agent associated with the left position (Spatial Agency Bias, Suitner & Maass in Advances in Experimental Social Psychology, 53, 2016, p. 245–301). For example, individuals asked to choose a picture that visualizes the sentence “Tom kicks George” tend to choose an image where the agent, Tom, is positioned on the left‐hand side rather than on the right‐hand side. However, as an alternative to the thematic role of the agent, such findings may reflect a mental representation following pragmatic relevance. Specifically, a pragmatic perspective holds that word order and syntactic functions are strategic devices to communicate that the element is important for the sentence. Thus, positioning in the described picture‐matching task may actually reflect the agent's pragmatic relevance instead of agency per se. As a test, we vary whether sentences are written in the active versus the passive voice. Results from five studies indicate that the passive voice results in the tendency to place the agent on the right‐hand side rather than on the left‐hand side of a picture. Instead, the acted‐upon person is positioned on the left‐hand side of a picture. A sixth experiment reveals that for the passive voice, the agent is still seen as more agentic than the receiver, but is considered less relevant. The findings are congruent with the proposed pragmatic relevance account. Implications for the Spatial Agency Bias as well as for building mental representations in general are discussed. 相似文献
63.
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
64.
From the very first moments of their lives, infants selectively attend to the visible orofacial movements of their social partners and apply their exquisite speech perception skills to the service of lexical learning. Here we explore how early bilingual experience modulates children's ability to use visible speech as they form new lexical representations. Using a cross‐modal word‐learning task, bilingual children aged 30 months were tested on their ability to learn new lexical mappings in either the auditory or the visual modality. Lexical recognition was assessed either in the same modality as the one used at learning (‘same modality’ condition: auditory test after auditory learning, visual test after visual learning) or in the other modality (‘cross‐modality’ condition: visual test after auditory learning, auditory test after visual learning). The results revealed that like their monolingual peers, bilingual children successfully learn new words in either the auditory or the visual modality and show cross‐modal recognition of words following auditory learning. Interestingly, as opposed to monolinguals, they also demonstrate cross‐modal recognition of words upon visual learning. Collectively, these findings indicate a bilingual edge in visual word learning, expressed in the capacity to form a recoverable cross‐modal representation of visually learned words. 相似文献
65.
Word learning is typically studied as a problem in which children need to learn a single meaning for a new word. And by most theories, children’s learning is itself guided by the assumption that a new word will have only one meaning. However, the majority of words in languages are polysemous, carrying multiple related and distinct meanings. Here, we consider the implications of this disjuncture. As we review, current theories predict that children should struggle to learn polysemous words. And yet research shows that young children readily learn multiple meanings for words and represent them in qualitatively similar ways to adults. Moreover, polysemy may facilitate word learning, by allowing children to use their knowledge of familiar meanings of a word to learn its other meanings. These findings motivate a new perspective on word learning that recognizes polysemy as a fundamental feature of language, instead of treating it as an edge case. 相似文献
66.
The aim of this study was to investigate the role of discrete emotions in lexical processing and memory, focusing on disgust and fear. We compared neutral words to disgust-related words and fear-related words in three experiments. In Experiments 1 and 2, participants performed a lexical decision task (LDT), and in Experiment 3 an affective categorisation task. These tasks were followed by an unexpected memory task. The results of the LDT experiments showed slower reaction times for both types of negative words with respect to neutral words, plus a higher percentage of errors, this being more consistent for fear-related words (Experiments 1 and 2) than for disgust-related words (Experiment 2). Furthermore, only disgusting words exhibited a higher recall accuracy than neutral words in the memory task. Moreover, the advantage in memory for disgusting words disappeared when participants carried out an affective categorisation task during encoding (Experiment 3), suggesting that the superiority in memory for disgusting words observed in Experiments 1 and 2 could be due to greater elaborative processing. Taken together, these findings point to the relevance of discrete emotions in explaining the effects of the emotional content on lexical processing and memory. 相似文献
67.
Shinmin Wang 《Memory (Hove, England)》2018,26(4):514-523
Recent research has suggested that the creation of temporary bound representations of information from different sources within working memory uniquely relates to word recognition abilities in school-age children. However, it is unclear to what extent this link is attributable specifically to the binding ability for cross-modal information. This study examined the performance of Grade 3 (8–9 years old) children on binding tasks requiring either temporary association formation of two visual items (i.e., within-modal binding) or pairs of visually presented abstract shapes and auditorily presented nonwords (i.e., cross-modal binding). Children’s word recognition skills were related to performance on the cross-modal binding task but not on the within-modal binding task. Further regression models showed that cross-modal binding memory was a significant predictor of word recognition when memory for its constituent elements, general abilities, and crucially, within-modal binding memory were taken into account. These findings may suggest a specific link between the ability to bind information across modalities within working memory and word recognition skills. 相似文献
68.
Differential bundle functioning (DBF) analyses were conducted to determine whether seventh and eighth grade second language learners (SLLs) had lower probabilities of answering bundles of math word problems correctly that had heavy language demands, when compared to non-SLLs of equal math proficiency. Math word problems on each of four test forms (two at Grade 7 and two at Grade 8) were bundled together if they used the passive voice, conditional clause, relative clause, or a combination of any two. The results showed that the average total scores for SLLs was significantly lower than that for non-SLLs on each test form. However, only two bundles (passive voice and conditional clause at Grade 7 on Form 2) indicated statistically significant DBF against SLLs in favor of matched non-SLLs. An additional step was taken to determine whether the two bundles that showed statistically significant DBF against SLLs had biased the mean total scores for this group.The Walker, Zhang, Banks, and Cappaert (2012) procedure established for this purpose showed that this was not the case. Implications of the results are provided as well as suggestions for future research. 相似文献
69.
Young children typically take between 18 months and 2 years to learn the meanings of number words. In the present study, we investigated this developmental trajectory in bilingual preschoolers to examine the relative contributions of two factors in number word learning: (1) the construction of numerical concepts, and (2) the mapping of language specific words onto these concepts. We found that children learn the meanings of small number words (i.e., one, two, and three) independently in each language, indicating that observed delays in learning these words are attributable to difficulties in mapping words to concepts. In contrast, children generally learned to accurately count larger sets (i.e., five or greater) simultaneously in their two languages, suggesting that the difficulty in learning to count is not tied to a specific language. We also replicated previous studies that found that children learn the counting procedure before they learn its logic – i.e., that for any natural number, n, the successor of n in the count list denotes the cardinality n + 1. Consistent with past studies, we found that children’s knowledge of successors is first acquired incrementally. In bilinguals, we found that this knowledge exhibits item-specific transfer between languages, suggesting that the logic of the positive integers may not be stored in a language-specific format. We conclude that delays in learning the meanings of small number words are mainly due to language-specific processes of mapping words to concepts, whereas the logic and procedures of counting appear to be learned in a format that is independent of a particular language and thus transfers rapidly from one language to the other in development. 相似文献
70.
Juan Francisco Artaloytia 《The International journal of psycho-analysis》2015,96(2):319-344
The author states that psychoanalysis has much to contribute to schizophrenia. Beginning with a development of Freudian metapsychology, he addresses the in‐depth psychopathological study of a session (the first on the couch) with a schizophrenic patient who hears voices and feels that he is being watched. Since the symptoms appear at the level of the heard word and the visual image – key to Freudian metapsychology – he delineates a circuit for the word and one for the image, describing a blockage in both and the consequences of these. Furthermore, with regard to the patient's progress, he demonstrates first a quantitative improvement in symptoms, and later qualitative changes in his functioning. He shows how, over a time, functioning is improved in a once‐a‐week on‐the‐couch setting after two years of face‐to‐face treatment. 相似文献