Subjects -> LANGUAGE AND LITERATURE (Total: 2147 journals)
    - LANGUAGE AND LITERATURE (954 journals)
    - LANGUAGES (276 journals)
    - LITERARY AND POLITICAL REVIEWS (201 journals)
    - LITERATURE (GENERAL) (180 journals)
    - NOVELS (13 journals)
    - PHILOLOGY AND LINGUISTICS (500 journals)
    - POETRY (23 journals)

LANGUAGE AND LITERATURE (954 journals)            First | 1 2 3 4 5     

Showing 201 - 127 of 127 Journals sorted alphabetically
Discursos Contemporâneos em Estudo     Open Access  
Dix-Neuf     Hybrid Journal   (Followers: 4)
Dixit     Open Access  
Diyalog Interkulturelle Zeitschrift Für Germanistik     Open Access  
Doblele : Revista de lengua y literatura     Open Access  
Drammaturgia     Open Access   (Followers: 1)
Dublin James Joyce Journal     Full-text available via subscription   (Followers: 1)
Dutch Crossing : Journal of Low Countries Studies     Hybrid Journal   (Followers: 3)
e-Journal of Linguistics     Open Access   (Followers: 3)
E-rea     Open Access   (Followers: 2)
e-Scripta Romanica     Open Access  
e-Spania     Open Access  
E-Structural     Open Access  
Early American Literature     Full-text available via subscription   (Followers: 10)
Early Modern Culture Online     Open Access   (Followers: 36)
East-West Cultural Passage     Open Access   (Followers: 1)
Eastern African Literary and Cultural Studies     Hybrid Journal  
Ecotone     Full-text available via subscription  
Ecozon@ : European Journal of Literature, Culture and Environment     Open Access   (Followers: 3)
Écrire l'histoire     Open Access  
EDGE - A Graduate Journal for German and Scandinavian Studies     Open Access   (Followers: 6)
Educação & Linguagem     Open Access  
Educación, Lenguaje y Sociedad     Open Access  
Éducation francophone en milieu minoritaire     Open Access  
EID&A : Revista Eletrônica de Estudos Integrados em Discurso e Argumentação     Open Access  
Eighteenth-Century Fiction     Full-text available via subscription   (Followers: 20)
Éire-Ireland     Full-text available via subscription   (Followers: 9)
El Hilo de la Fabula     Open Access  
El Matadero     Open Access  
El Taco en la Brea     Open Access  
ELH     Full-text available via subscription   (Followers: 24)
ELOPE : English Language Overseas Perspectives and Enquiries     Open Access   (Followers: 1)
Elos : Revista de Literatura Infantil e Xuvenil     Open Access  
Eltin Journal : Journal of English Language Teaching in Indonesia     Open Access  
Emily Dickinson Journal     Full-text available via subscription   (Followers: 3)
En Líneas Generales     Open Access  
Encyclopedia     Open Access  
English in Aotearoa     Full-text available via subscription   (Followers: 2)
English in Australia     Full-text available via subscription   (Followers: 2)
English in Education     Hybrid Journal   (Followers: 12)
English Literature in Transition 1880-1920     Full-text available via subscription   (Followers: 7)
English Studies at NBU     Open Access  
English Studies in Africa     Hybrid Journal   (Followers: 2)
English Text Construction     Hybrid Journal   (Followers: 6)
English Today     Hybrid Journal   (Followers: 12)
English: Journal of the English Association     Hybrid Journal   (Followers: 17)
Englisia Journal     Open Access  
Enjeux et société : Approches transdisciplinaires     Open Access  
Enletawa Journal     Open Access  
Enthymema     Open Access  
Entreculturas : Revista de Traducción y Comunicación Intercultural     Open Access  
Entrelaces     Open Access  
Entrevous : Littérature organique     Full-text available via subscription  
Epiphany     Open Access   (Followers: 1)
Eralingua : Jurnal Pendidikan Bahasa Asing dan Sastra     Open Access  
Erudition and the Republic of Letters     Hybrid Journal   (Followers: 1)
ES Review : Spanish Journal of English Studies     Open Access  
ESC: English Studies in Canada     Full-text available via subscription   (Followers: 2)
Escritura e Imagen     Open Access   (Followers: 1)
Eslavística Complutense     Open Access  
ESQ: A Journal of the American Renaissance     Full-text available via subscription   (Followers: 5)
Essays in Criticism     Hybrid Journal   (Followers: 23)
Essays in French Literature and Culture     Full-text available via subscription   (Followers: 8)
ESTETIK : Jurnal Bahasa Indonesia     Open Access  
Estudios de Literatura Colombiana     Open Access   (Followers: 1)
Estudios de Teoría Literaria - Revista digital: artes, letras y humanidades     Open Access   (Followers: 1)
Estudios Ingleses de la Universidad Complutense     Open Access  
Estudis de Literatura Oral Popular / Studies in Oral Folk Literature     Open Access  
Estudos Linguísticos e Literários     Open Access  
Eternal (English, Teaching, Learning & Research Journal)     Open Access   (Followers: 2)
Etnolingual     Open Access  
Études canadiennes / Canadian Studies     Open Access   (Followers: 2)
Études de lettres     Open Access   (Followers: 2)
Études de stylistique anglaise     Open Access  
Études Épistémè     Open Access  
Études françaises     Full-text available via subscription   (Followers: 4)
Études littéraires     Full-text available via subscription   (Followers: 4)
Eugene O’Neill Review     Full-text available via subscription  
EuroCALL Review     Open Access  
European Romantic Review     Hybrid Journal   (Followers: 12)
European Science Editing     Open Access   (Followers: 1)
ExELL. Explorations in English Language and Linguistics     Open Access   (Followers: 1)
Exercices de Rhétorique     Open Access  
Extravío : Revista electrónica de Literatura Comparada     Open Access   (Followers: 1)
Fawawi : English Education Journal     Open Access  
Feminist German Studies     Full-text available via subscription   (Followers: 6)
Finno-Ugric World     Open Access  
Folklor/edebiyat journal     Open Access  
Foro de Profesores de E/LE     Open Access  
FORUM : University of Edinburgh Postgraduate Journal of Culture & the Arts     Open Access  
Fourth Genre: Explorations in Nonfiction     Full-text available via subscription   (Followers: 2)
French Forum     Full-text available via subscription   (Followers: 9)
Funes. Journal of Narratives and Social Sciences     Open Access  
Galatasaray Üniversitesi Iletişim Dergisi / Galatasaray University Journal of Communication     Open Access  
Ganesha Journal     Open Access  
Genre & histoire     Open Access   (Followers: 4)
George Herbert Journal     Full-text available via subscription   (Followers: 1)
German Studies Review     Full-text available via subscription   (Followers: 32)
Germanistische Beiträge     Open Access  
Globe : A Journal of Language, Culture and Communication     Open Access   (Followers: 3)
Glotta : Zeitschrift für Griechische und Lateinische Sprache     Open Access  
Goethe Yearbook     Full-text available via subscription   (Followers: 6)
Gogoa     Open Access  
Göttinger Predigtmeditationen     Hybrid Journal  
Green Letters : Studies in Ecocriticism     Hybrid Journal   (Followers: 1)
Hardy Review     Full-text available via subscription   (Followers: 2)
HeLix - Dossiers zur romanischen Literaturwissenschaft     Open Access  
Hemingway Review     Full-text available via subscription   (Followers: 4)
Henry James Review     Full-text available via subscription   (Followers: 6)
Hermēneus : Revista de Traducción e Interpretación     Open Access   (Followers: 1)
Heterotopías     Open Access   (Followers: 1)
Hikmet-akademik Edebiyat Dergisi     Open Access  
Hispania     Full-text available via subscription   (Followers: 7)
Hispanic Research Journal     Hybrid Journal   (Followers: 8)
Hispanic Review     Full-text available via subscription   (Followers: 12)
HispanismeS : Revue de la Société des Hispanistes Français     Open Access  
Histoire Épistémologie Langage     Open Access  
Homiletische Monatshefte     Hybrid Journal  
Hon no Mushi - Estudos Multidisciplinares Japoneses     Open Access  
Humanidades : Revista de la Universidad de Montevideo     Open Access  
Humanist Studies & the Digital Age     Open Access   (Followers: 9)
Hungarian Studies Yearbook     Open Access  
Huntington Library Quarterly     Full-text available via subscription   (Followers: 34)
I Tatti Studies in the Italian Renaissance     Full-text available via subscription   (Followers: 15)
Iberoamericana : Nordic Journal of Latin American and Caribbean Studies     Open Access   (Followers: 1)
IJEE (Indonesian Journal of English Education)     Open Access  
IJLRES : International Journal on Language Research and Education Studies     Open Access  
IJOLTL : Indonesian Journal of Language Teaching and Linguistics     Open Access  
İletişim Kuram ve Araştırma Dergisi     Open Access  
Image & Text     Open Access   (Followers: 4)
INDONESIA : Jurnal Pembelajaran Bahasa dan Sastra Indonesia     Open Access  
Indonesian Journal of English Language Studies     Open Access  
Infinitum: Revista Multidisciplinar     Open Access   (Followers: 1)
Instructed Second Language Acquisition     Full-text available via subscription   (Followers: 3)
Intercâmbio : Revue d’Études Françaises=French Studies Journal     Open Access  
Interdisciplinary Literary Studies     Full-text available via subscription   (Followers: 8)
Interference : Journal of Language, Literature, and Linguistics     Open Access   (Followers: 2)
International Journal of Applied Linguistics & English Literature     Open Access   (Followers: 1)
International Journal of Applied Linguistics and English Literature     Open Access   (Followers: 7)
International Journal of Cultural and Social Studies (IntJCSS)     Open Access   (Followers: 1)
International Journal of Culture and History     Open Access   (Followers: 12)
International Journal of Education and Literacy Studies     Open Access   (Followers: 7)
International Journal of English Language Studies     Open Access  
International Journal of English Studies     Open Access   (Followers: 1)
International Journal of Francophone Studies     Hybrid Journal   (Followers: 6)
International Journal of Humanity Studies     Open Access   (Followers: 2)
International Journal of Korean Humanities and Social Sciences     Open Access  
International Journal of Language Teaching and Education     Open Access  
International Journal of Lexicography     Hybrid Journal   (Followers: 8)
International Journal of Linguistics, Literature and Translation     Open Access   (Followers: 1)
International Journal of Undergraduate Research and Creative Activities     Open Access   (Followers: 2)
International Journal of Welsh Writing in English     Full-text available via subscription   (Followers: 1)
International Linguistics Research     Open Access   (Followers: 1)
Intertexts     Full-text available via subscription   (Followers: 6)
Inti : Revista de literatura hispánica     Open Access   (Followers: 2)
Investigaciones Sobre Lectura     Open Access  
Iran : Journal of the British Institute of Persian Studies     Hybrid Journal   (Followers: 3)
Irish Journal of French Studies     Full-text available via subscription   (Followers: 2)
Islas : Revista de la Universidad Central "Marta Abreu" de Las Villas     Open Access  
ISLLAC : Journal of Intensive Studies on Language, Literature, Art, and Culture     Open Access  
Italienisch – Zeitschrift für italienische Sprache und Literatur     Full-text available via subscription  
Italique     Open Access  
Itinéraires. Littérature, Textes, Cultures     Open Access  
Izdihar : Journal of Arabic Language Teaching, Linguistics, and Literature     Open Access   (Followers: 2)
Izvestia. Ural Federal University Journal. Series 2: Humanities and Arts     Open Access   (Followers: 1)
J-SHMIC : Journal of English for Academic     Open Access  
J19 : The Journal of Nineteenth-Century Americanists     Full-text available via subscription   (Followers: 7)
Jahrbuch for Internationale Germanistik     Full-text available via subscription   (Followers: 5)
JALIE : Journal of Applied Linguistics and Islamic Education     Open Access  
James Joyce Quarterly     Full-text available via subscription   (Followers: 9)
Jangada : Crítica, Literatura, Artes     Open Access  
Japanese Research on Linguistics, Literature, and Culture     Open Access  
Japanese Studies Journal     Open Access   (Followers: 2)
JAWS : Journal of Arts Writing by Students     Hybrid Journal  
Jednak Książki : Gdańskie Czasopismo Humanistyczne     Open Access  
Jeunesse: Young People, Texts, Cultures     Full-text available via subscription   (Followers: 4)
Język - Szkoła - Religia     Open Access  
Journal of Adventure Education & Outdoor Learning     Hybrid Journal   (Followers: 7)
Journal of Al-Qadisiya in Arts and Educational Sciense     Open Access  
Journal of Applied Language and Culture Studies     Open Access   (Followers: 3)
Journal of Applied Linguistics and Literature     Open Access   (Followers: 2)
Journal of Arabic Literature     Hybrid Journal   (Followers: 18)
Journal of Arts and Humanities     Open Access   (Followers: 23)
Journal of Awareness     Open Access   (Followers: 1)
Journal of Belarusian Studies     Hybrid Journal  
Journal of Biblical Literature     Full-text available via subscription   (Followers: 57)
Journal of Chinese Language and Culture, Huachiew Chalermprakiet University     Open Access   (Followers: 1)
Journal of Commonwealth Literature     Hybrid Journal   (Followers: 9)
Journal of Computer-Assisted Linguistic Research     Open Access   (Followers: 1)
Journal of Critical Studies in Language and Literature     Open Access   (Followers: 1)
Journal of Cultural Cognitive Science     Hybrid Journal  
Journal of Dutch Literature     Open Access   (Followers: 1)
Journal of English and Arabic Language Teaching     Open Access   (Followers: 3)
Journal of English and Germanic Philology (JEGP)     Full-text available via subscription   (Followers: 11)
Journal of European Periodical Studies     Open Access   (Followers: 1)
Journal of European Studies     Open Access   (Followers: 3)
Journal of Historical Syntax     Open Access  
Journal of International and Intercultural Communication     Hybrid Journal   (Followers: 19)
Journal of Japonisme     Full-text available via subscription  
Journal of Language and Discrimination     Full-text available via subscription   (Followers: 102)

  First | 1 2 3 4 5     

Similar Journals
Journal Cover
Journal of Cultural Cognitive Science
Number of Followers: 0  
 
  Hybrid Journal Hybrid journal (It can contain Open Access articles)
ISSN (Print) 2520-100X - ISSN (Online) 2520-1018
Published by Springer-Verlag Homepage  [2469 journals]
  • Does adding an accent mark hinder lexical access' Evidence from
           Spanish

    • Free pre-print version: Loading...

      Abstract: Recent research has shown that omitting the accent mark in a Spanish word, which is a language in which these diacritics only indicate lexical stress, does not cause a delay in lexical access (e.g., cárcel [prison] ≈ carcel; cárcel-CÁRCEL ≈ carcel-CÁRCEL). This pattern has been interpreted as accented and nonaccented vowels sharing the abstract letter representations in Spanish. However, adding an accent mark to a nonaccented Spanish word appears to produce a reading cost in masked priming paradigms (e.g., féliz-FELIZ [happy] > feliz-FELIZ). We examined whether adding an accent mark to a non accented Spanish word slows down lexical access in two semantic categorization experiments to solve this puzzle. We added an accent mark either on the stressed syllable (Experiment 1, e.g., cébra for the word cebra [zebra]) or an unstressed syllable (Experiment 2, e.g., cebrá). While effect sizes were small in magnitude, adding an accent mark produced a cost relative to the intact words, especially when the accent mark was added on an unstressed syllable (cebrá > cebra). These findings favor the view that letter identity and (to a lesser extent) accent mark information are encoded during word recognition in Spanish. We also examined the practical implications of these results.
      PubDate: 2022-06-20
       
  • Toward a script relativity hypothesis: focused research agenda for
           psycholinguistic experiments in the science of reading

    • Free pre-print version: Loading...

      Abstract: Abstract The purpose of this paper is to extend the linguistic relativity hypothesis (i.e., the language we speak affects the way we think) to a script relativity hypothesis (i.e., the script in which we read influences our thought). Based on the rich body of knowledge in the science of reading that shows the effects of literacy on our cognitive processes, the foundation, rationale, and converging evidence of script relativity are discussed. The tenable notion of script relativity is anchored in previous research into the connection between language and thought as well as a causal relationship from language to cognition. Further discussed is the application of linguistic relativity to reading in both first and second languages to elucidate the reading-to-cognition link and how reading affects our attention, perception, and thought. Focused research for script relativity is suggested in the areas of the operating principle of script (alphabetic vs. morphosyllabic), reading directionality (left-to-right vs. right-to-left), word configurations (linearity vs. block), literacy experience (literates vs. illiterates), and interword spaces (presence vs. absence of interword spaces). The article ends with further recommendations and future directions. It is suggested that linguistic and cultural effects on cognition be controlled in future studies to disentangle the true effects of script.
      PubDate: 2022-05-30
       
  • Cross-cultural and inter-group research on emotion perception

    • Free pre-print version: Loading...

      PubDate: 2022-04-29
       
  • Biscriptality: a neglected construct in the study of bilingualism

    • Free pre-print version: Loading...

      Abstract: Abstract The standard participant in cognitive research on the bilingual mental lexicon is literate in English and some other European language written in the same (Latin) script, i.e., in a shared alphabetic orthography. Why should this matter' It matters because research conducted with monoscriptal users of European languages has been taken to have broader applicability. This is problematic because most bilinguals who are literate in two languages are likely to be biscriptal—not monoscriptal—and their languages are likely to be written in orthographies that are not alphabetic. In this essay I reflect on the theoretical and ethical implications of this disconnect between the typical bilingual research participant and the typical bilingual. I argue that an implicit construction of monoscriptal bilingualism as the standard form of bilingualism and the centering of characteristics of alphabetic writing systems in bilingual word recognition research has led to a serious gap in our understanding of the bilingual mental lexicon, as we know very little about the majority of the world’s bilingual language users, whose writing systems are very different from the (alphabetic) standard promoted in existing research. If our understanding of bilingual lexical representation is to move beyond its monoscriptal  focus the field will have to become more reflexive about its epistemic exclusionary practices and create space for crosslinguistic research that centers biscriptal language users of other-than-alphabetic writing systems and studies them in their own right, not just for how they might corroborate claims based on a less representative population.
      PubDate: 2022-04-27
       
  • The effects of second language literacy instruction on first language
           literacy: a comparison between Hindi–English and Urdu–English Canadian
           bilinguals

    • Free pre-print version: Loading...

      Abstract: Abstract Many immigrant children in minority language settings learn to read in their second language (L2), which is the language of their country of residence, prior to their L1. Differences between groups of learners become more evident when children follow this literacy learning pattern with different scripts and linguistic typologies for the languages they learn to read and speak. This study aimed to identify variables related to L1 reading for Hindi–English and Urdu–English speakers who learn to read in English, prior to receiving formal literacy instruction in Hindi or Urdu. Oral language and reading skills were tested in 100 (8-to-10-year-old) children in both their languages. Urdu–English speakers outperformed Hindi–English speakers when compared on English reading skills. For the Urdu–English group most of the variables were significantly correlated across languages, and Urdu–English reading skills were uniquely related. However, despite most of the variables being significantly correlated across languages, English literacy skills were not uniquely related to word reading in Hindi. Urdu–English, both alphabetic languages, showed stronger cross-linguistic relationships between variables as compared to Hindi and English, languages with different writing systems. Additionally, some language and reading skills were language-specific and some language-general for the two language groups.
      PubDate: 2022-04-23
       
  • Cross-script effects of cognitive-linguistic skills on Japanese Hiragana
           and Kanji: Evidence from a longitudinal study

    • Free pre-print version: Loading...

      Abstract: Abstract The purpose of this study was to examine the cognitive-linguistic predictors of reading and writing skills in Japanese where syllabic Hiragana and morphographic Kanji are simultaneously used. We followed a sample of 170 Japanese children (Mage = 80.12 months, SD = 3.62) from the beginning of Grade 1 until the end of Grade 2 and assessed them on phonological awareness, rapid naming, morphological awareness, and Hiragana literacy skills (character recognition and writing) in Grade 1 and Kanji literacy skills in Grade 2. Results of path analysis showed that phonological awareness and rapid naming were associated with Hiragana literacy skills, which, in turn, predicted their counterparts in Kanji. In addition, morphological awareness predicted later Kanji literacy skills over and above the effects of early Hiragana literacy skills. Taken together, these findings suggest that the cognitive-linguistic foundations of literacy skills are not identical between Hiragana and Kanji and developing reading and writing skills in the two scripts may have a cross-script influence in literacy development.
      PubDate: 2022-04-11
       
  • Cultural variability in appraisal patterns for nine positive emotions

    • Free pre-print version: Loading...

      Abstract: Abstract Emotions result from evaluations of events, referred to as appraisals. Specific configurations of appraisals have been shown to characterize different emotions, with some variation occurring across cultures. However, appraisal research to date has focused primarily on negative emotions, though recent efforts have started to also examine the appraisal profiles of positive emotions. Cross-cultural work on the appraisals of positive emotions has, however, been scarce. Here, we examine the appraisal profiles of nine positive emotions in the US and China. Using 13 commonly employed appraisal dimensions, we investigated the evaluations of events eliciting amusement, awe, compassion, desire, gratitude, interest, love, pride, and relief. Eighty participants from China and the US recalled events from their own life involving each of these emotions and provided Likert-scale appraisal ratings for each emotional event. Consistent with previous research, we find distinct appraisal patters for each positive emotion. We also, for the first time, demonstrate cultural variations in appraisals of positive emotions. Our study extends existing research by highlighting differences in appraisals of positive emotions across cultures.
      PubDate: 2022-03-25
      DOI: 10.1007/s41809-022-00098-9
       
  • Bridging the empathy gap: or not' Reactions to ingroup and outgroup
           facial expressions

    • Free pre-print version: Loading...

      Abstract: Abstract Prior research suggests that group membership impacts behavioral and self-reported responses to others’ facial expressions of emotion. In this paper, we examine how the mere labelling of a face as an ingroup or outgroup member affects facial mimicry (Study 1) and judgments of genuineness (Study 2). In addition, we test whether the effects of group membership on facial mimicry and perceived genuineness are moderated by the presence of tears (Study 1) and the motivation to cooperate (Study 2). Results from both studies revealed group-specific biases in facial mimicry and judgments of genuineness. However, introducing cooperative goals abolished differences in judgments of genuineness of facial expressions displayed by ingroup and outgroup members. Together, the findings provide insights into how intergroup biases in emotion perception operate and how they can be reduced by introducing cooperative goals.
      PubDate: 2022-03-05
      DOI: 10.1007/s41809-022-00097-w
       
  • Cognitive dimension of culture and social axioms: using methods of
           multidimensional analysis to research Ukrainian cultural beliefs about
           success and inequality

    • Free pre-print version: Loading...

      Abstract: Abstract The significance of cultural factors in the context of surveying cognitive processes, perception, emotions and mental health has long been acknowledged by social scientists. Shared collective belief systems represent one of the long established research foci in the social sciences. Presently studying the large cultural dimensions in their connections to individual predispositions and behavior is one of the core interests in cultural psychology as well as cognitively-oriented anthropology and sociology. To explore the patterned collective agreement in belief systems quantitatively, data reduction techniques is the strategy used most often and most successfully. The present study is premised on the principles of culture consensus model and uses cultural models framework to explain how Ukrainians view success and understand its prerequisites. The analysis is anchored in the cognitive dimension of the Ukrainian cultural worldview, specifically in the intersubjectively shared cultural assumptions (social axioms) regarding the opportunities for social advancement and their unequal distribution across different social groups. Based on the ISSP 2019 data set (N = 2001), the present study sought to uncover the content and organization of social axiomatic beliefs the Ukrainians have regarding the social characteristics facilitating self-advancement within a group, as well the degree of sharedness and homogeneity of these beliefs and their demographic correlates in the sample. The results converge on the four-factorial structure partitioning the “ingredients of success” into the categories of structural attributes, social capital, family background and individual agency.
      PubDate: 2022-02-04
      DOI: 10.1007/s41809-022-00096-x
       
  • The effects of script specificity on word recognition: syllabic type,
           syllabic format, and reading direction in Korean Hangul

    • Free pre-print version: Loading...

      Abstract: Abstract This study examined tripartite dichotomous script specificity in word recognition of Hangul, including syllabic types (CV vs. CVC syllables), syllabic formats (horizontal vs. vertical), and reading directions (horizontal vs. vertical). Adult readers (Mage = 21.6) participated in standard lexical decision tasks in two experiments. Experiment 1 (n = 26) addressed the effects of the two syllabic types and the two syllabic formats in the horizontal reading direction. Experiment 2 (n = 26) presented the same stimuli in the vertical reading direction. Results showed the advantage of CVC syllables over CV syllables. When the syllabic format was considered, however, the CVC advantage disappeared in the condition of the vertical format in vertical reading direction. In the CV disyllabic words, the vertical format was more effective than the horizontal format. In the CVC disyllabic words, however, the horizontal format was more effective. When the participants’ performance on the two reading directions was directly compared, marginal advantages were observed in the vertical reading direction. Overall, the CVC syllable advantage was moderated by the syllabic format and reading directions. The findings suggest that visual words are recognized as a function of script specificity.
      PubDate: 2022-01-18
      DOI: 10.1007/s41809-022-00094-z
       
  • Stimuli for initiation: a comparison of dance and (sign) language

    • Free pre-print version: Loading...

      Abstract: This work considers a claim by a theater-dance troupe regarding a distinction in initiation points for dance and language, where the claim contrasted physicality to abstraction. The starting point here is that the troupe is expressing an awareness of a distinction they experience and, thus, that deserves ferreting out. Three interpretations of this claim within an embodied cognitive science are examined and discounted in turn. In fact, choreographers/dancers and language users alike exhibit concern with the issue of initiation of activity in that they consciously play with varying stimuli for initiation of activity to artistic effect. This is demonstrated here through a discussion of the dance film Exquisite Corps and the renga form of poetry looking at sign language instantiations. Thus, the initial theater-dance troupe’s claim cannot find purchase in an examination grounded in embodied cognitive science. If there is, in fact, a fundamental difference between the experience of initiating dancing and initiating language use it lies elsewhere, perhaps in areas of cognition yet to be explored.
      PubDate: 2022-01-17
      DOI: 10.1007/s41809-022-00095-y
       
  • Culture shapes preschoolers’ emotion recognition but not emotion
           comprehension: a cross-cultural study in Germany and Singapore

    • Free pre-print version: Loading...

      Abstract: Abstract Contemporary approaches suggest that emotions are shaped by culture. Children growing up in different cultures experience culture-specific emotion socialization practices. As a result, children growing up in Western societies (e.g., US or UK) rely on explicit, semantic information, whereas children from East Asian cultures (e.g., China or Japan) are more sensitive towards implicit, contextual cues when confronted with others’ emotions. The aim of the present study was to investigate two aspects of preschoolers’ emotion understanding (emotion recognition and emotion comprehension) in a cross-cultural setting. To this end, Singaporean and German preschoolers were tested with an emotion recognition task employing European-American and East Asian child’s faces and the Test of Emotion Comprehension (TEC; Pons et al., 2004). In total, 129 German and Singaporean preschoolers (mean age 5.34 years) participated. Results indicate that preschoolers were able to recognize emotions of child’s faces above chance level. In line with previous findings, Singaporean preschoolers were more accurate in recognizing emotions from facial stimuli compared to German preschoolers. Accordingly, Singaporean preschoolers outperformed German preschoolers in the Recognition component of the TEC. The overall performance in TEC did not differ between the two samples. Findings of this study provide further evidence that emotion understanding is culturally shaped in accordance with culture-specific emotion socialization practices.
      PubDate: 2022-01-11
      DOI: 10.1007/s41809-021-00093-6
       
  • Cross-language contributions of rapid automatized naming to reading
           accuracy and fluency in young adults: evidence from eight languages
           representing different writing systems

    • Free pre-print version: Loading...

      Abstract: Abstract Rapid automatized naming (RAN) is a strong predictor of reading across languages. However, it remains unclear if the effects of RAN in first language (L1) transfer to reading in second language (L2) and if the results vary as a function of the orthographic proximity of L1–L2. To fill this gap in the literature, we examined the role of RAN in reading accuracy and fluency in eight languages representing different writing systems. Seven hundred and thirty-five university students (85 Chinese-, 84 Japanese-, 100 Kannada-, 40 Oriya-, 115 English-, 115 Arabic-, 105 Portuguese-, and 91 Spanish-speaking) participated in our study. They were assessed on RAN (Digits and Objects) and reading (accuracy and fluency) in both L1 and L2 (English). Results of hierarchical regression analyses showed significant effects of L1 RAN on L2 reading accuracy in the Chinese-, Portuguese-, and Spanish-speaking groups. In addition, L2 RAN was a significant predictor of reading fluency in L1 in the same language groups. No cross-language transfer was observed in the other languages. These findings suggest first that L1 and L2 RAN capture similar processes and controlling for one does not leave unique variance for the other to explain. Second, to the extent there is cross-language transfer of RAN skills, this appears to be independent of the orthographic proximity of the languages.
      PubDate: 2022-01-09
      DOI: 10.1007/s41809-021-00092-7
       
  • Homograph and homophone readings in Hong Kong bilingual children with
           autism spectrum disorder

    • Free pre-print version: Loading...

      Abstract: Abstract Autism Spectrum Disorder (ASD) is characterized by impaired development of social communication, cognition, emotions and behavior. This study explores the reading performance of Chinese–English bilinguals with ASD in Hong Kong in relation to local coherence under the Central Coherence Theory. Two tasks were conducted with 22 Chinese–English bilinguals with ASD (M = 9;07), whose mean age was 9 years old and seven months at time of study, and 24 typically developing (TD) controls (M = 9;04), whose mean age was 9 years old and 4 months, to investigate reading at the word and sentence levels. Two groups of participants were matched by chronological age and grade level. Based on the Central Coherence Theory, children with ASD are expected to have difficulty using context to disambiguate between homophones or homographs. We first employed a homograph task using two-character Chinese words to investigate context effects. Participants of both groups were given 40 pairs of words in which the first character provided a contextual cue to the pronunciation of the second, or vice versa. The findings suggested that participants with ASD were able to use the local context to give appropriate pronunciations of the homographs, performing as well as TD participants given the word-level context and explicit instructions. In the homophone task, participants judged the use of homophones based on the content of the sentence. While the results for English homophones were consistent with previous homograph studies, judgements of the Chinese homophones depended instead on the word level. The participants benefitted from the immediate Chinese linguistic context, ignoring global features and focusing on local ones. These two results contradicted previous findings in studies on English where participants with ASD showed difficulty in distinguishing homographs. We suggest this is because in Chinese, one character in a two-character word can serve as a contextual cue to the pronunciation of homographs or usage of homophones. Therefore, immediate linguistic context and local contextual cues facilitate children with ASD’s reading of homographs/homophones in Chinese.
      PubDate: 2021-12-01
      DOI: 10.1007/s41809-021-00089-2
       
  • How induced self-focus versus other-focus affect emotional recognition and
           verbalization

    • Free pre-print version: Loading...

      Abstract: Abstract Research finds that people from individualistic cultures prioritize individual emotional expression and recognition compared to collectivistic cultures. Moreover, those with more independent self-construals self-report less difficulty in identifying and describing their emotions (i.e. lower alexithymia). However, it is unclear whether one aspect of self-construal (i.e. self-focus and other-focus) actually causes changes in emotion recognition and emotion expression, or whether there are third variable explanations for the previous correlational research. Therefore, in the current paper, we experimentally manipulated self-focus and other-focus, and examined how this affected participants’ emotion recognition and emotion verbalization. Based on previous research, we predicted that temporarily inducing a state of high self-focus may improve emotional skills, while inducing high other-focus may impair them. Across three studies, participants were exposed to self-focused, other-focused, or control stimuli. They then completed standardized tasks assessing emotion recognition (all studies) and verbalization (Study 2), in both an individualistic and collectivistic culture (Study 1), with one study using a pre-post experimental design that controlled for baseline competencies (Study 3). A mini meta-analysis of the three studies found that high self-focus improved emotional skills, but there was no overall effect of high other-focus. We discuss potential explanations, implications, and limitations of the current findings.
      PubDate: 2021-11-30
      DOI: 10.1007/s41809-021-00091-8
       
  • Mirror-image discrimination in monoliterate English and Thai readers:
           reading with and without mirror letters

    • Free pre-print version: Loading...

      Abstract: Abstract We investigated how becoming literate in Roman script affects the way we process letter-like objects and even faces, using a paired same-different task with nonwords, false fonts (letter-like symbols), and faces with monoliterate English and Thai readers. Roman script has mirror letter pairs whereas Thai script does not. Importantly, the Thais were literate in Thai but illiterate in Roman script. Participants were required to respond with a “same” response to both identical and mirror pairs of images. We predicted that the Thais would be more influenced by mirror invariance and so better able to recognise mirror-image pairs as being the same object than English readers. We found support for this prediction as the English readers showed a greater mirror cost for response times than the Thais. Thus, becoming literate in Roman script reduces the ability to judge two mirror images as the “same” in comparison to Thai script readers. These findings provide evidence that Thai readers who are illiterate in Roman script are more susceptible to mirror generalisation effects than Roman script readers.
      PubDate: 2021-11-26
      DOI: 10.1007/s41809-021-00090-9
       
  • Linguocultural cognition manifested in spoken narratives in L2 English by
           native Chinese and Korean speakers

    • Free pre-print version: Loading...

      Abstract: Abstract To understand constructs underpinning L2 production, this study investigated how native speakers (mean age = 26.61) of Chinese (n = 29), Korean (n = 23), and English (n = 28) formulated spoken narratives in English and how functional factors were related to the linguistic richness of narratives under the framework of thinking for speaking. To identify operating mechanisms behind the manifestation of conceptualization and verbal output, analyzed were 80 spoken narratives elicited using a picture book, Frog, where are you' Results showed that the two nonnative groups’ attentional foci were similar to that of the native group. The modes of mental analyses showed a partial difference between Chinese and Korean speakers. The nonnative groups showed the different usage of syntactic elements than English speakers. This study suggested that L1 was a foundational schema for thinking for speaking, as indicated by the trans-linguistic transfer of syntactic features. It also suggested that cultural/attentional foci and assertiveness in narration could be restructured as a result of learning the linguistic and sociopragmatic properties of L2 English. The richness of L2 narratives with respect to lexical diversity, clausal variety, and sentential expressions unevenly varied according to L2 proficiency for both Chinese and Korean speakers. When English proficiency was taken into consideration, the mental analysis, syntactic features, and rhetorical devices were significant predictors of the richness of lexical, clausal, and sentential formulation. Further research should continue under the framework of thinking for speaking in both L1 and L2 with various language groups and different L2 proficiency levels.
      PubDate: 2021-07-27
      DOI: 10.1007/s41809-021-00088-3
       
  • Personal pronoun errors in form versus meaning produced by children with
           and without autism spectrum disorder

    • Free pre-print version: Loading...

      Abstract: Abstract The current study investigates whether the types of pronominal errors children with autism spectrum disorder (ASD) make are different from those of their TD peers at similar stages of language development. A recent review about language acquisition in ASD by Naigles and Tek (2017) argues that these children show relative deficits in assigning/extending lexical meaning alongside relative strengths in morpho-syntax. Pronouns provide an ideal test case for this argument because they are marked both for grammatical features (case) and features that reflect qualities of the referent itself (gender and number) or the referent’s role in conversation (person). The form-meaning hypothesis predicts that children with ASD should struggle more with these latter features. The current study tests this hypothesis with data from a caregiver report, completed by caregivers of 151 children with and without ASD. Reported pronominal errors were categorized as meaning or form and compared across groups. In accordance with the form-meaning hypothesis, a higher proportion of children with ASD make meaning errors than they do form errors, and significantly more of them make meaning errors than TD children do.
      PubDate: 2021-07-07
      DOI: 10.1007/s41809-021-00087-4
       
  • Cross-language activation of culture-specific features in
           Chinese–English bilinguals

    • Free pre-print version: Loading...

      Abstract: Abstract Dong et al. (2005) proposed that when an individual learns a word in a second language (L2), they link the features from the translation in their first language (L1) to that word, and as they become proficient in L2, bilinguals drop L1-specific features and add L2-specific features to their L2 conceptual representations. The present study tested this proposal with Chinese–English bilinguals using an English semantic priming task with event related potentials (ERP). Primes were animal names (owl), and targets were either related in English (WISE), in Chinese (MISFORTUNE), or were unrelated. For English monolinguals, a priming effect was observed in the P250, N400, and LPC components only for pairs related in English (owl-WISE). For bilinguals, a priming effect was observed for pairs related in Chinese (owl-MISFORTUNE) in the N400 and LPC, indicating that the bilinguals link L2 words with L1-specific features. An LPC priming effect was also found in bilinguals for pairs related in English (owl-WISE), suggesting that the bilinguals have developed new connections between L2 words and L2-specific features.
      PubDate: 2021-06-20
      DOI: 10.1007/s41809-021-00081-w
       
  • Idiom and proverb processing in autism: a systematic review and
           meta-analysis

    • Free pre-print version: Loading...

      Abstract: Abstract Figurative language processing impairments in autism have been widely demonstrated, and have been considered a defining feature of autism. Studies in this area often consider different types of figurative language together, and less attention has been paid to identifying the factors that might contribute to difficulties in processing specific types of figurative language. Here we present a preregistered systematic review and meta-analysis of studies assessing the comprehension of idioms and proverbs in autism spectrum disorder (ASD) as compared to typically developing (TD) individuals. Idioms are widely used multi-word figurative expressions, which are understood by using contextual information. Proverbs are a related type of fixed, figurative, formulaic expression in a sentential form, typically linked with wisdom. Idioms and proverbs represent forms of figurative language which are more conventionalized and frequently opaquer than metaphors, pointing to a unique way that they are processed in conversational contexts. Our analysis encompassed a total of 11 studies from 10 papers (involving 235 autistic and 224 TD individuals), which met our inclusion criteria (the ASD and TD groups were matched on both chronological age and intelligence). The analysis of accuracy data revealed a group difference favouring the TD over the ASD group, with a medium effect size, and no indication of a publication bias. Participants’ age was unrelated to the magnitude of group differences, but there was a trend for smaller group differences in the case of participants with higher (verbal) intelligence. We discuss these findings with reference to theories related to the nature of figurative language impairments in autism.
      PubDate: 2021-05-29
      DOI: 10.1007/s41809-021-00079-4
       
 
JournalTOCs
School of Mathematical and Computer Sciences
Heriot-Watt University
Edinburgh, EH14 4AS, UK
Email: journaltocs@hw.ac.uk
Tel: +00 44 (0)131 4513762
 


Your IP address: 3.236.221.156
 
Home (Search)
API
About JournalTOCs
News (blog, publications)
JournalTOCs on Twitter   JournalTOCs on Facebook

JournalTOCs © 2009-