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- Title
- Verb complexity effects: Thematic role assignment.
- Creator
- Brookins, Bari Lynn., Florida Atlantic University, Hock, Howard S.
- Abstract/Description
-
The aim of this project was to clarify the findings of Shapiro and Levine (1990) by exploring post-verb argument structure complexity effects. Three verb types, transitives, datives and obligatory three-place, were probed at four positions during an on-line sentence processing task that utilized cross-modal naming as the secondary task in a reaction time paradigm. No significant verb x probe interaction was found at any probe position with any of the three verb types. Two possible...
Show moreThe aim of this project was to clarify the findings of Shapiro and Levine (1990) by exploring post-verb argument structure complexity effects. Three verb types, transitives, datives and obligatory three-place, were probed at four positions during an on-line sentence processing task that utilized cross-modal naming as the secondary task in a reaction time paradigm. No significant verb x probe interaction was found at any probe position with any of the three verb types. Two possible explanations are given for this pattern of results: (1) the choice of cross-modal naming as the secondary task; and, (2) the high variability of reaction times among subjects.
Show less - Date Issued
- 1996
- PURL
- http://purl.flvc.org/fcla/dt/15295
- Subject Headings
- Psycholinguistics, Comprehension, Semantics
- Format
- Document (PDF)
- Title
- The interaction of sentence context and local acoustic information during sentence comprehension.
- Creator
- Borsky, Susan, Florida Atlantic University, Shapiro, Lewis P., Tuller, Betty
- Abstract/Description
-
This study investigated the interaction of acoustic and semantic information for phoneme categorization during sentence comprehension. Voice onset time (VOT) was manipulated to form a goat-to-coat voicing continuum; target stimuli from this continuum were embedded in sentences biased toward `goat' or `coat'. Sentences were presented in conjunction with three distinct experimental tasks and several temporal positions. Experiment 1A used a cross-modal identification task (Borsky, Tuller, and...
Show moreThis study investigated the interaction of acoustic and semantic information for phoneme categorization during sentence comprehension. Voice onset time (VOT) was manipulated to form a goat-to-coat voicing continuum; target stimuli from this continuum were embedded in sentences biased toward `goat' or `coat'. Sentences were presented in conjunction with three distinct experimental tasks and several temporal positions. Experiment 1A used a cross-modal identification task (Borsky, Tuller, and Shapiro, 1998) to cue stimulus identification at the target; the results showed sentence context biases on identifications and sentence context congruency effects on response times for mid-range stimuli. Experiment 1B used a cross-modal identification task 450 ms after the target; results showed sentence biases on identifications that extended to the endpoints and no sentence context congruency effects on response times. Experiment 2 used a cross-modal interference task (CMI) with the same auditory stimuli. The primary task was listening to the sentences for comprehension; the interference task was a word/non-word decision to an unrelated visual probe that appeared at one of three temporal positions. This was the only task for which no explicit judgments about the identity of the target were required. Response times at the embedded target showed a significant effect of VOT only. The 450 ms later probe position showed a significant VOT x Context interaction; response times were significantly longer for endpoint stimuli when sentence meaning was biased toward the opposite endpoint. These results were interpreted as initially context-independent phonological processing followed by context integration. Experiment 3 used a word-monitoring task; subjects saw the word `goat' or `coat' briefly on a computer screen, then listened to the same sentence stimuli used for the other experiments. The task was to press a button as soon as the monitoring target was heard in the sentence. Results showed that sentence context did not bias identifications. However, response times were significantly longer when sentence context was incongruent with the monitoring target. Taken together, the results of the three distinct tasks support an account of phonological processing in which phoneme categorization is initially independent unless an explicit judgment about the identity of the target is required.
Show less - Date Issued
- 1998
- PURL
- http://purl.flvc.org/fcla/dt/12578
- Subject Headings
- Speech perception, Psycholinguistics
- Format
- Document (PDF)
- Title
- Beyond the attractor metaphor: new quantitative and qualitative methods to analyze interpersonal psychology dynamics.
- Creator
- Michaels, Jay L., Wiese, Susan, Strawinska, Urszula, Vallacher, Robin R., Liebovitch, Larry S., Graduate College
- Date Issued
- 2011-04-08
- PURL
- http://purl.flvc.org/fcla/dt/3164630
- Subject Headings
- Interpersonal communication, Interpersonal relations, Psycholinguistics
- Format
- Document (PDF)
- Title
- Complexity and Blocked Trial Presentation in a Novel Verb Generalization Task.
- Creator
- Pruzansky, Rita, Kersten, Alan, Florida Atlantic University, Charles E. Schmidt College of Science, Department of Psychology
- Abstract/Description
-
The current study examined the role of complexity and initial variability of exemplars during learning in verb generalization. Children and adults learned two novel verbs in the context of two novel creatures across two sessions. After a second training session, participants completed a generalization task during which they were required to identify the verbs when presented with seven novel creatures of varying levels of complexity. Performance was compared across age group and condition....
Show moreThe current study examined the role of complexity and initial variability of exemplars during learning in verb generalization. Children and adults learned two novel verbs in the context of two novel creatures across two sessions. After a second training session, participants completed a generalization task during which they were required to identify the verbs when presented with seven novel creatures of varying levels of complexity. Performance was compared across age group and condition. Participants who initially learned the verbs in the context of a single, simple exemplar demonstrated a higher proportion of correct responses than participants who initially learned the verbs with both a simple & complex exemplar. These results provide evidence that fewer exemplars during initial training of novel verbs may increase learning in young children, as well as some evidence that complex exemplars may increase the difficulty of learning and generalizing verbs.
Show less - Date Issued
- 2016
- PURL
- http://purl.flvc.org/fau/fd/FA00004622
- Subject Headings
- Psycholinguistics., Language acquisition., Cognitive grammar.
- Format
- Document (PDF)
- Title
- "How to milk a coat": The effect of acoustic parameter and semantic sentence context on phonemic categorization and lexical selection.
- Creator
- Borsky, Susan, Florida Atlantic University, Tuller, Betty
- Abstract/Description
-
This experiment investigated the role of sentence meaning in auditory language comprehension. Tokens from a GOAT-COAT speech voicing continuum were embedded in carrier sentences that were biased toward either a "goat" or "coat" interpretation and presented to subjects for a word identification task. The identification function showed a boundary shift in favor of the biased context, and an interaction localized to the ambiguous boundary region. Response times were largest in the boundary...
Show moreThis experiment investigated the role of sentence meaning in auditory language comprehension. Tokens from a GOAT-COAT speech voicing continuum were embedded in carrier sentences that were biased toward either a "goat" or "coat" interpretation and presented to subjects for a word identification task. The identification function showed a boundary shift in favor of the biased context, and an interaction localized to the ambiguous boundary region. Response times were largest in the boundary region and the interaction between the two factors was localized to the boundary region and the voiced endpoint. There was also a response time advantage for context consistent responses specifically in the boundary region. These results and those of earlier research (Connine, 1987; Connine & Clifton, 1987) are described in terms of interactive activation of potential response categories by acoustic parameter and sentence context.
Show less - Date Issued
- 1996
- PURL
- http://purl.flvc.org/fcla/dt/15313
- Subject Headings
- Speech perception, Comprehension, Semantics, Psycholinguistics
- Format
- Document (PDF)
- Title
- RECOGNITION MEMORY FOR SEMANTIC AND SYNTACTIC ASPECTS OF SENTENCES: A DEVELOPMENTAL STUDY.
- Creator
- ERSOFF, JEFFREY ALAN., Florida Atlantic University
- Abstract/Description
-
A probe recognition task tested memory for syntactic (active/passive arid word order) changes and for semantic (meaningful and anomalous) changes. On the basis of McNeill's theory of semantic development the following predictions were made: (a) with a minimal retention interval (almost immediate) 8-year-olds would recognize semantic changes better than syntactic changes, while 6-year-olds would not perform differently on the two types of changes, (b) with a longer retention interval, 8-year...
Show moreA probe recognition task tested memory for syntactic (active/passive arid word order) changes and for semantic (meaningful and anomalous) changes. On the basis of McNeill's theory of semantic development the following predictions were made: (a) with a minimal retention interval (almost immediate) 8-year-olds would recognize semantic changes better than syntactic changes, while 6-year-olds would not perform differently on the two types of changes, (b) with a longer retention interval, 8-year-olds would recognize semantic changes better than syntactic changes. Results supported (b) but in (a) the 8-year-olds recognized syntactic changes better. This finding was discussed in terms of task differences and a new experimental approach was proposed.
Show less - Date Issued
- 1973
- PURL
- http://purl.flvc.org/fcla/dt/13598
- Subject Headings
- Memory in children, Recognition (Psychology), Psycholinguistics
- Format
- Document (PDF)
- Title
- That's easy for you to say: Action identification and speech fluency.
- Creator
- Vallacher, Robin R., Wegner, Daniel M., Somoza, Maria P.
- Date Issued
- 1989
- PURL
- http://purl.flvc.org/fcla/dt/2796529
- Subject Headings
- Social psychology., Intentionalism., Motivation (Psychology)., Psycholinguistics., Speech --Research.
- Format
- Document (PDF)
- Title
- Eye fixations during encoding of familiar and unfamiliar language.
- Creator
- Mavica, Lauren Wood, Charles E. Schmidt College of Science, Department of Psychology
- Abstract/Description
-
This study examines gaze patterns of monolinguals and bilinguals encoding speech in familiar and unfamiliar languages. In condition 1 English monolinguals viewed videos in familiar and unfamiliar languages (English and Spanish or Icelandic). They performed a task to ensure encoding: on each trial, two videos of short sentences were presented, followed by an audio-only recording of one of those sentences. Participants choose whether the audio-clip matched the first or second video....
Show moreThis study examines gaze patterns of monolinguals and bilinguals encoding speech in familiar and unfamiliar languages. In condition 1 English monolinguals viewed videos in familiar and unfamiliar languages (English and Spanish or Icelandic). They performed a task to ensure encoding: on each trial, two videos of short sentences were presented, followed by an audio-only recording of one of those sentences. Participants choose whether the audio-clip matched the first or second video. Participants gazed significantly longer at speaker's mouths when viewing unfamiliar languages. In condition 2 Spanish-English bilingual's viewed English and Spanish, no difference was found between the languages. In condition 3 the task was removed, English monolinguals viewed 20 English and 20 Icelandic videos, no difference in the gaze patterns was found, suggesting this phenomenon relies on encoding. Results indicate people encoding unfamiliar speech attend to the mouth presumably to extract more accurate audiovisually invariant and highly salient speech information.
Show less - Date Issued
- 2013
- PURL
- http://purl.flvc.org/fcla/dt/3362556
- Subject Headings
- Eye, Movements, Psycholinguistics, Biolinguistics, Figures of speech, Gage, Psychological aspects
- Format
- Document (PDF)
- Title
- The effects of language proficiency and task type on executive function and working memory performance in bilingual adults.
- Creator
- Lalwani, Laxmi N., Charles E. Schmidt College of Science, Department of Psychology
- Abstract/Description
-
Research shows that bilingualism confers substantial cognitive benefits in children and the elderly. Bilingual advantages on nonverbal working memory, updating, shifting and inhibition tasks are widely reported. However, advantages are not always observed in young adults. These disparities may be due to varied proficiency levels and task types (verbal versus nonverbal) administered. This study sought to detect bilingual performance advantages on executive function and working memory tasks ...
Show moreResearch shows that bilingualism confers substantial cognitive benefits in children and the elderly. Bilingual advantages on nonverbal working memory, updating, shifting and inhibition tasks are widely reported. However, advantages are not always observed in young adults. These disparities may be due to varied proficiency levels and task types (verbal versus nonverbal) administered. This study sought to detect bilingual performance advantages on executive function and working memory tasks (verbal and nonverbal working memory, updating, shifting and inhibition tasks) between groups of 37 high and 37 low proficiency Spanish-English bilingual and 40 English monolingual young adults. ... Young adulthood may represent a lull during which bilingualism does not confer cognitive advantages for functions examined.
Show less - Date Issued
- 2012
- PURL
- http://purl.flvc.org/FAU/3358602
- Subject Headings
- Bilingualism, Psychological aspects, Psycholinguistics, Cognition, Memory, Cognitive psychology
- Format
- Document (PDF)
- Title
- Response to Audiovisual Nonnative Phonemic Contrasts Does Not Decline in Infancy.
- Creator
- Sowinski, Ryan C., Lewkowicz, David J., Florida Atlantic University
- Abstract/Description
-
Previous research has demonstrated that sensitivity to unimodal nonnative speech contrasts generally narrows during the first year. Although other work has demonstrated a processing advantage for multimodal stimuli, research on infants' responsiveness to nonnative contrasts so far has not examined whether concurrent auditory and visual speech information can modulate perceptual narrowing. Thus, the current study investigated the influence ofbimodally specified speech sounds on infants'...
Show morePrevious research has demonstrated that sensitivity to unimodal nonnative speech contrasts generally narrows during the first year. Although other work has demonstrated a processing advantage for multimodal stimuli, research on infants' responsiveness to nonnative contrasts so far has not examined whether concurrent auditory and visual speech information can modulate perceptual narrowing. Thus, the current study investigated the influence ofbimodally specified speech sounds on infants' sensitivity to a nonnative phonemic contrast. Six-month-old and 10- to 12-month-old infants were tested in a habituation/test procedure for discrimination of an audiovisual nonnative speech contrast (Hindi /tal dental vs. /Tal retroflex stop). Findings showed that infants at both ages exhibited evidence of discrimination following habituation to one of the speech sounds. These findings suggest that the usually observed decline in responsiveness to nonnative speech contrasts is limited to audibly specified contrasts and that concurrent visual speech information enhances the discriminability of such contrasts.
Show less - Date Issued
- 2007
- PURL
- http://purl.flvc.org/fau/fd/FA00000835
- Subject Headings
- Language acquisition, Speech perception, Perceptual learning, Psycholinguistics, Phonetics--Research
- Format
- Document (PDF)
- Title
- Verb acquisition and generalization strategies of preschool children.
- Creator
- Pruzansky, Rita, Earles, Julie, Kersten, Alan
- Date Issued
- 2012-04-06
- PURL
- http://purl.flvc.org/fcla/dt/3350924
- Subject Headings
- Child development, Cognitive grammar, Language acquisition --Age factors, Language arts (Early childhood), Psycholinguistics, Children --Language
- Format
- Document (PDF)
- Title
- Exploring Culturally and Linguistically Diverse Voices: A Critical Case Study With Middle School Students.
- Creator
- Tuinhof de moed, Simone, Burnaford, Gail, Florida Atlantic University, College of Education, Department of Curriculum, Culture, and Educational Inquiry
- Abstract/Description
-
This dissertation explores the perspectives of culturally and linguistically diverse learners and English learners on school conditions that enable them to share their heritage languages and cultures, as well as the ways that these learners propose that their heritage languages and cultures could be more recognized in an English-only middle school setting. This study focused specifically on the role that culturally and linguistically diverse learners and English learners perceived that they...
Show moreThis dissertation explores the perspectives of culturally and linguistically diverse learners and English learners on school conditions that enable them to share their heritage languages and cultures, as well as the ways that these learners propose that their heritage languages and cultures could be more recognized in an English-only middle school setting. This study focused specifically on the role that culturally and linguistically diverse learners and English learners perceived that they played in the process of their own social empowerment, a role that could be achieved through the development of their voices by becoming critically involved in creating spaces for their heritage languages and cultures in English-only settings. In this study, student voice is the means for the culturally and linguistically diverse and English learners' voices to emerge: the voices that are frequently oppressed because of the lack of power. This framework provides guidance to integrate the excluded learners' voices in a school milieu that habitually muffles these voices. Listening to the bicultural and bilingual voices is important but not sufficient to challenge the power structure of U.S. schools. In this study, culturally and linguistically diverse learners and English learners conceptualized ways that their heritage languages and cultures could be (more) recognized in their school settings. The voices of the students are important; they should be respected and valued. Hearing the students in this study reminds us and validates the assertion that students from diverse languages and cultures are not monolith. They have different and unique experiences and this study gave voice to some of those. Leaders from state level, district level, and school level could open the doors for students to share their experiences in the schools; in the case of this study, to learn from these students what a school milieu that authentically recognizes their cultures and languages is.
Show less - Date Issued
- 2015
- PURL
- http://purl.flvc.org/fau/fd/FA00004553, http://purl.flvc.org/fau/fd/FA00004553
- Subject Headings
- Children of immigrants -- Education -- Social aspects, Educational equalization, Interaction analysis in education, Multiculturalism, Multilingualism, Psycholinguistics
- Format
- Document (PDF)
- Title
- False recognition driven by meaning and form: the dynamics of bilingual memory representations.
- Creator
- Parra, Marisol., Charles E. Schmidt College of Science, Department of Psychology
- Abstract/Description
-
Activation of the representations of the two languages in bilingual memory has been shown to affect recognition during initial word comprehension (e.g., Dijkstra & Van Heuven, 2002). This study investigated whether the activation of semantic (i.e., meaning) and lexical (i.e., form) representations of words in a bilingual's two languages affects word recognition after the first stages of word comprehension. False recognition of words in one language that were similar in meaning and/or form to...
Show moreActivation of the representations of the two languages in bilingual memory has been shown to affect recognition during initial word comprehension (e.g., Dijkstra & Van Heuven, 2002). This study investigated whether the activation of semantic (i.e., meaning) and lexical (i.e., form) representations of words in a bilingual's two languages affects word recognition after the first stages of word comprehension. False recognition of words in one language that were similar in meaning and/or form to words studied in the other language was an indication of these effects. This study further investigated whether false recognition based on meaning and/or form is modulated by bilingual language proficiency.
Show less - Date Issued
- 2013
- PURL
- http://purl.flvc.org/fcla/dt/3362571
- Subject Headings
- Psycholinguistics, Language and languages, Psychological aspects, Bilingualism, Psychological aspects, Learning, Psychology of, Recollection (Psychology)
- Format
- Document (PDF)
- Title
- The influrence of language on recognition memory for motion.
- Creator
- Karaman, Ferhat., Charles E. Schmidt College of Science, Department of Psychology
- Abstract/Description
-
Satellite-framed languages and verb-framed languages differ in how they encode motion events. English encodes or lexicalizes Path in verb particles, prepositional phrases, or satellites associated with the main verb. In contrast, Turkish tends to encode Path in the main verb of a clause. When describing motion events, English speakers typically use verbs that convey information about manner rather than path, whereas Turkish speakers do the opposite. In this study, we investigated whether this...
Show moreSatellite-framed languages and verb-framed languages differ in how they encode motion events. English encodes or lexicalizes Path in verb particles, prepositional phrases, or satellites associated with the main verb. In contrast, Turkish tends to encode Path in the main verb of a clause. When describing motion events, English speakers typically use verbs that convey information about manner rather than path, whereas Turkish speakers do the opposite. In this study, we investigated whether this crosslinguistic difference between English and Turkish influences how the speakers of these languages perform in a non-linguistic recognition memory task. In a video description task, English speakers used more manner verbs in the main verb of sentences than Turkish speakers did. In the recognition memory task, English speakers attended more strongly than Turkish speakers did to path of motion. English and Turkish speakers attended equally to manner of motion, however, providing no support for the linguistic relativity hypothesis.
Show less - Date Issued
- 2013
- PURL
- http://purl.flvc.org/fcla/dt/3362478
- Subject Headings
- Psycholinguistics, Computational neuroscience, Cognitive psychology, Context effects (Psychology), Transference (Psychology), Motion segmentation
- Format
- Document (PDF)
- Title
- The Effect of Bilingualism and Aging on Inhibitory Control.
- Creator
- Salvatierra, Judy Lee, Florida Atlantic University, Rosselli, Monica, Charles E. Schmidt College of Science, Department of Psychology
- Abstract/Description
-
Recent studies have suggested that bilingualism may provide an advantage to older adults on inhibitory control and have a positive effect on some cognitive declines seen in normal aging. This study examined the effects of bilingualism on inhibitory control using a Simon task and a Stroop task on a heterogeneous sample of bilinguals whose level of proficiency on each of their two languages varied widely. Comparison of performances between younger and older monolingual and bilingual...
Show moreRecent studies have suggested that bilingualism may provide an advantage to older adults on inhibitory control and have a positive effect on some cognitive declines seen in normal aging. This study examined the effects of bilingualism on inhibitory control using a Simon task and a Stroop task on a heterogeneous sample of bilinguals whose level of proficiency on each of their two languages varied widely. Comparison of performances between younger and older monolingual and bilingual participants revealed a bilingual advantage on the Simon task. Results support the view that bilingualism increases skills that are associated with selective attention. Additionally, older bilingual adults performed as well as younger bilingual adults suggesting they are not experiencing the age-related declines in the efficiency of inhibitory processes observed in the older monolingual adults. However, a bilingual advantage was not observed on the Stroop task indicating that the advantage may depend on the nature of the distracting stimulus. Bilinguals may be better equipped than monolinguals at inhibiting misleading spatial information but not at inhibiting misleading linguistic information. The performance of balanced and non-balanced bilinguals was similar under both Simon and Stroop tasks suggesting that language level proficiency does not play a role in providing an advantage.
Show less - Date Issued
- 2007
- PURL
- http://purl.flvc.org/fau/fd/FA00000877
- Subject Headings
- Language acquisition--Age factors, Cognition, Psycholinguistics, Bilingualism--Psychological aspects, Language transfer (Language learning)
- Format
- Document (PDF)
- Title
- Verb acquisition and generalization strategies of preschool children.
- Creator
- Pruzansky, Rita, Harriet L. Wilkes Honors College
- Abstract/Description
-
This experiment tested 3 to 5-year-old children's (n=18) abilities to learn a novel verb in the context of one or two novel objects. We showed the children claymation videos of novel creatures performing two novel actions. They were then tested on whether they could correctly identify the action that a creature was performing in the form of a 'yes' or 'no' response. Children in the blocked condition, who learned the verbs in the context of one creature, responded correctly more often (p=.01)...
Show moreThis experiment tested 3 to 5-year-old children's (n=18) abilities to learn a novel verb in the context of one or two novel objects. We showed the children claymation videos of novel creatures performing two novel actions. They were then tested on whether they could correctly identify the action that a creature was performing in the form of a 'yes' or 'no' response. Children in the blocked condition, who learned the verbs in the context of one creature, responded correctly more often (p=.01) than children in the grouped condition, who learned the verbs in the context of two creatures. Results were similar when tested again one week later. These findings suggest that when teaching young children verbs, it may be more effective to first teach in the context of one object so that the children have a more confident understanding of the verb meaning.
Show less - Date Issued
- 2012
- PURL
- http://purl.flvc.org/FAU/3359311, http://purl.flvc.org/fau/fd/FADT3359311
- Subject Headings
- Language acquisition, Age factors, Child development, Language awareness in children, Psycholinguistics, Language arts (Early childhood), Cognitive grammar
- Format
- Document (PDF)
- Title
- Properties of Child-Directed Speech in Mothers’ Native and Nonnative Languages: A Comparison of English Monolingual and Spanish-English Bilingual Mothers’ Talk to 2-Year-Olds.
- Creator
- Shanks, Katherine Alexandra Filippi, Hoff, Erika, Florida Atlantic University, Charles E. Schmidt College of Science, Department of Psychology
- Abstract/Description
-
Previous studies have found that bilingual children’s vocabulary development benefits more from child-directed speech from native speakers than child-directed speech from nonnative speakers. The current study compared the native English child-directed speech of 20 English monolingual mothers, the nonnative English child-directed speech of 20 Spanish-English bilingual mothers, and the native Spanish child-directed speech of the same bilingual mothers in terms of three aspects of input...
Show morePrevious studies have found that bilingual children’s vocabulary development benefits more from child-directed speech from native speakers than child-directed speech from nonnative speakers. The current study compared the native English child-directed speech of 20 English monolingual mothers, the nonnative English child-directed speech of 20 Spanish-English bilingual mothers, and the native Spanish child-directed speech of the same bilingual mothers in terms of three aspects of input previously associated with children’s language development: data-providing properties, topic contingency, and speech function. There were significant differences between native English and nonnative English child-directed speech, and between nonnative English and native Spanish. The results suggest two sources of influence shaping child-directed speech: quality differences related to native speaker status and cultural factors primed by the language being spoken.
Show less - Date Issued
- 2016
- PURL
- http://purl.flvc.org/fau/fd/FA00004633, http://purl.flvc.org/fau/fd/FA00004633
- Subject Headings
- Language arts (Early childhood), Language acquisition--Parent participation., Sociolinguistics., Bilingualism in children., Psycholinguistics., Interpersonal communication--Psychological aspects.
- Format
- Document (PDF)
- Title
- The emotional experience of language in English Spanish bilinguals.
- Creator
- Velez Uribe, Idaly, Rosselli, Monica, Florida Atlantic University, Charles E. Schmidt College of Science, Department of Psychology
- Abstract/Description
-
Bilinguals commonly report experiencing emotions differently depending on which language are they speaking. Emotionally loaded words were expected to be appraised differently in first versus second language in a sample of Spanish-English bilinguals (n=117). English (L2) ratings were subtracted from Spanish (L1) ratings; the resulted scores were used as dependent variable in the analyses. Three categories of words (positive, negative and taboo) were appraised in both languages (English and...
Show moreBilinguals commonly report experiencing emotions differently depending on which language are they speaking. Emotionally loaded words were expected to be appraised differently in first versus second language in a sample of Spanish-English bilinguals (n=117). English (L2) ratings were subtracted from Spanish (L1) ratings; the resulted scores were used as dependent variable in the analyses. Three categories of words (positive, negative and taboo) were appraised in both languages (English and Spanish)and two sensory modalities (Visual and auditory). The differences in valence scores in Spanish (L1) and English (L2) were expected to be significantly higher when presented aurally than when presented visually. Additionally, taboo words were expected to yield larger differential scores than negative and positive words. The 2 X 3 general linear model (GLM) revealed no significant effect of sensory modality but a significant effect of word type. Additional analyses of the influence of language and sensory modality within each word category resulted in significant differences in ratings between languages. Positive word ratings were higher (more positive) in English than in Spanish.
Show less - Date Issued
- 2015
- PURL
- http://purl.flvc.org/fau/fd/FA00004417
- Subject Headings
- Bilingualism -- Psychological aspects, Education, Bilingual, Emotions, English language -- Study and teaching -- Foreign speakers, English language -- Study and teaching as a second language, Psycholinguistics, Second language acquisition
- Format
- Document (PDF)
- Title
- Preparing Pre-service Teachers to Educate Emerging Bilingual Students: A Textual Analysis of Teacher Education Curriculum in Elementary-Level Language Arts Methods Textbooks.
- Creator
- Mann, David A., Schoorman, Dilys, Florida Atlantic University, College of Education, Department of Curriculum, Culture, and Educational Inquiry
- Abstract/Description
-
Drawing on the principles of critical multicultural teacher education, Teaching English to Speakers of Other Languages (TESOL) and bilingual education, this study examined how pre-service teachers were prepared to educate Emerging Bilinguals (EBs) in ESOL-infused teacher education programs in Florida universities. The textual analysis of a purposeful sample of five elementary-level English Language Arts (ELA) methods textbooks, utilizing a combination of quantitative and qualitative methods,...
Show moreDrawing on the principles of critical multicultural teacher education, Teaching English to Speakers of Other Languages (TESOL) and bilingual education, this study examined how pre-service teachers were prepared to educate Emerging Bilinguals (EBs) in ESOL-infused teacher education programs in Florida universities. The textual analysis of a purposeful sample of five elementary-level English Language Arts (ELA) methods textbooks, utilizing a combination of quantitative and qualitative methods, revealed that authors overwhelmingly referred to EBs as English learners or English language learners, rather than bilinguals or dual language learners, and devoted less than 5% of the total content of four textbooks to topics about teaching methods, curriculum, and assessment for EBs. Evidence of five forms of curriculum bias was found, including invisibility, linguistic bias, fragmentation and isolation, stereotyping, and imbalance and selectivity. The findings suggest that textbook authors value knowledge about teaching EBs less than knowledge about teaching native English-speakers. EBs were stereotyped as a homogenous group of struggling readers and essentialized in terms of their limited English proficiency. One author conflated students’ language differences with physical limitations and learning disabilities, a troubling mischaracterization in the context of the overrepresentation of EBs in special education. Meanwhile, a preference shown for ESL methods over bilingual methods, based upon misconceptions about how EBs learn, suggests that textbook authors undervalue the cultures and linguistic skills that students bring from home. The hidden curriculum in ELA methods textbooks may influence a majority of pre-service teachers, who are typically monolingual and raised in the English-dominant mainstream culture, to develop a deficit view of EBs and utilize a one-size-fits-all approach towards ELA instruction. In order to prepare pre-service teachers to educate EBs for academic success, the teacher education curriculum must include material that explains linguistically responsive instruction and describes effective bilingual education models, within a critical pedagogical framework. Without this knowledge, pre-service teachers may continue instructional practices that contribute to a persistent “achievement gap” experienced by EBs. A transformation of the ELA methods curriculum is required so that pre-service teachers are prepared to implement a humanizing pedagogy that facilitates positive identity formation as it develops bilingual and biliterate students.
Show less - Date Issued
- 2016
- PURL
- http://purl.flvc.org/fau/fd/FA00004747, http://purl.flvc.org/fau/fd/FA00004747
- Subject Headings
- Education, Bilingual., Second language acquisition., Language arts (Elementary)--Curricula., Education, Elementary--Curricula., English language--Study and teaching (Elementary)--Foreign speakers--Curricula., Teachers--Training of--Curricula., Psycholinguistics.
- Format
- Document (PDF)