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Title: A NETWORK APPROACH TO THE STRUCTURAL ANALYSIS OF MYTH.
Creator: NEUBAUER, DAVID NELSON., Florida Atlantic University, Early, John D., Dorothy F. Schmidt College of Arts and Letters, Department of Anthropology
Abstract/Description: The structural dynamics underlying mythical expression have been clearly demonstrated in the work of Claude Levi-Strauss. Myths and series of myths are shown to be fields where contradictory terms are stated and mediated. In the past, consideration of myth structure has generally been through the examination of particular component relationships. The present study, wit·h the aid of computer application, attempts to define a network of term relationships and thus integrate numerous mediating...
Show moreThe structural dynamics underlying mythical expression have been clearly demonstrated in the work of Claude Levi-Strauss. Myths and series of myths are shown to be fields where contradictory terms are stated and mediated. In the past, consideration of myth structure has generally been through the examination of particular component relationships. The present study, wit·h the aid of computer application, attempts to define a network of term relationships and thus integrate numerous mediating systems associated with the final expression. The proposed methodology is demonstrated through the analysis of contemporary Mesoamerican myths.
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Date Issued: 1975
PURL: http://purl.flvc.org/fcla/dt/13760
Subject Headings: Mythology, Sociolinguistics--Network analysis
Format: Document (PDF)

Title: INTRACOMMUNITY USAGE OF "NIGGA" IN SPOKEN AFRICAN AMERICAN LANGUAGE: A CORPUS STUDY.
Creator: Davis, Alexis Ciara, Kharlamov, Viktor, Florida Atlantic University, Department of Languages, Linguistics and Comparative Literature, Dorothy F. Schmidt College of Arts and Letters
Abstract/Description: The aim of this thesis is to investigate how nigga is used between speakers of African American Language (AAL). Nigga has few detailed analyses that examine its intracommunity usage, especially regarding non-negative uses of the word. It is the center of much controversy within African American communities, particularly due to the generational divide on its racist potency, and horrific historical ties. Therefore, I ask whether in-group speakers use nigga in different contexts to convey...
Show moreThe aim of this thesis is to investigate how nigga is used between speakers of African American Language (AAL). Nigga has few detailed analyses that examine its intracommunity usage, especially regarding non-negative uses of the word. It is the center of much controversy within African American communities, particularly due to the generational divide on its racist potency, and horrific historical ties. Therefore, I ask whether in-group speakers use nigga in different contexts to convey meanings that are also neutral or positive in sentiment, and whether factors such as gender and age affect these sentiments. This thesis is a partial replication of Smith (2019), and I utilize spoken data from the Corpus of Regional African American Language in my quantitative analysis. I find that AAL speakers use nigga across all sentiments, and in a variety of syntactic environments. Additionally, men seem to say nigga more often than women in spoken conversation, and younger individuals are more likely to use the term over older individuals. Through this thesis, I shed light on the invisible linguistic boundaries that complicate AAL speakers' feelings on nigga. Cultural experiences and social pressures of being African American inform many speakers' opinions regarding nigga, and care should be taken to discuss these complexities.
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Date Issued: 2021
PURL: http://purl.flvc.org/fau/fd/FA00013688
Subject Headings: African American, Vernacular language, Sociolinguistics
Format: Document (PDF)

Title: THE ETHICS OF DIALOGIC AUTHORSHIP: COLLABORATIVE WOMEN’S WRITING IN THE FRENCH, FRANCOPHONE, AND ITALIAN TRADITIONS.
Creator: Pezzullo, Viviana, Munson, Marcella Lee, Florida Atlantic University, Department of Languages, Linguistics and Comparative Literature, Dorothy F. Schmidt College of Arts and Letters
Abstract/Description: This dissertation investigates the ethics of authorial collaboration in contemporary collaborative women’s writing and its effect on the power dynamics inherent in the writing process. Collaborative writing occupies a continuum, from ethnographic autobiography, in which the writer outranks the generally anonymous subject, to the celebrity “ghostwritten” autobiography, which overturns this hierarchy. This study focuses more narrowly on more covert forms of collaboration implying a differential...
Show moreThis dissertation investigates the ethics of authorial collaboration in contemporary collaborative women’s writing and its effect on the power dynamics inherent in the writing process. Collaborative writing occupies a continuum, from ethnographic autobiography, in which the writer outranks the generally anonymous subject, to the celebrity “ghostwritten” autobiography, which overturns this hierarchy. This study focuses more narrowly on more covert forms of collaboration implying a differential of symbolic capital that foregrounds asymmetrical writing relationships. Importantly, these asymmetrical relationships cannot be unproblematically reduced to the general (or generic) conception of “coauthorship,” turning instead towards a form of paratextual dialogue that acknowledges the presence of diverse and sometimes conflicting authorial voices that manifest themselves in various ways in different parts of the text. By focusing on a variety of covert collaborative forms, including so-told narratives from different epochs and traditions, the dissertation will expand our conception of collaborative writing and simultaneously develop a more dialogic notion of authorship, putting in conversation Bakhtinian concepts of dialogism, heteroglossia, and polyphony with feminist theory. The case studies present in the dissertation, ranging from feminist journals of the 1970s to slave narratives, provide the crucial function of offering a profound and carefully nuanced series of contexts in which to examine the deeper moral principles and obligations that tie collaborators to each other. Simultaneously, this analysis aims to start a discussion about privilege in the writing collaborative process as well as issues of minority representation in literature. The relationship between authorial voices that hold a differential of symbolic capital also invites to reflect on the complicated sociocultural dynamics between socalled “dominant” or “prestige” languages–what Pascale Casanova calls “dominating” languages–and “minority” languages (such as Italian dialects and Guadeloupean Creole). For this reason, starting from the Bakhtinian concept of heteroglossia this dissertation leads to a sociolinguistic analysis of the linguistic habits of collaborators, highlighting how language becomes one of the forms of power imbalance.
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Date Issued: 2021
PURL: http://purl.flvc.org/fau/fd/FA00013845
Subject Headings: Sociolinguistics, Authorship—Collaboration, Ethics, Women's writing
Format: Document (PDF)

Title: The dilemma of the language-minority stud.
Creator: Ruiz, Maegan, Galin, Jeffrey R., Dorothy F. Schmidt College of Arts and Letters, Department of English
Abstract/Description: If we define language fluency as more than simply a way of speaking, but also a way of thinking, acting, and being, then we enter a conversation of language as ‘Discourse’ that was sparked by James Paul Gee. This conversation invokes discrete designations of Discourse as home-based, school-based, dominant, and non-dominant. These designations reveal divisions between Discourses that are believed to manifest themselves in the identity formation of ‘language-minority students:’ those whose home...
Show moreIf we define language fluency as more than simply a way of speaking, but also a way of thinking, acting, and being, then we enter a conversation of language as ‘Discourse’ that was sparked by James Paul Gee. This conversation invokes discrete designations of Discourse as home-based, school-based, dominant, and non-dominant. These designations reveal divisions between Discourses that are believed to manifest themselves in the identity formation of ‘language-minority students:’ those whose home Discourse is non-dominant. The dominant Discourse that these students encounter in school generates two documented paths: Richard Hoggart’s scholarship boy and Herbert Kohl’s not-learner; both paths reflect the limited agency of these students within academia. In order to counteract this delimiting of student agency, this project proposes a progressive shift towards a post-modern conception of identity formation; this can be accomplished by opening the Composition classroom to student authored, non-traditional, ‘hybridized’ Discourses.
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Date Issued: 2013
PURL: http://purl.flvc.org/fau/fd/FA0004053
Subject Headings: Discourse analysis, Language and education, Language and languages -- Variation, Linguistic minorities -- Education, Multilingualism, Sociolinguistics
Format: Document (PDF)

Title: Informational Aspects of Audiovisual Identity Matching.
Creator: Mavica, Lauren Wood, Barenholtz, Elan, Florida Atlantic University, Charles E. Schmidt College of Science, Department of Psychology
Abstract/Description: In this study, we investigated what informational aspects of faces could account for the ability to match an individual’s face to their voice, using only static images. In each of the first six experiments, we simultaneously presented one voice recording along with two manipulated images of faces (e.g. top half of the face, bottom half of the face, etc.), a target face and distractor face. The participant’s task was to choose which of the images they thought belonged to the same individual as...
Show moreIn this study, we investigated what informational aspects of faces could account for the ability to match an individual’s face to their voice, using only static images. In each of the first six experiments, we simultaneously presented one voice recording along with two manipulated images of faces (e.g. top half of the face, bottom half of the face, etc.), a target face and distractor face. The participant’s task was to choose which of the images they thought belonged to the same individual as the voice recording. The voices remained un-manipulated. In Experiment 7 we used eye tracking in order to determine which informational aspects of the model’s faces people are fixating while performing the matching task, as compared to where they fixate when there are no immediate task demands. We presented a voice recording followed by two static images, a target and distractor face. The participant’s task was to choose which of the images they thought belonged to the same individual as the voice recording, while we tracked their total fixation duration. In the no-task, passive viewing condition, we presented a male’s voice recording followed sequentially by two static images of female models, or vice versa, counterbalanced across participants. Participant’s results revealed significantly better than chance performance in the matching task when the images presented were the bottom half of the face, the top half of the face, the images inverted upside down, when presented with a low pass filtered image of the face, and when the inner face was completely blurred out. In Experiment 7 we found that when completing the matching task, the time spent looking at the outer area of the face increased, as compared to when the images and voice recordings were passively viewed. When the images were passively viewed, the time spend looking at the inner area of the face increased. We concluded that the inner facial features (i.e. eyes, nose, and mouth) are not necessary informational aspects of the face which allow for the matching ability. The ability likely relies on global features such as the face shape and size.
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Date Issued: 2016
PURL: http://purl.flvc.org/fau/fd/FA00004688, http://purl.flvc.org/fau/fd/FA00004688
Subject Headings: Biometric identification, Eye -- Movements, Nonverbal communication, Optical pattern recognition, Sociolinguistics, isual perception
Format: Document (PDF)

Title: Arabic Dialectology and the Influence of Coptic on Egyptian Arabic.
Creator: Soliman, Mary, Trammell, Robert L., Florida Atlantic University
Abstract/Description: The Arabic language includes many dialects that differ considerably from one another. In fact, they differ in almost every linguistic category : syntax, morphology, phonology, style and the lexicon. Written and spoken varieties also differ greatly , which is why Arabic is a prime example of diglossia within a single language. The dialects of Arabic were influenced by languages spoken previously in those regions. In addition, written Arabic has remained syntactically, morphologically and...
Show moreThe Arabic language includes many dialects that differ considerably from one another. In fact, they differ in almost every linguistic category : syntax, morphology, phonology, style and the lexicon. Written and spoken varieties also differ greatly , which is why Arabic is a prime example of diglossia within a single language. The dialects of Arabic were influenced by languages spoken previously in those regions. In addition, written Arabic has remained syntactically, morphologically and phonologically essentially unchanged for over a millennium. The spoken varieties, however, have evolved freely. This thesis will describe some of the differences that exist between these dialects and it will demonstrate that some of these differences are a result of the influence of substratum languages on Arabic. In particular, it will focus on the influence of Coptic on Egyptian Arabic.
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Date Issued: 2007
PURL: http://purl.flvc.org/fau/fd/FA00000965
Subject Headings: Diglossia (Linguistics)--Egypt, Sociolinguistics--Egypt, Arabic language--Etymology, Linguistics--Arab countries
Format: Document (PDF)

Title: Relations between Home Language Exposure and Vocabulary Development in Bilingual Toddlers.
Creator: Bridges, Kelly, Hoff, Erika, Florida Atlantic University
Abstract/Description: This study examined the relation between home language exposure from different household members, specifically older siblings, and English and Spanish vocabulary development in bilingual toddlers. The English and Spanish vocabularies of 38 toddlers (19 boys and 19 girls; Mage = 2.14 years, SD = .14) were measured. Parental EI?-glish use was found to be the strongest predictor of English and Spanish proficiencies. Among households in which the parents use less than 10% English, having older...
Show moreThis study examined the relation between home language exposure from different household members, specifically older siblings, and English and Spanish vocabulary development in bilingual toddlers. The English and Spanish vocabularies of 38 toddlers (19 boys and 19 girls; Mage = 2.14 years, SD = .14) were measured. Parental EI?-glish use was found to be the strongest predictor of English and Spanish proficiencies. Among households in which the parents use less than 10% English, having older siblings had no effect on English language proficiency but was associated with lower levels of Spanish proficiency.
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Date Issued: 2008
PURL: http://purl.flvc.org/fau/fd/FA00000728
Subject Headings: Bilingualism in children, Second language acquisition, Sociolinguistics, Interaction analysis in education, Language and culture
Format: Document (PDF)

Title: Language separation and intermingling in young children's bilingual environments and their effects on children's dual language development and use.
Creator: Place, Silvia., Charles E. Schmidt College of Science, Department of Psychology
Abstract/Description: The current study addressed several questions about the use of language intermingling in child-directed speech and its influence on children's English and Spanish language acquisition on children's language code-switching, Participants were 65 children (Mean age=30.93 months, SD=0.44, 28 boys and 37 girls) who had been exposed to English and Spanish from birth and for whom at least one parent was a native Spanish speaker.... Measures of the children's lexical, grammatical, receptive, and...
Show moreThe current study addressed several questions about the use of language intermingling in child-directed speech and its influence on children's English and Spanish language acquisition on children's language code-switching, Participants were 65 children (Mean age=30.93 months, SD=0.44, 28 boys and 37 girls) who had been exposed to English and Spanish from birth and for whom at least one parent was a native Spanish speaker.... Measures of the children's lexical, grammatical, receptive, and productive language development in English and in Spanish were collected concurrently.... Consistent with sociolinguistic theories that propose that language separation is necessary for heritage language maintenance, children who were exposed to more language intermingling were more English-dominant. Both sensitivity to the language context and children's language dominance were related to children's production of mixed utterances. Children code-switched more when speaking in their less proficient language and when in the context of minority language use.
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Date Issued: 2012
PURL: http://purl.flvc.org/FAU/3355870
Subject Headings: Language arts (Early childhood), Language acquisition, Parent participation, Hispanic American families, Language, Bilingualism in children, Code switching (Linguistics), Sociolinguistics
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.
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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: Cultural conversations from Iran to America.
Creator: Ghoreishi, Setareh, Landes, Eric, Florida Atlantic University, Dorothy F. Schmidt College of Arts and Letters, Department of Visual Arts and Art History
Abstract/Description: This thesis uses graphic design to explore the experience of an individual attempting to bridge two countries’ distinctly different cultures: Iran and the United States. Each has a particular political relation to the other in history. I am using graphic design as a tool to compare specific and various aspects of the two cultures and how these aspects impact each other based on my personal experience. I use design to explore my place in between two cultures and as a way to make sense of the...
Show moreThis thesis uses graphic design to explore the experience of an individual attempting to bridge two countries’ distinctly different cultures: Iran and the United States. Each has a particular political relation to the other in history. I am using graphic design as a tool to compare specific and various aspects of the two cultures and how these aspects impact each other based on my personal experience. I use design to explore my place in between two cultures and as a way to make sense of the exchange or replacement of culture that I perceive. Another aspect of my thesis emphasizes how western influences and technology are altering or eradicating traditions in Iran. This thesis demonstrates collation and confrontation of cultural and social elements through the application of design to a set of culturally symbolic objects. The goal is to utilize graphic design tools to elevate awareness about illustrating the cultural and traditional aspects of the two countries.
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Date Issued: 2015
PURL: http://purl.flvc.org/fau/fd/FA00004444, http://purl.flvc.org/fau/fd/FA00004444
Subject Headings: Cultural fusion, Graphic design, Identity (Psychology) -- Cross cultural studies, Language and culture, Sociolinguistics, Visual communication -- Social aspects, Visual sociology
Format: Document (PDF)

Sociolinguistics (7)	+ -
Bilingualism in children (2)	+ -
Language and culture (2)	+ -
Language arts (Early childhood) (2)	+ -
African American (1)	+ -

Arabic language--Etymology (1)	+ -
Authorship—Collaboration (1)	+ -
Bilingualism in children. (1)	+ -
Biometric identification (1)	+ -
Code switching (Linguistics) (1)	+ -
Cultural fusion (1)	+ -
Diglossia (Linguistics)--Egypt (1)	+ -
Discourse analysis (1)	+ -
Ethics (1)	+ -
Eye -- Movements (1)	+ -
Graphic design (1)	+ -
Hispanic American families (1)	+ -
Identity (Psychology) -- Cross cultural studies (1)	+ -
Interaction analysis in education (1)	+ -
Interpersonal communication--Psychological aspects. (1)	+ -
Language (1)	+ -
Language acquisition (1)	+ -
Language acquisition--Parent participation. (1)	+ -
Language and education (1)	+ -
Language and languages -- Variation (1)	+ -
Linguistic minorities -- Education (1)	+ -
Linguistics--Arab countries (1)	+ -
Multilingualism (1)	+ -
Mythology (1)	+ -
Nonverbal communication (1)	+ -

Florida Atlantic University (8)	+ -
Dorothy F. Schmidt College of Arts and Letters (5)	+ -
Charles E. Schmidt College of Science (3)	+ -
Department of Psychology (3)	+ -
Department of Languages, Linguistics and Comparative Literature (2)	+ -

Hoff, Erika (2)	+ -
Barenholtz, Elan (1)	+ -
Bridges, Kelly (1)	+ -
Davis, Alexis Ciara (1)	+ -
Department of Anthropology (1)	+ -
Department of English (1)	+ -
Department of Visual Arts and Art History (1)	+ -
Early, John D. (1)	+ -
Galin, Jeffrey R. (1)	+ -
Ghoreishi, Setareh (1)	+ -
Kharlamov, Viktor (1)	+ -
Landes, Eric (1)	+ -
Mavica, Lauren Wood (1)	+ -
Munson, Marcella Lee (1)	+ -
NEUBAUER, DAVID NELSON. (1)	+ -
Pezzullo, Viviana (1)	+ -
Place, Silvia. (1)	+ -
Ruiz, Maegan (1)	+ -
Shanks, Katherine Alexandra Filippi (1)	+ -
Soliman, Mary (1)	+ -
Trammell, Robert L. (1)	+ -

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