@article{vonderMalsburgPoppelsLevy2020, author = {von der Malsburg, Titus Raban and Poppels, Till and Levy, Roger P.}, title = {Implicit gender bias in linguistic descriptions for expected events}, series = {Psychological Science}, volume = {31}, journal = {Psychological Science}, number = {2}, publisher = {Sage}, address = {London}, issn = {0956-7976}, doi = {10.1177/0956797619890619}, pages = {115 -- 128}, year = {2020}, abstract = {Gender stereotypes influence subjective beliefs about the world, and this is reflected in our use of language. But do gender biases in language transparently reflect subjective beliefs? Or is the process of translating thought to language itself biased? During the 2016 United States (N = 24,863) and 2017 United Kingdom (N = 2,609) electoral campaigns, we compared participants' beliefs about the gender of the next head of government with their use and interpretation of pronouns referring to the next head of government. In the United States, even when the female candidate was expected to win, she pronouns were rarely produced and induced substantial comprehension disruption. In the United Kingdom, where the incumbent female candidate was heavily favored, she pronouns were preferred in production but yielded no comprehension advantage. These and other findings suggest that the language system itself is a source of implicit biases above and beyond previously known biases, such as those measured by the Implicit Association Test.}, language = {en} } @article{NiehuesGerlachWendebornetal.2022, author = {Niehues, Maike and Gerlach, Erin and Wendeborn, Thomas and Sallen, Jeffrey}, title = {Successful in sports but worse in school?}, series = {Frontiers in education}, volume = {7}, journal = {Frontiers in education}, publisher = {Frontiers Media}, address = {Lausanne}, issn = {2504-284X}, doi = {10.3389/feduc.2022.946284}, pages = {14}, year = {2022}, abstract = {Studies have evaluated the effectiveness of dual career (DC) support services among student-athletes by examining scholastic performances. These studies investigated self-reported grades student-athletes or focused on career choices student-athletes made after leaving school. Most of these studies examined scholastic performances cross-sectionally among lower secondary school student-athletes or student-athletes in higher education. The present longitudinal field study in a quasi-experimental design aims to evaluate the development of scholastic performances among upper secondary school students aged 16-19 by using standardized scholastic assessments and grade points in the subject English over a course of 3-4 years. A sample of 159 students (54.4\% females) at three German Elite Sport Schools (ESS) and three comprehensive schools participated in the study. The sample was split into six groups according to three criteria: (1) students' athletic engagement, (2) school type attendance, and (3) usage of DC support services in secondary school. Repeated-measurement analyses of variance were conducted in order to evaluate the impact of the three previously mentioned criteria as well as their interaction on the development of scholastic performances. Findings indicated that the development of English performance levels differ among the six groups.}, language = {en} } @article{KeserKliemtSpaeth2023, author = {Keser, Claudia and Kliemt, Hartmut and Sp{\"a}th, Maximilian}, title = {Charitable giving}, series = {PLoS ONE}, volume = {18}, journal = {PLoS ONE}, number = {7}, publisher = {Public Library of Science (PLoS)}, address = {San Francisco, California}, issn = {1932-6203}, doi = {10.1371/journal.pone.0288400}, pages = {11}, year = {2023}, abstract = {We investigate how different levels of information influence the allocation decisions of donors who are entitled to freely distribute a fixed monetary endowment between themselves and a charitable organization in both giving and taking frames. Participants donate significantly higher amounts, when the decision is described as taking rather than giving. This framing effect becomes smaller if more information about the charity is provided.}, language = {en} } @article{KunyuSchachnerJuangetal.2021, author = {Kunyu, David Khisoni and Schachner, Maja and Juang, Linda P. and Schwarzenthal, Miriam and Aral, Tuğ{\c{c}}e}, title = {Acculturation hassles and adjustment of adolescents of immigrant descent}, series = {New directions for child and adolescent development}, volume = {177}, journal = {New directions for child and adolescent development}, editor = {Eckstein, K. and Crocetti, E.}, publisher = {Hindawi Limited}, address = {London}, issn = {1534-8687}, doi = {10.1002/cad.20408}, pages = {101 -- 121}, year = {2021}, abstract = {Despite evidence that acculturation hassles (such as discrimination and language hassles) relate to poorer adjustment for adolescents of immigrant descent, we know less about the psychological processes underlying these associations. In this study, we test whether reduced psychological needs satisfaction in terms of a lower sense of belonging, autonomy, and competence, mediates the associations of acculturation hassles with psychological distress and academic adjustment. Our sample included 439 seventh graders from 15 schools in Germany (51\% female, M-age = 12.4 years, SD = .73). Results revealed that adolescents who experienced greater discrimination and language hassles showed a lower sense of belonging with classmates and subsequently, greater psychological distress. Those who experienced greater language hassles also exhibited a lower sense of perceived competence, and ultimately poorer academic adjustment. We conclude that self-determination theory (SDT) provides an important framework to explain key processes underlying the links between acculturation hassles with psychological distress and academic (mal-)adjustment. Strengthening belonging and competence among adolescents of immigrant descent may enhance their well-being in the face of acculturation hassles.}, language = {en} } @article{StegenwallnerSchuetzAdani2020, author = {Stegenwallner-Sch{\"u}tz, Maja and Adani, Flavia}, title = {Production of referring expressions by children with ASD}, series = {Language acquisition : a journal of developmental linguistics}, volume = {27}, journal = {Language acquisition : a journal of developmental linguistics}, number = {3}, publisher = {Routledge, Taylor \& Francis Group}, address = {Abingdon}, issn = {1048-9223}, doi = {10.1080/10489223.2020.1769625}, pages = {276 -- 305}, year = {2020}, abstract = {This study examines the discourse basis for referent accessibility and its relation to the choice of referring expressions by children with Autism Spectrum Disorder (ASD) and typically developing children. The aim is to delineate how the linguistic and extra-linguistic context affects referent accessibility to the speaker. The study also examines the degree to which accessibility effects are modulated by cognitive factors such as working memory capacity. In the study, the contrast levels between the referent and a competitor (one contrast/two contrasts) and the syntactic prominence of the referent (subject/object position in the preceding question) were manipulated in an elicited production task. The results provide evidence that the referring expressions of children with ASD correlate with the discourse status of referents to a similar extent as in typically developing controls. All children were more likely to refer with lexical NPs to referents that contrasted on two levels with a highly prominent competitor, compared to referents that contrasted on one level. They were also more likely to produce pronouns for referents previously mentioned in the subject than the object position. The effect of both discourse factors was modulated by the age and working memory capacity of the children with and without ASD. Accordingly, the study suggests that children with ASD do not generally differ from children with typical development in their referential choices when the discourse status of a referent allows them to model the referent's accessibility from their own discourse perspective in a way that is modulated by working memory capacity.}, language = {en} } @article{KalinowskiEgertGronostajetal.2019, author = {Kalinowski, Eva and Egert, Franziska and Gronostaj, Anna and Vock, Miriam}, title = {Professional development on fostering students' academic language proficiency across the curriculum}, series = {Teaching and teacher education}, volume = {88}, journal = {Teaching and teacher education}, publisher = {Elsevier Science}, address = {Amsterdam}, issn = {0742-051X}, doi = {10.1016/j.tate.2019.102971}, pages = {15}, year = {2019}, abstract = {This meta-analysis aggregates effects from 10 studies evaluating professional development interventions aimed at qualifying in-service teachers to support their students in mastering academic language skills while teaching their respective subject areas. The analysis of a subset of studies revealed a small non-significant weighted training effect on teachers' cognition (g' = 0.21, SE = 0.14). An effect aggregation including all studies (with 650 teachers) revealed a medium to large weighted overall effect on teachers' classroom practices (g' = 0.71, SE = 0.16). Methodological variables moderated the effect magnitude. Nevertheless, the results suggest professional development is beneficial for improving teachers' practice.}, language = {en} } @article{RabovskyMcClelland2020, author = {Rabovsky, Milena and McClelland, James L.}, title = {Quasi-compositional mapping from form to meaning}, series = {Philosophical transactions of the Royal Society of London : B, Biological sciences}, volume = {375}, journal = {Philosophical transactions of the Royal Society of London : B, Biological sciences}, number = {1791}, publisher = {Royal Society}, address = {London}, issn = {0962-8436}, doi = {10.1098/rstb.2019.0313}, pages = {9}, year = {2020}, abstract = {We argue that natural language can be usefully described as quasi-compositional and we suggest that deep learning-based neural language models bear long-term promise to capture how language conveys meaning. We also note that a successful account of human language processing should explain both the outcome of the comprehension process and the continuous internal processes underlying this performance. These points motivate our discussion of a neural network model of sentence comprehension, the Sentence Gestalt model, which we have used to account for the N400 component of the event-related brain potential (ERP), which tracks meaning processing as it happens in real time. The model, which shares features with recent deep learning-based language models, simulates N400 amplitude as the automatic update of a probabilistic representation of the situation or event described by the sentence, corresponding to a temporal difference learning signal at the level of meaning. We suggest that this process happens relatively automatically, and that sometimes a more-controlled attention-dependent process is necessary for successful comprehension, which may be reflected in the subsequent P600 ERP component. We relate this account to current deep learning models as well as classic linguistic theory, and use it to illustrate a domain general perspective on some specific linguistic operations postulated based on compositional analyses of natural language. This article is part of the theme issue 'Towards mechanistic models of meaning composition'.}, language = {en} } @article{Ginev2021, author = {Ginev, Dimitri}, title = {Die Idee einer Sprachhermeneutik}, series = {Deutsche Zeitschrift f{\"u}r Philosophie : Zweimonatsschrift der internationalen philosophischen Forschung}, volume = {69}, journal = {Deutsche Zeitschrift f{\"u}r Philosophie : Zweimonatsschrift der internationalen philosophischen Forschung}, number = {4}, publisher = {De Gruyter}, address = {Berlin}, issn = {0012-1045}, doi = {10.1515/dzph-2021-0049}, pages = {576 -- 602}, year = {2021}, abstract = {Any conception in linguistics and linguistic philosophy that prioritizes the world-disclosing function over the world-representing function of language can be regarded as a kind of linguistic hermeneutics. The paper tries to specify this general thesis by picking up and analysing historical trends in the philosophy of language. It spells out the relationship between the situatedness of locutors in the medium of linguistic practices and the way in which they (through their speech acts) articulate this medium by actualizing possibilities for personal expressivity and interpersonal communication. It is argued that the starting point from the medium that always already transcends the particular speech acts offers an alternative to inferential semantics. From the perspective of linguistic hermeneutics, the world is disclosed and exposed to ongoing articulation in characteristic hermeneutic situations of language use. The concepts of linguistic medium and discursive articulation of the world are treated in terms of hermeneutic trans- subjectivity as enabling all forms of communicative intersubjectivity. If one ignores the fore-structuring role of the former, one would hypostatise the latter. With regard to this claim, the theory of formal pragmatics is critically discussed.}, language = {de} } @article{YueAlterHowardetal.2017, author = {Yue, Jinxing and Alter, Kai-Uwe and Howard, David and Bastiaanse, Roelien}, title = {Early access to lexical-level phonological representations of Mandarin word-forms}, series = {Language, cognition and neuroscience}, volume = {32}, journal = {Language, cognition and neuroscience}, number = {9}, publisher = {Routledge, Taylor \& Francis Group}, address = {Abingdon}, issn = {2327-3798}, doi = {10.1080/23273798.2017.1290261}, pages = {1148 -- 1163}, year = {2017}, abstract = {An auditory habituation design was used to investigate whether lexical-level phonological representations in the brain can be rapidly accessed after the onset of a spoken word. We studied the N1 component of the auditory event-related electrical potential, and measured the amplitude decrements of N1 associated with the repetition of a monosyllabic tone word and an acoustically similar pseudo-word in Mandarin Chinese. Effects related to the contrastive onset consonants were controlled for by introducing two control words. We show that repeated pseudo-words consistently elicit greater amplitude decrements in N1 than real words. Furthermore, this lexicality effect is free from sensory fatigue or rapid learning of the pseudo-word. These results suggest that a lexical-level phonological representation of a spoken word can be accessed as early as 110ms after the onset of the word-form.}, language = {en} } @article{RonasiFischerZimmermann2018, author = {Ronasi, Golnoush and Fischer, Martin H. and Zimmermann, Malte}, title = {Language and Arithmetic}, series = {Frontiers in psychology}, volume = {9}, journal = {Frontiers in psychology}, publisher = {Frontiers Research Foundation}, address = {Lausanne}, issn = {1664-1078}, doi = {10.3389/fpsyg.2018.01524}, pages = {12}, year = {2018}, abstract = {We examined cross-domain semantic priming effects between arithmetic and language. We paired subtractions with their linguistic equivalent, exception phrases (EPs) with positive quantifiers (e.g., "everybody except John") while pairing additions with their own linguistic equivalent, EPs with negative quantifiers (e.g., "nobody except John"; Moltmann, 1995). We hypothesized that EPs with positive quantifiers prime subtractions and inhibit additions while EPs with negative quantifiers prime additions and inhibit subtractions. Furthermore, we expected similar priming and inhibition effects from arithmetic into semantics. Our design allowed for a bidirectional analysis by using one trial's target as the prime for the next trial. Two experiments failed to show significant priming effects in either direction. Implications and possible shortcomings are explored in the general discussion.}, language = {en} }