@misc{LachmairRuizFernandezBuryetal.2016, author = {Lachmair, Martin and Ruiz Fernandez, Susana and Bury, Nils-Alexander and Gerjets, Peter and Fischer, Martin H. and Bock, Otmar L.}, title = {How body orientation affects concepts of space, time and valence}, series = {Postprints der Universit{\"a}t Potsdam : Humanwissenschaftliche Reihe}, journal = {Postprints der Universit{\"a}t Potsdam : Humanwissenschaftliche Reihe}, number = {505}, issn = {1866-8364}, doi = {10.25932/publishup-41094}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-410942}, pages = {16}, year = {2016}, abstract = {The aim of the present study was to test the functional relevance of the spatial concepts UP or DOWN for words that use these concepts either literally (space) or metaphorically (time, valence). A functional relevance would imply a symmetrical relationship between the spatial concepts and words related to these concepts, showing that processing words activate the related spatial concepts on one hand, but also that an activation of the concepts will ease the retrieval of a related word on the other. For the latter, the rotation angle of participant's body position was manipulated either to an upright or a head-down tilted body position to activate the related spatial concept. Afterwards participants produced in a within-subject design previously memorized words of the concepts space, time and valence according to the pace of a metronome. All words were related either to the spatial concept UP or DOWN. The results including Bayesian analyses show (1) a significant interaction between body position and words using the concepts UP and DOWN literally, (2) a marginal significant interaction between body position and temporal words and (3) no effect between body position and valence words. However, post-hoc analyses suggest no difference between experiments. Thus, the authors concluded that integrating sensorimotor experiences is indeed of functional relevance for all three concepts of space, time and valence. However, the strength of this functional relevance depends on how close words are linked to mental concepts representing vertical space.}, language = {en} } @article{AmbrasatvonScheveSchauenburgetal.2016, author = {Ambrasat, Jens and von Scheve, Christian and Schauenburg, Gesche and Conrad, Markus and Schr{\"o}der, Tobias}, title = {Unpacking the Habitus: Meaning Making Across Lifestyles}, series = {Sociological Forum}, volume = {31}, journal = {Sociological Forum}, publisher = {Wiley-Blackwell}, address = {Hoboken}, issn = {0884-8971}, doi = {10.1111/socf.12293}, pages = {994 -- 1017}, year = {2016}, language = {en} } @article{HoehleFritzscheMueller2016, author = {H{\"o}hle, Barbara and Fritzsche, Tom and M{\"u}ller, Anja}, title = {Children's Comprehension of Sentences with Focus Particles and the Role of Cognitive Control}, series = {PLoS one}, volume = {11}, journal = {PLoS one}, number = {3}, publisher = {PLoS}, address = {Lawrence, Kan.}, issn = {1932-6203}, doi = {10.1371/journal.pone.0149870}, pages = {1 -- 27}, year = {2016}, abstract = {Children's interpretations of sentences containing focus particles do not seem adult-like until school age. This study investigates how German 4-year-old children comprehend sentences with the focus particle 'nur' (only) by using different tasks and controlling for the impact of general cognitive abilities on performance measures. Two sentence types with 'only' in either pre-subject or pre-object position were presented. Eye gaze data and verbal responses were collected via the visual world paradigm combined with a sentence-picture verification task. While the eye tracking data revealed an adult-like pattern of focus particle processing, the sentence-picture verification replicated previous findings of poor comprehension, especially for 'only' in pre-subject position. A second study focused on the impact of general cognitive abilities on the outcomes of the verification task. Working memory was related to children's performance in both sentence types whereas inhibitory control was selectively related to the number of errors for sentences with 'only' in pre-subject position. These results suggest that children at the age of 4 years have the linguistic competence to correctly interpret sentences with focus particles, which-depending on specific task demands-may be masked by immature general cognitive abilities.}, language = {en} } @misc{HoehleFritzscheMueller2016, author = {H{\"o}hle, Barbara and Fritzsche, Tom and M{\"u}ller, Anja}, title = {Children's Comprehension of Sentences with Focus Particles and the Role of Cognitive Control}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-90524}, year = {2016}, abstract = {Children's interpretations of sentences containing focus particles do not seem adult-like until school age. This study investigates how German 4-year-old children comprehend sentences with the focus particle 'nur' (only) by using different tasks and controlling for the impact of general cognitive abilities on performance measures. Two sentence types with 'only' in either pre-subject or pre-object position were presented. Eye gaze data and verbal responses were collected via the visual world paradigm combined with a sentence-picture verification task. While the eye tracking data revealed an adult-like pattern of focus particle processing, the sentence-picture verification replicated previous findings of poor comprehension, especially for 'only' in pre-subject position. A second study focused on the impact of general cognitive abilities on the outcomes of the verification task. Working memory was related to children's performance in both sentence types whereas inhibitory control was selectively related to the number of errors for sentences with 'only' in pre-subject position. These results suggest that children at the age of 4 years have the linguistic competence to correctly interpret sentences with focus particles, which-depending on specific task demands-may be masked by immature general cognitive abilities.}, language = {en} }