TY - JOUR A1 - Langus, Alan A1 - Höhle, Barbara T1 - Object individuation and labelling in 6-month-old infants JF - Infant behavior & development N2 - The ability to determine how many objects are involved in physical events is fundamental for reasoning about the world that surrounds us. Previous studies suggest that infants can fail to individuate objects in ambiguous occlusion events until their first birthday and that learning words for the objects may play a crucial role in the development of this ability. The present eye-tracking study tested whether the classical object individuation experiments underestimate young infants’ ability to individuate objects and the role word learning plays in this process. Three groups of 6-month-old infants (N = 72) saw two opaque boxes side by side on the eye-tracker screen so that the content of the boxes was not visible. During a familiarization phase, two visually identical objects emerged sequentially from one box and two visually different objects from the other box. For one group of infants the familiarization was silent (Visual Only condition). For a second group of infants the objects were accompanied with nonsense words so that objects’ shape and linguistic labels indicated the same number of objects in the two boxes (Visual & Language condition). For the third group of infants, objects’ shape and linguistic labels were in conflict (Visual vs. Language condition). Following the familiarization, it was revealed that both boxes contained the same number of objects (e.g. one or two). In the Visual Only condition, infants looked longer to the box with incorrect number of objects at test, showing that they could individuate objects using visual cues alone. In the Visual & Language condition infants showed the same looking pattern. However, in the Visual vs Language condition infants looked longer to the box with incorrect number of objects according to linguistic labels. The results show that infants can individuate objects in a complex object individuation paradigm considerably earlier than previously thought and that linguistic cues enforce their own preference in object individuation. The results are consistent with the idea that when language and visual information are in conflict, language can exert an influence on how young infants reason about the visual world. KW - Object individuation KW - Object labelling KW - Cognitive development KW - Language KW - development Y1 - 2021 U6 - https://doi.org/10.1016/j.infbeh.2021.101627 SN - 0163-6383 SN - 1879-0453 VL - 65 PB - Elsevier CY - New York ER - TY - THES A1 - Bacskai-Atkari, Julia T1 - The syntax of functional left peripheries BT - clause typing in west germanic and beyond Y1 - 2021 ER - TY - JOUR A1 - Fuhrmeister, Pamela T1 - Examining group differences in between-participant variability in non-native speech sound learning JF - Attention, perception, & psychophysics : AP&P ; a journal of the Psychonomic Society, Inc. N2 - Many studies on non-native speech sound learning report a large amount of between-participant variability. This variability allows us to ask interesting questions about non-native speech sound learning, such as whether certain training paradigms give rise to more or less between-participant variability. This study presents a reanalysis of Fuhrmeister and Myers (Attention, Perception, and Psychophysics, 82(4), 2049-2065, 2020) and tests whether different types of phonetic training lead to group differences in between-participant variability. The original study trained participants on a non-native speech sound contrast in two different phonological (vowel) contexts and tested for differences in means between a group that received blocked training (one vowel context at a time) and interleaved training (vowel contexts were randomized). No statistically significant differences in means were found between the two groups in the original study on a discrimination test (a same-different judgment). However, the current reanalysis tested group differences in between-participant variability and found greater variability in the blocked training group immediately after training because this group had a larger proportion of participants with higher-than-average scores. After a period of offline consolidation, this group difference in variability decreased substantially. This suggests that the type and difficulty of phonetic training (blocked vs. interleaved) may initially give rise to differences in between-participant variability, but offline consolidation may attenuate that variability and have an equalizing effect across participants. This reanalysis supports the view that examining between-participant variability in addition to means when analyzing data can give us a more complete picture of the effects being tested. KW - Non-native speech sound learning KW - Individual differences KW - Heterogeneity KW - of variance Y1 - 2021 U6 - https://doi.org/10.3758/s13414-021-02311-3 SN - 1943-3921 SN - 1943-393X VL - 83 IS - 5 SP - 1935 EP - 1941 PB - Springer CY - New York ER - TY - JOUR A1 - Clahsen, Harald T1 - Obituary: Pieter Muysken JF - Bilingualism : language and cognition Y1 - 2021 U6 - https://doi.org/10.1017/S1366728921000249 SN - 1366-7289 SN - 1469-1841 VL - 24 IS - 4 SP - 597 EP - 598 PB - Cambridge Univ. Press CY - Cambridge ER - TY - JOUR A1 - Czapka, Sophia A1 - Festman, Julia T1 - Wisconsin Card Sorting Test reveals a monitoring advantage but not a switching advantage in multilingual children JF - Journal of experimental child psychology : JECP N2 - The Wisconsin Card Sorting Test (WCST) is used to test higher-level executive functions or switching, depending on the measures chosen in a study and its goal. Many measures can be extracted from the WCST, but how to assign them to specific cognitive skills remains unclear. Thus, the current study first aimed at identifying which measures test the same cognitive abilities. Second, we compared the performance of mono- and multilingual children in the identified abilities because there is some evidence that bilingualism can improve executive functions. We tested 66 monolingual and 56 multilingual (i.e., bi- and trilingual) primary school children (M-age = 109 months) in an online version of the classic WCST. A principal component analysis revealed four factors: problem-solving, monitoring, efficient errors, and perseverations. Because the assignment of measures to factors is only partially coherent across the literature, we identified this as one of the sources of task impurity. In the second part, we calculated regression analyses to test for group differences while controlling for intelligence as a predictor for executive functions and for confounding variables such as age, German lexicon size, and socioeconomic status. Intelligence predicted problem solving and perseverations. In the monitoring component (measured by the reaction times preceding a rule switch), multilinguals outperformed monolinguals, thereby supporting the view that bi- or multilingualism can improve processing speed related to monitoring. KW - Executive functions KW - Switching KW - Monitoring KW - Multilingualism KW - Factor KW - analysis KW - Bilingual advantage Y1 - 2021 U6 - https://doi.org/10.1016/j.jecp.2020.105038 SN - 0022-0965 SN - 1096-0457 VL - 204 PB - Elsevier CY - Amsterdam ER - TY - JOUR A1 - Puebla, Cecilia A1 - Garcia, Juan T1 - Advocating the inclusion of older adults in digital language learning technology and research BT - some considerations JF - Bilingualism : language and cognition Y1 - 2021 U6 - https://doi.org/10.1017/S1366728921000742 SN - 1366-7289 SN - 1469-1841 VL - 25 IS - 3 SP - 398 EP - 399 PB - Cambridge Univ. Press CY - New York ER - TY - GEN A1 - Grubic, Mira A1 - Wierzba, Marta T1 - The German additive particle noch BT - testing the role of topic situations T2 - Postprints der Universität Potsdam : Humanwissenschaftliche Reihe N2 - The particle noch (‘still’) can have an additive reading similar to auch (‘also’). We argue that both particles indicate that a previously partially answered QUD is re-opened to add a further answer. The particles differ in that the QUD, in the case of auch, can be re-opened with respect to the same topic situation, whereas noch indicates that the QUD is re-opened with respect to a new topic situation. This account predicts a difference in the accommodation behavior of the two particles. We present an experiment whose results are in line with this prediction. T3 - Zweitveröffentlichungen der Universität Potsdam : Humanwissenschaftliche Reihe - 709 KW - additive particles KW - noch KW - auch KW - German KW - topic situation KW - semantics KW - experiments Y1 - 2021 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-510049 SN - 1866-8364 IS - 709 ER - TY - JOUR A1 - Paetzel-Prüsmann, Maike A1 - Perugia, Giulia A1 - Castellano, Ginevra T1 - The influence of robot personality on the development of uncanny feelings JF - Computers in human behavior N2 - Empirical investigations on the uncanny valley have almost solely focused on the analysis of people?s noninteractive perception of a robot at first sight. Recent studies suggest, however, that these uncanny first impressions may be significantly altered over an interaction. What is yet to discover is whether certain interaction patterns can lead to a faster decline in uncanny feelings. In this paper, we present a study in which participants with limited expertise in Computer Science played a collaborative geography game with a Furhat robot. During the game, Furhat displayed one of two personalities, which corresponded to two different interaction strategies. The robot was either optimistic and encouraging, or impatient and provocative. We performed the study in a science museum and recruited participants among the visitors. Our findings suggest that a robot that is rated high on agreeableness, emotional stability, and conscientiousness can indeed weaken uncanny feelings. This study has important implications for human-robot interaction design as it further highlights that a first impression, merely based on a robot?s appearance, is not indicative of the affinity people might develop towards it throughout an interaction. We thus argue that future work should emphasize investigations on exact interaction patterns that can help to overcome uncanny feelings. KW - Human-robot interaction KW - Uncanny valley KW - Robot personality KW - Human KW - perception of robots KW - Crowd-sourcing KW - Multimodal behavior Y1 - 2021 U6 - https://doi.org/10.1016/j.chb.2021.106756 SN - 0747-5632 SN - 1873-7692 VL - 120 PB - Elsevier CY - Amsterdam ER - TY - JOUR A1 - Korochkina, Maria A1 - Bürki-Foschini, Audrey Damaris A1 - Nickels, Lyndsey T1 - Apples and oranges BT - how does learning context affect novel word learning? JF - Journal of memory and language : JML N2 - Despite scarce empirical evidence, introducing new vocabulary in semantic categories has long been standard in second language teaching. We examined the effect of learning context on encoding, immediate recall and integration of new vocabulary into semantic memory by contrasting categorically related (novel names for familiar concepts blocked by semantic category) and unrelated (mixed semantic categories) learning contexts. Two learning sessions were conducted 24 hours apart, with each participant exposed to both contexts. Subsequently, a test phase examined picture naming, translation and picture-word interference tasks. Compared to the unrelated context, the categorically related context resulted in poorer naming accuracy in the learning phase, slower response latencies at the immediate recall tasks and greater semantic interference in the picture-word interference task (picture naming in L1 with semantically related novel word distractors). We develop a theoretical account of word learning that attributes observed differences to episodic rather than semantic memory. KW - Word learning KW - Learning context KW - Episodic memory KW - Semantic memory KW - Integration KW - Word production Y1 - 2021 U6 - https://doi.org/10.1016/j.jml.2021.104246 SN - 0749-596X SN - 1096-0821 VL - 120 PB - Elsevier CY - Amsterdam ER - TY - THES A1 - Fominyam, Henry Zamchang T1 - Aspects of Awing grammar and information structure N2 - This project describes the nominal, verbal and ‘truncation’ systems of Awing and explains the syntactic and semantic functions of the multifunctional l<-><-> (LE) morpheme in copular and wh-focused constructions. Awing is a Bantu Grassfields language spoken in the North West region of Cameroon. The work begins with morphological processes viz. deverbals, compounding, reduplication, borrowing and a thorough presentation of the pronominal system and takes on verbal categories viz. tense, aspect, mood, verbal extensions, negation, adverbs and triggers of a homorganic N(asal)-prefix that attaches to the verb and other verbal categories. Awing grammar also has a very unusual phenomenon whereby nouns and verbs take long and short forms. A chapter entitled truncation is dedicated to the phenomenon. It is observed that the truncation process does not apply to bare singular NPs, proper names and nouns derived via morphological processes. On the other hand, with the exception of the 1st person non-emphatic possessive determiner and the class 7 noun prefix, nouns generally take the truncated form with modifiers (i.e., articles, demonstratives and other possessives). It is concluded that nominal truncation depicts movement within the DP system (Abney 1987). Truncation of the verb occurs in three contexts: a mass/plurality conspiracy (or lattice structuring in terms of Link 1983) between the verb and its internal argument (i.e., direct object); a means to align (exhaustive) focus (in terms of Fery’s 2013), and a means to form polar questions. The second part of the work focuses on the role of the LE morpheme in copular and wh-focused clauses. Firstly, the syntax of the Awing copular clause is presented and it is shown that copular clauses in Awing have ‘subject-focus’ vs ‘topic-focus’ partitions and that the LE morpheme indirectly relates such functions. Semantically, it is shown that LE does not express contrast or exhaustivity in copular clauses. Turning to wh-constructions, the work adheres to Hamblin’s (1973) idea that the meaning of a question is the set of its possible answers and based on Rooth’s (1985) underspecified semantic notion of alternative focus, concludes that the LE morpheme is not a Focus Marker (FM) in Awing: LE does not generate or indicate the presence of alternatives (Krifka 2007); The LE morpheme can associate with wh-elements as a focus-sensitive operator with semantic import that operates on the focus alternatives by presupposing an exhaustive answer, among other notions. With focalized categories, the project further substantiates the claim in Fominyam & Šimík (2017), namely that exhaustivity is part of the semantics of the LE morpheme and not derived via contextual implicature, via a number of diagnostics. Hence, unlike in copular clauses, the LE morpheme with wh-focused categories is analysed as a morphological exponent of a functional head Exh corresponding to Horvath's (2010) EI (Exhaustive Identification). The work ends with the syntax of verb focus and negation and modifies the idea in Fominyam & Šimík (2017), namely that the focalized verb that associates with the exhaustive (LE) particle is a lower copy of the finite verb that has been moved to Agr. It is argued that the LE-focused verb ‘cluster’ is an instantiation of adjunction. The conclusion is that verb doubling with verb focus in Awing is neither a realization of two copies of one and the same verb (Fominyam and Šimík 2017), nor a result of a copy triggered by a focus marker (Aboh and Dyakonova 2009). Rather, the focalized copy is said to be merged directly as the complement of LE forming a type of adjoining cluster. N2 - Diese Arbeit beschreibt die nominalen und verbalen Systeme sowie die 'Verkürzungs-Systeme' in Awing und erklärt die syntaktischen und semantischen Funktionen des multifunktionalen Morphems l<-><-> (LE), sowohl in Kopula- als auch in wh-fokussierten Konstruktionen. Bei Awing handelt es sich um eine Sprache der Bantu Grassfields Familie und die im Nord-Westen Kameruns gesprochen wird. In der vorliegenden Arbeit werden zuerst morphologische Prozesse wie Deverbale, Compounding, Reduplikation und Borrowing dargestellt. Darüber hinaus wird das pronominale System der Sprache und die verbalen Kategorien wie Tempus, Aspekt, Modus, verbale Extensionen, Negation und Adverbien ausführlich präsentiert. Weiterhin wird auf die Auslöser eines homorganischen N(asalen)-Präfixes eingegangen, das sich an das Verb und an andere verbale Kategorien bindet. Die Grammatik des Awing zeigt außerdem ein sehr ungewöhnliches Phänomen, nämlich die Existenz von sowohl langen als auch kurzen Formen von Substantiven und Verben. Diese Besonderheit wird im Kapitel 'truncation' thematisiert. Darüber hinaus haben Beobachtungen jedoch gezeigt, dass dieser Verkürzungsprozess nicht bei Singular-NPs, Namen und durch morphologische Prozesse abgeleitete Substantive angewendet werden kann. Im Kontrast dazu muss wiederum festgehalten werden, dass Substantive im Regelfall nur in ihrer verkürzten Form mit Modifizierern (z.B. Artikel, Demonstrative und andere Possessive) auftreten. Davon ausgenommen sind nur nicht-emphatische Possessiv-Determinierer in der ersten Person sowie das Nominal-Präfix der Klasse 7. Zusammenfassend wird dargelegt, dass nominale Verkürzung Bewegung innerhalb des DP-Systems anzeigt (Abney 1987). Die Verkürzung von Verben tritt in drei verschiedenen Kontexten auf: in einer Masse/Plural (‚lattice structure‘ Link 1983) Konspiration zwischen dem Verb und dem direkten Objekt, Fokus auszurichten (nach Féry 2013), und um polare Fragen zu bilden. Der zweite Teil dieser Arbeit konzentriert sich auf die Rolle der LE Morpheme in Kopula- und wh-fokussierten Sätzen. Zuerst wird die Syntax des Kopula-Satzes in Awing präsentiert und es wird herausgestellt, dass Kopula-Sätze in Awing zwischen 'Subjekt-Fokus' und 'thematischem Fokus' unterschieden werden. Außerdem wird dargelegt, dass das LE Morphem solche Funktionen indirekt miteinander in Verbindung bringt. Von semantischer Seite aus wird gezeigt, dass LE weder Kontrast noch Vollständigkeit in Kopula-Sätzen ausdrückt. Bezüglich wh-Konstruktionen hält die Arbeit an der Idee von Hamblin (1973) fest, dass die Bedeutung einer Frage die Menge ihrer möglichen Antworten ist. Außerdem basiert die Arbeit auf Rooth's (1985) unterspezifizierten semantischer Auffassung von alternativem Fokus. Es wird zusammenfassend herausgestellt, dass es sich bei dem LE Morphem nicht um eine Fokus-Markierung handelt: durch LE werden keine Alternativen generiert und auch deren Präsenz nicht angezeigt (Krifka 2007); das LE Morphem kann sich mit wh-Elementen zu einem Fokus-sensitiven Operator mit semantischer Bedeutung verbinden. Dieser wird auf die Fokus-Alternativen angewendet, indem, neben anderen Ansichten, eine vollständige Antwort presupponiert wird. Unter der Annahmen von mit Fokus markierten Kategorien konkretisiert dieses Projekt mithilfe verschiedenen Untersuchungsmethoden weiterhin die Aussage in Fominyam & Šimík (2017), nämlich, dass Vollständigkeit einen Teil der Semantik des LE Morphems darstellt und nicht durch kontextuelle Implikaturen abgeleitet werden kann. Anders als in Kopula-Sätzen wird das LE Morphem mit wh-fokussierten Kategorien daher als ein morphologischer Exponent eines funktionellen Kopfes Exh analysiert– in Übereinstimmung mit Horvath's (2010) EI (Exhaustive Identification). Die Arbeit endet mit der Struktur und Syntax von verbalem Fokus und Negation. Darüber hinaus wird die Idee von Fominyam & Šimík (2017) weiterhin modifiziert, indem herausgestellt wird, dass das mit Fokus markierte Verb, welches sich mit dem vollständigen (LE) Partikel verbindet, eine tieferliegende Kopie des nach Agr bewegten, finiten Verbes ist. Es wird argumentiert, dass das LE-fokussierte Verb-Cluster eine Form von Adjunktion ist. Die Schlussfolgerung ist, dass Verb-Verdopplung mit verbalem Fokus in Awing weder eine Realisierung zweier Kopien von ein und demselben Verb (Fominyam & Šimík 2017), noch das Ergebnis einer von einer Fokus-Markierung hervorgerufenen Kopie ist (Aboh and Dyakonova 2009). Viel eher wird angenommen, dass die Fokus-markierte Kopie direkt als das Komplement von LE generiert wird und dadurch eine Art Adjunktions-Cluster bildet. KW - Awing Grammar KW - Nominal morphology KW - Verbal morphology KW - Truncation KW - Copular clauses KW - Verb focus and negation KW - Information Structure KW - Awing Grammatik KW - Nominale Morphologie KW - Trunkation/Verkürzung KW - Kopula-Sätze KW - Verbaler Fokus und Negation Y1 - 2021 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-518068 ER -