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This study is a longitudinal observational study investigating between-person differences in brain structure as a function of language exposure, executive functioning skills and socioeconomic status. The proposed analysis will evaluate the potential mediating role of language exposure and brain structure in the relationship between childhood executive function and socioeconomic status as well as the general relationships between the stated variables.

People spontaneously form impressions of others’ enduring traits based on their faces (Lin et al., 2021; Oosterhof & Todorov, 2008; Sutherland & Young, 2022). Almost all studies in the literature that investigated these face impressions relied on a specific constraining protocol: participants were given a trait word (or a set of trait words) by the researchers, and rated faces on that given word (using a Likert scale or categorical labeling). However, this protocol is highly artificial. People are seldom explicitly given trait words when they see people’s faces and form impressions of them in everyday life; people seldom see a face in isolation from its context, such as other faces that surround the target face. Therefore, this protocol biases the spontaneous evaluation of the face and limits the attributions made for the face to the specific words provided by the experimenter. How do people represent the relationships between different trait impressions from faces in their mind when such artificial, lexical constraints are removed? Here, we address this question using a novel task, multi-arrangement, which can be analyzed using an “inverse multidimensional scaling” approach to derive pairwise similarities between the trait impressions of faces (Kriegeskorte & Mur, 2012). Participants will view multiple face images on the screen at a time, each of which is from a different real person. Instead of evaluating these people’s traits for specific trait words that are given by the researchers, participants will freely arrange these faces on a 2-dimensional arena to indicate how similar they think these people are in terms of traits. No specific trait words will be mentioned throughout the experiment. Participants will only be asked to think about the personalities of the individuals whose faces they are shown, and arrange them so that faces of people that are similar based on traits are closer together than those of people who are more different. We will analyze the underlying structure of the similarity between faces based on these unconstrained trait impressions. These analyses will inform how the mind represents trait impressions from faces spontaneously in more naturalistic contexts, and without the constraint of verbal labels.

A study investigated whether adult anglophone readers of French could be taught to use the organizational patterns (top-level structures, or TLSs) in expository text and whether they could then use this knowledge (the structure strategy) to facilitate reading comprehension as measured quantitatively through immediate free recall. Subjects were 43 university students of high intermediate level French proficiency divided into experimental (n=21) and control (n=22) groups. The experimental group received training in the use of five TLSs: description; sequence; causation; problem solution; and comparison. Training concentrated on use of the TLSs and their corresponding signal words as strategy for promoting recall. All subjects were pre- and posttested for reading comprehension and recall. Subjects also completed rating scales to estimate text difficulty, memorability, affect, interest, background knowledge, clarity of argument, organization, recommendations, content, and discussion of content. Results indicate that: text topic was a significant factor in recall, suggesting that effects of training in structure strategy cannot be predicted across topics; more proficient readers appeared to have the structure strategy already, and those trained in it had improved recall; structure strategy is teachable; reading time was not significantly related to recall; and longer passages seemed to offer no disadvantages. (MSE)

Maltese is a Semitic language closely related to Arabic in structure and morphology but is written from left to right and in the Latin script. When Malta became an independent state within the Commonwealth in 1964, the new Constitution highlighted the importance of Maltese by giving it both a national and an official status. Since 2002, Maltese has also been recognised as an official language within the EU. The systematic teaching of Maltese started in the early 20th century, and since 1946, Maltese has always been one of the core subjects in both primary and secondary education. Malta's current guiding educational framework, the National Curriculum Framework from 2012, does not outline a policy regarding the language of instruction, but does recognise the need for such a policy, and efforts have been undertaken to address these issues of entitlement, culture, and implementation. In response to the increasing numbers of pupils in Maltese schools whose first language is neither Maltese nor English, courses have recently been developed to teach Maltese as a foreign language. Every Regional Dossier begins with an introduction about the region in question, followed by six chapters that each deal with a specific level of the education system (e.g. primary education). Chapters 8 and 9 cover the main lines of research on education of the minority language under discussion, and the prospects for the minority language in general and in education in particular, respectively. Chapter 10 provides a summary of statistics. Lists of (legal) references and useful addresses regarding the minority language are given at the end of the dossier.

This paper first gives a brief chronological overview of reading theory development and a short introduction to schema theory, and then comprehensively reviews, comments, and synthesizes research-based studies, published between 1980 and 2002, that examined the effect of text structure (reader effect and text effect) on L1 and L2 reading comprehension and recall. Factors that have shown to have the potential to intervene research results are discussed and an interactive reading model of formal schema is proposed. Suggestions for educators and future research are also made. (Contains 91 references, and 2 tables and 3 figures of data.) (Author/RS)

This collection of abstracts is part of a continuing series providing information on recent doctoral dissertations. The 21 titles deal with a variety of topics, including the following: children's development of syntactic aspects of reading comprehension, the relative contributions of the individual and the text in the comprehension and retention of connected discourse, the relationship between semantic memory retrieval abilities and prose memory outcomes, the perception of shape and letter cues in reading, factors related to the amount of subvocalization exhibited during reading, a mathematical model of word recognition strategies, the effect of prose organization upon recall organization, the resolution of anaphora in written discourse, the relative efficiency of silent and oral reading performance, the effects of oral and written language patterns on comprehension among beginning readers, the context bound effects of picture-text amalgams, the influence of reading ability and mode of presented information on the perception of events, the structure of semantic memory for text, the influence of world knowledge and metacomprehension ability on children's comprehension of short narrative passages, and children's sensitivity to the relative importance of parts of prose. (GT)

Methods and approaches used at the U.S. Army Research Institute to investigate intelligent computer-assisted foreign language instruction are discussed. The research described explores the use of hypertext and natural language processing for improving language training by articulating student knowledge structures and for providing, incidentally, a new basis for aptitude testing. The techniques being implemented model the cognitive skills underlying foreign language competence by using computational linguistic models and semantic networks built into hypertext systems. It is proposed that these techniques could be useful for assessing basic language competence. Aspects of the research and related technology are examined: intelligent tutoring systems, the expert model and second language learning, student (trainee) models and language aptitude testing, the pedagogical model, the knowledge base, the interface, hypertext systems and command menus, smart computer-assisted language learning environments, grammars and grammar representations, parsing strategies, using grammars for computer-assisted language learning, use and adaptation of specific software packages, immersion techniques, and semantic mapping. (MSE)

Methods and approaches used at the U.S. Army Research Institute to investigate intelligent computer-assisted foreign language instruction are discussed. The research described explores the use of hypertext and natural language processing for improving language training by articulating student knowledge structures and for providing, incidentally, a new basis for aptitude testing. The techniques being implemented model the cognitive skills underlying foreign language competence by using computational linguistic models and semantic networks built into hypertext systems. It is proposed that these techniques could be useful for assessing basic language competence. Aspects of the research and related technology are examined: intelligent tutoring systems, the expert model and second language learning, student (trainee) models and language aptitude testing, the pedagogical model, the knowledge base, the interface, hypertext systems and command menus, smart computer-assisted language learning environments, grammars and grammar representations, parsing strategies, using grammars for computer-assisted language learning, use and adaptation of specific software packages, immersion techniques, and semantic mapping. (MSE)

A realistic simulation of an aircraft in the flight using the AD 100 digital computer is presented. The implementation of three model features is specifically discussed: (1) a large aerodynamic data base (130,00 function values) which is evaluated using function interpolation to obtain the aerodynamic coefficients; (2) an option to trim the aircraft in longitudinal flight; and (3) a flight control system which includes a digital controller. Since the model includes a digital controller the simulation implements not only continuous time equations but also discrete time equations, thus the model has a mixed-data structure.

A realistic simulation of an aircraft in the flight using the AD 100 digital computer is presented. The implementation of three model features is specifically discussed: (1) a large aerodynamic data base (130,00 function values) which is evaluated using function interpolation to obtain the aerodynamic coefficients; (2) an option to trim the aircraft in longitudinal flight; and (3) a flight control system which includes a digital controller. Since the model includes a digital controller the simulation implements not only continuous time equations but also discrete time equations, thus the model has a mixed-data structure.

326 p. ; 18 cm

326 p. ; 18 cm

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The purpose of this article is to analyze a task included in the LINC Home Study (LHS) program. LHS is a federally funded distance education program offered to newcomers to Canada who are unable to attend regular LINC classes. A task, in which a language structure (a gerund) is chosen and analyzed, was selected from one instructional module of LHS offered as a demonstration module for the general public. Specifically, the analysis presented in this article focuses on how language structure is integrated into the task. The integration of language structure into the task is assessed against the criteria outlined in the Task-Based Language Teaching and Learning (TBLT) literature and the Canadian Language Benchmarks (CLBs) guidelines. The analysis of the task demonstrates that the presentation of language structure in the task violates the main principle of a meaning-based approach to second language teaching (i.e., task-based instruction) that emphasizes the primacy of meaning over language forms. Considering that LHS is a national program identified as one of the Best Practices in Settlement Services language programs, this article calls for more research on the topic.

Evidence seems to suggest that children whose dialects are nonstandard generally produce compositions considered lower in quality than those produced by middle and upper-middle class children. The focus of this study, therefore, was to examine the relationship between children's knowledge of the structure of their language and their judged ability to use language effectively in composition. Eight classes of sixth grade students (representing Caucasian and black, and lower and middle class) were administered the Linguistic Ability Measurement Program (LAMP), since it provides an effective means of assessing pupils' knowledge of the operation of their language. Writing samples (a theme, a story, and a poem) were then collected under conditions as uniform and as controlled as was possible. Seven judges were asked to rate the composition samples through an application of objective criteria. An analysis of the data revealed that middle class pupils, Caucasian pupils, and girls scored significantly higher on all measures and that there was a greater correlation between test scores and composition ratings for middle class subjects than for lower class subjects. (HS)

THE PRESENT STUDY IS A TRANSLATION OF THE WORK "STROI ARABSKOGO YAZYKA" BY THE EMINENT RUSSIAN LINGUIST AND SEMITICS SCHOLAR, N.Y. YUSHMANOV. IT DEALS CONCISELY WITH THE POSITION OF ARABIC AMONG THE SEMITIC LANGUAGES AND THE RELATION OF THE LITERARY (CLASSICAL) LANGUAGE TO THE VARIOUS MODERN SPOKEN DIALECTS, AND PRESENTS A CONDENSED BUT COMPREHENSIVE SUMMARY OF ARABIC PHONOLOGY AND GRAMMAR. PAGES FROM SAMPLE TEXTS ARE INCLUDED. THIS REPORT IS AN ENGLISH TRANSLATION BY MOSHE PERLMANN. (TC)

TO DISPEL THE MYSTERIES SURROUNDING LINGUISTICS, ENGLISH TEACHERS SHOULD UNDERSTAND CERTAIN FEATURES OF THE LANGUAGE AS THEY ARE PERCEIVED BY THE LINGUIST. THE LINGUIST SEES LANGUAGE AS "A SYSTEM OF PATTERNED VOCAL BEHAVIOR BY MEANS OF WHICH MEN COOPERATE IN SOCIETY." BY USING RIGOROUS SCIENTIFIC METHODS, HE STUDIES REPRESENTATIVE AND AUTHENTIC SAMPLINGS OF THE LANGUAGE, FIRST ANALYZING THE SPOKEN FORM OF IT. TO DESCRIBE ORAL ENGLISH ADEQUATELY, THE LINGUIST MUST (1) PROVIDE A PHONEMIC INVENTORY BY BREAKING UP THE CONTINUUM OF SOUND INTO UNITS OR PHONEMES, LARGELY THROUGH THE TECHNIQUE OF MINIMAL PAIRING, (2) ANALYZE LANGUAGE FORMS BY ISOLATING MORPHEMES THROUGH THE TECHNIQUE OF RECURRENT SAMES, (3) DISTINGUISH THE ORDER OR SYNTAX OF THE LANGUAGE, AND (4) RELATE THE ELEMENTS OF A CONSTRUCTION TO EACH OTHER THROUGH IMMEDIATE CONSTITUENT ANALYSIS TO NOTE INTIMATE CONNECTIONS OF EITHER INDIVIDUAL MORPHEMES OR SENTENCE PARTS. APPLYING SIMILAR METHODS OF APPRAISAL, THE LINGUIST NEEDS TO DEVISE WRITTEN SIGNALS--OFTEN INADEQUATELY RECORDED IN STANDARD ENGLISH WRITING--WHICH PARALLEL THE INFLECTIONS, PRONUNCIATIONS, STRESS, AND INTONATION SIGNALS APPARENT IN ORAL LANGUAGE. (THIS ARTICLE APPEARED IN "LANGUAGE, LINGUISTICS, AND SCHOOL PROGRAMS, PROCEEDINGS OF THE SPRING INSTITUTES, 1963." CHAMPAIGN, ILL., NCTE, 1963.) (JB)

In modern information and documentation systems, the thesaurus has the important function of serving as a link between the author of a document and the information searcher. For this reason, the language structure of thesauri should receive more attention than has been the case so far. In this study, the intermediate function of the thesaurus has led to an investiga­tion of the principles for structuring and representing informa­tion in such a way that it corresponds to the cognitive structure assumed to exist in the information searcher. The model of inves­tigation of cognitive representation is based on overt manifesta­tions of concepts and conceptual relations as they emerge in the abstract language of titles of scientific documents. On the basis of this language structure, an algorithm has been developed for coding the relevant concepts by means of prepositions. The relevance of the concepts is judged with respect to a schema model containing the main components Problem, Method and Goal, assumed to represent the basic components of research itself. When applied to scientific titles, the assumption is verified. The algorithm generates the concepts corresponding to the compo­nents, and assigns them to different data registers. An important result of the analysis is thus that the intermediate language structure of scientific titles displays a degree of abstractness suitable for automatic concept extraction, provided that an in­formation- or cognition-oriented approach is employed in order for the data registers to be properly interpreted.

In modern information and documentation systems, the thesaurus has the important function of serving as a link between the author of a document and the information searcher. For this reason, the language structure of thesauri should receive more attention than has been the case so far. In this study, the intermediate function of the thesaurus has led to an investiga­tion of the principles for structuring and representing informa­tion in such a way that it corresponds to the cognitive structure assumed to exist in the information searcher. The model of inves­tigation of cognitive representation is based on overt manifesta­tions of concepts and conceptual relations as they emerge in the abstract language of titles of scientific documents. On the basis of this language structure, an algorithm has been developed for coding the relevant concepts by means of prepositions. The relevance of the concepts is judged with respect to a schema model containing the main components Problem, Method and Goal, assumed to represent the basic components of research itself. When applied to scientific titles, the assumption is verified. The algorithm generates the concepts corresponding to the compo­nents, and assigns them to different data registers. An important result of the analysis is thus that the intermediate language structure of scientific titles displays a degree of abstractness suitable for automatic concept extraction, provided that an in­formation- or cognition-oriented approach is employed in order for the data registers to be properly interpreted.

In modern information and documentation systems, the thesaurus has the important function of serving as a link between the author of a document and the information searcher. For this reason, the language structure of thesauri should receive more attention than has been the case so far. In this study, the intermediate function of the thesaurus has led to an investiga­tion of the principles for structuring and representing informa­tion in such a way that it corresponds to the cognitive structure assumed to exist in the information searcher. The model of inves­tigation of cognitive representation is based on overt manifesta­tions of concepts and conceptual relations as they emerge in the abstract language of titles of scientific documents. On the basis of this language structure, an algorithm has been developed for coding the relevant concepts by means of prepositions. The relevance of the concepts is judged with respect to a schema model containing the main components Problem, Method and Goal, assumed to represent the basic components of research itself. When applied to scientific titles, the assumption is verified. The algorithm generates the concepts corresponding to the compo­nents, and assigns them to different data registers. An important result of the analysis is thus that the intermediate language structure of scientific titles displays a degree of abstractness suitable for automatic concept extraction, provided that an in­formation- or cognition-oriented approach is employed in order for the data registers to be properly interpreted.

This article is about the formal-structural description of phrases in explanatory dictionaries of the Uzbek language, in particular, the formal structure and composition of phrases briefly analysed. During the analysis, attention paid to the form-structure of phrases, the composition of components, and the grammatical connection of components which word groups are involved.

xv, 381 p. ; 21 cm

xv, 381 p. ; 21 cm

xv, 381 p. ; 21 cm

Book digitized by Google from the library of Harvard University and uploaded to the Internet Archive by user tpb.

The article focuses on unsolved methodological problems that arise while teaching the Ukrainian language to foreign students, and addresses one of the key and pressing matters — the search for the optimal lesson structure, which will improve the educational process and the training of competitive specialists capable of carrying out professional activities in modern settings. The teaching of the subject “Ukrainian as a foreign language” is based on the pedagogy of teacher-student cooperation, the formation of motivation, practical skills, and the determination of the role of the course in future professional activity. “Ukrainian as a foreign language” as a subject should be taught (especially to senior students) in correlation with the general and specific professional tasks of the medical training program. The author proposes three main structural elements of the lesson: updating and systematising students’ basic knowledge and sensory experiences; forming new knowledge, language skills; applying acquired knowledge and experience to theoretical and practical activities. Therefore, there are learning situations proposed for each of these elements, along with various tasks to develop and improve Ukrainian speaking skills. The author believes that the lesson concept covered in the article will improve the quality of training of foreign students and will support the formation of professional competences. The author of this article emphasizes that communication skills are critical for the formation of foreign students’ linguistic competence, which is why lessons should be structured in view of the communication and language aspects.

The article focuses on unsolved methodological problems that arise while teaching the Ukrainian language to foreign students, and addresses one of the key and pressing matters — the search for the optimal lesson structure, which will improve the educational process and the training of competitive specialists capable of carrying out professional activities in modern settings. The teaching of the subject “Ukrainian as a foreign language” is based on the pedagogy of teacher-student cooperation, the formation of motivation, practical skills, and the determination of the role of the course in future professional activity. “Ukrainian as a foreign language” as a subject should be taught (especially to senior students) in correlation with the general and specific professional tasks of the medical training program. The author proposes three main structural elements of the lesson: updating and systematising students’ basic knowledge and sensory experiences; forming new knowledge, language skills; applying acquired knowledge and experience to theoretical and practical activities. Therefore, there are learning situations proposed for each of these elements, along with various tasks to develop and improve Ukrainian speaking skills. The author believes that the lesson concept covered in the article will improve the quality of training of foreign students and will support the formation of professional competences. The author of this article emphasizes that communication skills are critical for the formation of foreign students’ linguistic competence, which is why lessons should be structured in view of the communication and language aspects.

A study examined the effect of a whole-language-type program for learning sentence structure with high school students in a dropout prevention program. Subjects, 60 students in a Chicago, Illinois public school dropout prevention program, were randomly assigned to a control or experimental group and were administered a diagnostic pre- and posttest on parts of speech and sentence structure. The experimental group was taught by the whole language/TDSSP (TreneD Sentence Pattern Paradigms) method in which one subject-verb paradigm was taught for each of 6 weeks. Results indicated that the treatment made a statistical significance. A review of the literature on whole language occupies the greater part of this paper, preceding the description of the study. Two figures representing aspects of the TreneD Sentence Pattern Paradigms and one table of data are included, and 14 references are attached.) (RS)

The purpose of the study reported in this document was to examine the oral language and some of the influences on oral language of students from five to nine years old. Six students in each of 13 classes were selected randomly and were taped in three different situations: a monologue by the student when alone in the room, a dialogue with another student selected by the first student, and a dialogue with the class teacher and two students of the original six. Approach to the data obtained was nonquantitative. Instead, a limited number of tape units were analyzed in depth to uncover the factors affecting language use. In addition, background information on individual students and a comparison of students' performances were analyzed. As a result, it can be suggested that students with a particular background may be subject to a particular language difficulty. This document reports and discusses the variety of findings and contains samples of materials used in the study. (JM)

This report examines both the divergent and common features of university language centers in Europe, focusing primarily on their aims, structures, and methods of operation. Major sections examine the development and types of university language centers. The types include (1) comprehensive centers, (2) centers mainly devoted to the teaching of non-linguists, (3) multi-purpose centers, (4) centers oriented toward research and the teaching of applied linguistics, and (5) centers oriented toward the training of teachers. Appendixes examine the status of language centers and include an address and manning list of existing language centers. (RL)

This textbook aims to enable pupils to master writing good English rather than teach theory of style and criticism. It is divided into four parts. Part I introduces the scholar to the construction and combination of sentences and provides a variety of practical exercises. Part II covers the structure and phraseology of sentences. Part III is an application of the principles learned to easy composition exercises. In Part IV, writing style is addressed. [Cover title varies: "Swinton's School Composition: Advanced Language Lessons for Grammar Grades. Harper's Language Series.]

The statistical structure of a given language likely drives our sensitivity to words' morphological structure. The current work begins to investigate to what degree morphological processing effects observed in visual word recognition can be attributed to statistical regularities between orthography and semantics in English, without any prior knowledge or explicitly coded processes. We trained a simple feedforward neural network on form-to-meaning mappings for words from an English educational text corpus. Over the course of training, we originally examined the network's processing times for prime-target word pairs taken from two masked primed lexical decision studies (Rastle, Davis & New, 2004; Beyersmann, Castles, & Coltheart, 2012) to determine if the network was learning similar sensitivities to those seen in human participants. Results showed no morphological sensitivity to prime-target pairs with a transparent morphological relationship (e.g., teacher [right arrow] TEACH) or an opaque morphological relationship (e.g., corner [right arrow] CORN). To increase power, unique prime-target pairs from a larger set of studies (10 in total) were added to the testing set. With the larger testing set, strong transparent morphological priming effects were observed, while opaque morphological priming was nonexistent. This work shows that morphological sensitivity can emerge without any explicit knowledge of morphemes or word structure, and that opaque morphological priming cannot be explained solely by feedfoward mapping of existing orthographic-semantic regularities. Preliminary work on a more dynamic and neurally-plausible model meant to better capture emerging morphological processing effects is described. [This paper was published in: "Proceedings of the Annual Meeting of the Cognitive Science Society," 2020, pp. 1802-1808.]

The problem of this conference panel was to determine the interaction between the structural properties of text and the cognitive processes involved in comprehension. This panel report contains sections on the organization of the message in the communication system, the information readers derive from a message and how well they derive it, the process of going from sound (or print) to meaning, knowledge growth and use, and bilingualism. The last section consists of models of the process of extracting meaning from discourse, including models of language understanding and computer models of language acquisition. Lists of priorities and recommendations and of references are included. (JM)

The study was designed to describe the basis of a potential mathematics learning theory founded on the relationship between language and thinking, to relate the subjects' overt verbalization and performance after they had been taught a mathematical structure, to relate overt verbalization and the number of discovered rules, and to examine the strategies used. Forty girls, 11-12 years old, were randomly assigned to one of four instructional situations: (1) subjects talk aloud while doing mathematical activities and then are silent, (2) subjects are silent while doing the activities and afterwards answer questions and explain findings, (3) subjects verbalize both during and after the activities, and (4) subjects do not verbalize either during or after the activities. A machine wired to embody the Klein-Four Group structure was used as a manipulative aid. Among the results found were: (1) subjects performed better, retained more and discovered more rules when they were silent while doing the activities and afterwards answered questions and explained findings; (2) there was significant interaction between learning and questioning; (3) the subjects' overt verbalization during questioning did not accelerate learning; and (4) the nature of the rule and the number of discovered rules influenced performance. (Author/DT)

THIS DOCUMENT COMPRISES REPORTS ON TWO TECHNIQUES USED IN SIX EXPERIMENTS DESIGNED TO ASSESS THE SYNTACTIC AND SEMANTIC PROCESSING OF AUDITORY, LINGUISTIC INPUTS. PAST RESEARCH HAS DEVELOPED THE "PROBE-LATENCY TECHNIQUE," THE FIRST OF THE TWO TECHNIQUES USED IN THIS RESEARCH, FOR ASSESSING THE STRUCTURE OF LINGUISTIC INPUTS. RESULTS TO DATE INDICATE THAT THE PROBE-LATENCY STRUCTURE IS PRIMARILY A FUNCTION OF SYNTACTIC RELATIONS IN THE INPUT, AND IS RELATIVELY INDEPENDENT OF SEMANTIC CHARACTERISTICS OF THE STIMULUS MATERIAL. THE "QUESTION TECHNIQUE," THE SECOND OPERATIONAL METHOD USED, WAS DEVELOPED AS AN APPROACH TO SEMANTIC PROCESSING. THE RESULTS OF THIS STUDY (USING BOTH THESE TECHNIQUES) INDICATE THAT THE QUESTION TECHNIQUE HAS PROMISE AS AN APPROACH TO SEMANTIC PROCESSES. THE STUDY ALSO GIVES FURTHER CONFIRMATION TO THE INDEPENDENCE OF SEMANTIC FROM SYNTACTIC PROCESSES. (AUTHOR/AMM)

THIS DOCUMENT COMPRISES REPORTS ON TWO TECHNIQUES USED IN SIX EXPERIMENTS DESIGNED TO ASSESS THE SYNTACTIC AND SEMANTIC PROCESSING OF AUDITORY, LINGUISTIC INPUTS. PAST RESEARCH HAS DEVELOPED THE "PROBE-LATENCY TECHNIQUE," THE FIRST OF THE TWO TECHNIQUES USED IN THIS RESEARCH, FOR ASSESSING THE STRUCTURE OF LINGUISTIC INPUTS. RESULTS TO DATE INDICATE THAT THE PROBE-LATENCY STRUCTURE IS PRIMARILY A FUNCTION OF SYNTACTIC RELATIONS IN THE INPUT, AND IS RELATIVELY INDEPENDENT OF SEMANTIC CHARACTERISTICS OF THE STIMULUS MATERIAL. THE "QUESTION TECHNIQUE," THE SECOND OPERATIONAL METHOD USED, WAS DEVELOPED AS AN APPROACH TO SEMANTIC PROCESSING. THE RESULTS OF THIS STUDY (USING BOTH THESE TECHNIQUES) INDICATE THAT THE QUESTION TECHNIQUE HAS PROMISE AS AN APPROACH TO SEMANTIC PROCESSES. THE STUDY ALSO GIVES FURTHER CONFIRMATION TO THE INDEPENDENCE OF SEMANTIC FROM SYNTACTIC PROCESSES. (AUTHOR/AMM)

The grammatical use of space for referential strategies such as spatial modification and role shift is attested across many sign languages (e.g., Engberg-Pedersen 1993; Liddell 2003). However, in some sign languages like Kata Kolok (rural sign language used in the North of Bali) and Al-Sayyid Bedouin Sign Language(rural sign language used in southern Israel) these strategies have not developed (de Vos 2012, Padden et al. 2010). One reason put forward as to why sign languages have not developed spatial strategies is rooted in the time-depth hypothesis, suggesting that these languages are not old enough yet for these strategies to have arisen (Sandler et al. 2005). Yet, while Kata Kolok and Al-Sayyid Bedouin Sign Language are younger compared to, for example, American or British Sign Language they vastly differ in age, moreover, another “young” Nicaraguan Sign Language developed spatial strategies early on in its emergence (Senghas et al. 1997). Furthermore, Motamedi et al. (2021) found that when they asked hearing participants to communicate using only gestures, they also produced spatial strategies to distinguish arguments. The experiment simulated intergenerational transmission using an iterated learning design with five generations which makes the artificial mini sign languages developed in the lab younger still than Nicaraguan Sign Language. Thus, on its own, the time-depth hypothesis seems an unsatisfactory explanation as to why some sign languages lack anaphoric uses of space. The aim of the current study is to investigate another possible explanation - the gestural origin hypothesis. The gestural origin hypothesis suggests that typological differences like the presence or absence of spatial modification could be rooted in the surrounding co-speech gesture system (Nyst 2019). In order to explore this, the study at hand will replicate the study conducted by Motamedi et al. (2021) (https://osf.io/hp5md/) in the Netherlands and in Bali. Following the gestural origin hypothesis, Dutch participants are expected to develop strategies similar to English-speaking participants in Motamedi et al. (2021) as Dutch and English have similar co-speech gesture systems. The Balinese co-speech gesture system, on the other hand, is different from most Western ones. Especially relevant to this study, it uses a geocentric rather than an egocentric pointing system (Wassman & Dasen 2006). Kata Kolok shares this canonical use of geocentric pointing with the Balinese co-speech gesture system and does not allow for spatial modification either. Thus, if the surrounding co-speech gesture system is relevant to the development of referential strategies, then hearing Balinese participants should produce strategies different from the participants in the English and the Dutch experiments and might serve as an indication to why Kata Kolok has not developed certain spatial strategies.

The grammatical use of space for referential strategies such as spatial modification and role shift is attested across many sign languages (e.g., Engberg-Pedersen 1993; Liddell 2003). However, in some sign languages like Kata Kolok (rural sign language used in the North of Bali) and Al-Sayyid Bedouin Sign Language(rural sign language used in southern Israel) these strategies have not developed (de Vos 2012, Padden et al. 2010). One reason put forward as to why sign languages have not developed spatial strategies is rooted in the time-depth hypothesis, suggesting that these languages are not old enough yet for these strategies to have arisen (Sandler et al. 2005). Yet, while Kata Kolok and Al-Sayyid Bedouin Sign Language are younger compared to, for example, American or British Sign Language they vastly differ in age, moreover, another “young” Nicaraguan Sign Language developed spatial strategies early on in its emergence (Senghas et al. 1997). Furthermore, Motamedi et al. (2021) found that when they asked hearing participants to communicate using only gestures, they also produced spatial strategies to distinguish arguments. The experiment simulated intergenerational transmission using an iterated learning design with five generations which makes the artificial mini sign languages developed in the lab younger still than Nicaraguan Sign Language. Thus, on its own, the time-depth hypothesis seems an unsatisfactory explanation as to why some sign languages lack anaphoric uses of space. The aim of the current study is to investigate another possible explanation - the gestural origin hypothesis. The gestural origin hypothesis suggests that typological differences like the presence or absence of spatial modification could be rooted in the surrounding co-speech gesture system (Nyst 2019). In order to explore this, the study at hand will replicate the study conducted by Motamedi et al. (2021) (https://osf.io/hp5md/) in the Netherlands and in Bali. Following the gestural origin hypothesis, Dutch participants are expected to develop strategies similar to English-speaking participants in Motamedi et al. (2021) as Dutch and English have similar co-speech gesture systems. The Balinese co-speech gesture system, on the other hand, is different from most Western ones. Especially relevant to this study, it uses a geocentric rather than an egocentric pointing system (Wassman & Dasen 2006). Kata Kolok shares this canonical use of geocentric pointing with the Balinese co-speech gesture system and does not allow for spatial modification either. Thus, if the surrounding co-speech gesture system is relevant to the development of referential strategies, then hearing Balinese participants should produce strategies different from the participants in the English and the Dutch experiments and might serve as an indication to why Kata Kolok has not developed certain spatial strategies.

The grammatical use of space for referential strategies such as spatial modification and role shift is attested across many sign languages (e.g., Engberg-Pedersen 1993; Liddell 2003). However, in some sign languages like Kata Kolok (rural sign language used in the North of Bali) and Al-Sayyid Bedouin Sign Language(rural sign language used in southern Israel) these strategies have not developed (de Vos 2012, Padden et al. 2010). One reason put forward as to why sign languages have not developed spatial strategies is rooted in the time-depth hypothesis, suggesting that these languages are not old enough yet for these strategies to have arisen (Sandler et al. 2005). Yet, while Kata Kolok and Al-Sayyid Bedouin Sign Language are younger compared to, for example, American or British Sign Language they vastly differ in age, moreover, another “young” Nicaraguan Sign Language developed spatial strategies early on in its emergence (Senghas et al. 1997). Furthermore, Motamedi et al. (2021) found that when they asked hearing participants to communicate using only gestures, they also produced spatial strategies to distinguish arguments. The experiment simulated intergenerational transmission using an iterated learning design with five generations which makes the artificial mini sign languages developed in the lab younger still than Nicaraguan Sign Language. Thus, on its own, the time-depth hypothesis seems an unsatisfactory explanation as to why some sign languages lack anaphoric uses of space. The aim of the current study is to investigate another possible explanation - the gestural origin hypothesis. The gestural origin hypothesis suggests that typological differences like the presence or absence of spatial modification could be rooted in the surrounding co-speech gesture system (Nyst 2019). In order to explore this, the study at hand will replicate the study conducted by Motamedi et al. (2021) (https://osf.io/hp5md/) in the Netherlands and in Bali. Following the gestural origin hypothesis, Dutch participants are expected to develop strategies similar to English-speaking participants in Motamedi et al. (2021) as Dutch and English have similar co-speech gesture systems. The Balinese co-speech gesture system, on the other hand, is different from most Western ones. Especially relevant to this study, it uses a geocentric rather than an egocentric pointing system (Wassman & Dasen 2006). Kata Kolok shares this canonical use of geocentric pointing with the Balinese co-speech gesture system and does not allow for spatial modification either. Thus, if the surrounding co-speech gesture system is relevant to the development of referential strategies, then hearing Balinese participants should produce strategies different from the participants in the English and the Dutch experiments and might serve as an indication to why Kata Kolok has not developed certain spatial strategies.

274 p. 19 cm

274 p. 19 cm

274 p. 19 cm

274 p. 19 cm

Ephemerality—an aesthetic value grounded in the Buddhism notion of impermanence—constitutes a mixed emotional experience in which negative appraisals of endings or short-lived phenomena are interwoven with a positive appreciation of beauty. Although mixed emotions have been linked to eudaimonic well-being, the psychological structure and affective dynamics of ephemerality and relationship among ephemeral experience and other psychological concepts including well-being remain unexplored. We propose that the unique emotional mode of finding beauty within finitude and fragility may foster meaning-making in the face of limitations, the core process of eudaimonic well-being, We also hypothesize that individuals with a broader time-scale perspective are more likely to interpret ephemeral objects or phenomena not solely as sources of loss, but as meaningful and even beautiful experiences. This may be explained by the fact that thinking across a wider time scale allows for more abstract and emotionally complex processing of experience, thereby enabling individuals to reinterpret seemingly negative aspects—such as impermanence and fragility—within a broader temporal context in a more positive and meaningful light. A longer time horizon may promote higher-level construal and emotionally complex appraisals, allowing ephemeral experiences to be reframed within larger life narratives. This reinterpretation may facilitate the integration of impermanence into a more positive and meaningful worldview. The present preregistered study therefore aims to (a) elucidate the conceptual structure, eliciting conditions, and co-occurring emotions of ephemerality through Structural Topic Modelling (STM); (b) examine whether ephemerality is conceptually and emotionally distinct from beauty and (c) examine how time-scale perspective, well-being and pro-environmental orientations are associated with their perceptions of ephemerality. We will recruit 350 native Japanese speakers via CrowdWorks platform and administer an online questionnaire on Qualtrics. Participants will first provide open-ended descriptions of situations or objects they perceive as ephemeral or beautiful, together with the emotions and thoughts those perceptions evoke. Following the free response section, participants will then complete a set of psychological scales: the Japanese versions of the Impermanence Awareness and Acceptance Scale (IMAAS-J; Goda & Nomura, 2025), Meaning in Life Questionnaire (MLQ; Steger et al., 2006), Mindful Attention Awareness Scale (MAAS; Fujino et al., 2015), Death Attitude Profile-Revised (DAP-R; Kumabe, 2006), Connectedness to Nature Scale (CNS; Mayer & Frantz, 2004), New Ecological Paradigm Scale (NEP; Dunlap et al., 2000), the Mental Health Continuum–Short Form (MHC-SF; Keyes, 2002), Zimbardo Time Perspective Inventory-Short (ZTPI Short; Klicperova et al. 2015) and Brief Resilience Scale (BRS; Smith et al., 2008). In addition, IMAAS-J, MLQ, MAAS, MHC-SF, and DAP-R will be administered to examine their associations with the extracted topics. As these scales have been shown to be positively associated with well-being, it is expected that participants with higher scores on these measures will be more likely to generate positive topics in their free-response descriptions on ephemerality.

Book digitized by Google from the library of Oxford University and uploaded to the Internet Archive by user tpb.

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Imperfect: p. 193-194 wanting