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PubMed1989

Methodological problems in cross-cultural studies of linguistic relativity.

Bloom (1981) tested a weak version of the linguistic relativity hypothesis (i.e., "Language affects thinking though it does not determine thinking") in a series of cross-cultural experiments. According to Bloom, Chinese lacks two linguistic devices that are present in English and supposed to be critical in performing theoretical thinking. It was found that the Chinese subjects were outperformed by American counterparts in all the tests designed to assess the ability of theoretical thinking. The results were taken as evidence for the weak version of the linguistic relativity hypothesis. A methodological consideration has revealed, however, that all of his experiments except one are uninterpretable because of the lack of necessary control conditions. In addition, three experiments in the present study have demonstrated that the findings in Bloom's sole interpretable experiment were artifacts due to a methodological flaw. Further theoretical considerations reveal the inadequacy of Bloom's basic methodology and the limitation in the effects of linguistic relativity that may be possible at least theoretically.

China↗
PubMed2004

Selective processing of linguistic and pictorial food stimuli in females with anorexia and bulimia nervosa.

PURPOSE: This study investigated subjects with eating disorders' selective attention to linguistic and pictorial representations of food stimuli in a version of the Stroop color-naming task. If subjects with eating disorders' attention really are biased by food stimuli, one would expect equally delayed color-naming latencies to food pictures as previous studies have found to food words. METHOD: Twenty females with eating disorders (anorexia nervosa, bulimia nervosa, or a combination of both) and 24 female controls identified the color of Stroop versions of linguistic and pictorial representations of color, food, emotional, and neutral stimuli. RESULTS: The eating disorder group was slower than the controls in identifying the color of all words (including the food words) and the pictures depicting food stimuli (but not any of the other pictures). The eating disorder group was also slower in identifying the color of both food and emotional than neutral stimuli, both for the linguistic and pictorial stimuli. CONCLUSION: These findings indicate that females with bulimia and anorexia nervosa's biased attention to food stimuli are not restricted to linguistic representations. The delayed responses to the emotional words and pictures suggest that processing of negative emotional stimuli, in addition to dysfunctional concerns about stimuli related to food and eating, is important in the maintenance of eating disorders.

Adolescent↗
PubMed2006

Learning in context: linguistic and attentional constraints on children's color term learning.

Three experiments investigated whether linguistic and/or attentional constraints might account for preschoolers' difficulties when learning color terms. Task structure and demands were equated across experiments, and both speed and degree of learning were compared. In Experiment 1, 3-year-olds who were matched on vocabulary score were taught new secondary color terms by corrective, semantic, or referential linguistic contrast. Corrective contrast produced more rapid and more extensive learning than did either semantic or referential contrast, supporting the hypothesis that targeted linguistic feedback facilitates learning. Experiment 2 replicated and extended the first experiment with Italian children and found cross-cultural differences in the amount learned about colors named differently in the two languages. In Experiment 3, some of the children were introduced to the new terms within a context of enhanced perceptual salience. These children learned as fast and performed as accurately as those given corrective linguistic feedback in Experiment 1.

Attention↗
PubMed2004

Linguistic deficits following left selective amygdalohippocampectomy: a prospective study.

Language deficits in 10 patients with medically intractable left-sided temporal lobe epilepsy prior to and following selective amygdalohippocampectomy are described. Preoperatively, a pattern of minor linguistic deficits was observed in three patients; isolated minor naming deficits were detectable in one additional patient. Three months after surgery, six patients' linguistic functions were unchanged, whereas in four patients, a significant decline in linguistic functions could be observed. All four patients revealed a very similar language syndrome characterized by reduced language comprehension and fluency, well-articulated speech, frequent word-finding difficulties, circumlocutions, and semantic paraphasias in the absence of any phonological disorder. These deficits remained stable during the 12-month follow-up period. However, magnetic resonance imaging did not show any neocortical lesions outside the resection area. Possible explanations for these findings include neuronal cell loss and deafferentiation in cortical areas, disruption of the basal temporal language area pathways, reorganization of the language network in chronic temporal lobe epilepsy, and neocortical lesions due to the surgical intervention. Furthermore, correlations between linguistic and demographic data for our patients suggest that patients older at epilepsy onset are at greater risk for developing postoperative language deficits.

Adult↗
PubMed2001

Spatial language and spatial representation: a cross-linguistic comparison.

We examined the relationship between spatial language and spatial memory by comparing native English, Japanese, and Korean speakers' naming of spatial locations and their spatial memory for the same set of locations. We focused on two kinds of spatial organization: axial structure of the reference object, and contact/support with respect to its surface. The results of two language (naming) tasks showed similar organization across the three language groups in terms of axial structure, but differences in organization in terms of contact/support. In contrast, the results of two memory tasks were the same across language groups for both axial structure and contact/support. Moreover, the relationship between spatial language and spatial memory in the two sets of tasks did not show a straightforward isomorphism between the two systems. We conclude that spatial language and spatial memory engage the same kinds of spatial properties, suggesting similarity in the foundations of the two systems. However, the two systems appear to be partially independent: the preservation of particular spatial properties was not mandatory across languages, nor across memory tasks, and cross-linguistic differences in spatial language did not lead to differences in the non-linguistic encoding of location. We speculate that the similarity in linguistic and non-linguistic representations of space may emerge as a functional consequence of negotiating the spatial world.

Analysis of Variance↗
PubMed1999

Visual temporal asymmetries are related to asymmetries in linguistic perception.

There are numerous recent reports of low-level temporal asymmetries favouring the left hemisphere, and increasing speculation that the left hemisphere's relative superiority at linguistic processing may be related to these asymmetries. The present study sought to test this claim by assessing linguistic lateralization with the Fused Dichotic Words Test and visual temporal asymmetries with a lateralized version of an inspection-time test in a sample of 40 participants balanced for sex and handedness. We found evidence for a significant right-visual-field (left-hemisphere) advantage for accuracy on the inspection-time task, F(1,36)=4.38, P = 0.043, and this asymmetry was significantly correlated with laterality scores on the linguistic dichotic-listening task, r = 0.306, P < 0.028 before disattenuation, and r = 0.486 after disattenuation. This result supports the position that low-level temporal asymmetries are related to asymmetries in linguistic processing.

Adult↗
PubMed1995

Memory for novel and familiar spatial and linguistic temporal distance information in hypoxic subjects.

Hypoxia is known to cause damage to the hippocampus as well as memory impairments in humans. Subjects who have experienced a hypoxic episode and age-, gender-, and education-matched control subjects were tested for memory for spatial and linguistic temporal distance information using sentences and spatial locations. Each test contained a familiar component based on information that is meaningful and is thought to be stored as part of the knowledge system (prior knowledge) as well as a novel component based on new information. Subjects were presented a list of eight-word sentences or eight spatial locations (Xs) on a grid on a Macintosh computer and tested for memory for temporal distances. Temporal distance is defined as the number of items that occur between the two test items, in the study phase. Compared to control subjects, hypoxic subjects were impaired across all temporal distances on the novel spatial and linguistic tasks. As the temporal distance increased, hypoxic subjects showed some improvement in memory performance. In addition, memory of familiar temporal distance information was also assessed. Hypoxic subjects were impaired, compared to control subjects, for familiar temporal distance information. For hypoxic subjects there was a proportionally greater impairment for novel compared to familiar spatial and linguistic temporal distance information. There was a significant difference in their performance on the familiar temporal distance tasks compared to their performance on the novel tasks. Prior knowledge appears to attenuate the deficits seen in the familiar temporal distance tasks. It appears that hypoxia may cause more selective damage to the hippocampus and this damage is sufficient to produce profound memory impairments for primarily novel and less severe memory impairments for familiar spatial and linguistic temporal distance information.

Adult↗
PubMed2000

How do we communicate stereotypes? Linguistic bases and inferential consequences.

The linguistic expectancy bias is defined as the tendency to describe expectancy-consistent information at a higher level of abstraction than expectancy-inconsistent information. The communicative consequences of this bias were examined in 3 experiments. Analyses of judgments that recipients made on the basis of linguistically biased information generated by transmitters indicated that behavior in expectancy-consistent messages was attributed more to dispositional and less to situational factors than behavior in expectancy-inconsistent messages. Moreover, this effect was mediated by the level of linguistic abstraction of the messages. These findings provide direct evidence for the hypothesis that recipients are sensitive to variations in linguistic abstraction in spontaneous language use because of stereotypes. Results are discussed with respect to the interpersonal aspects of stereotyping.

Adult↗
PubMed1990

Linguistic humor comprehension of normal and language-impaired adolescents.

The purpose of this study was to compare the ability of normally achieving and language-impaired adolescents to comprehend linguistic humor in a decontextualized situation. A classification scheme was used to describe 10 elements of linguistic humor. Riddles, jokes, and puns used as stimulus materials were classified and placed into one of the 10 linguistic categories. The categories were arranged according to the lexical, phonological, morphological, or syntactic element on which each humor item could be based. The two groups of subjects were 12 normally achieving and 12 language-impaired high school students from Grades 9-12. As expected, the language-impaired group had significantly poorer comprehension of the humor elements than the normally achieving group. Especially poor were their ability to grasp the nature of multimeaning words and their ability to segment and redefine phonological strings. The use of this classification scheme for developing strategies for assessment and intervention activities that involve linguistic-based humor is discussed.

Adolescent↗
PubMed1982

The ontogenesis of agent: linguistic expression.

Three children were followed longitudinally for 12 months, between their 11th and 22nd months of life, to document their development of the linguistic expression of the agent concept. The children were observed approximately once a month in play and structured activities designed to elicit nonverbal and linguistic behaviors indicative of the children's awareness of the agent concept. This study describes how the linguistic behaviors (i.e., vocalizations, single-word utterances, and multiword utterances) were paired with emerging nonverbal agentive behaviors over the 12-month period. The children's first vocalizations were consistently paired with directive nonverbal agentive behaviors. With the emergence of the mature cognitive notion of agent, the children produced single-word utterances coding the agent in agent-action-recipient events. And finally, for two of the children, multiword utterances coding two aspects of agent-action-recipient events were produced. The evolution of paired nonverbal agentive behaviors and different utterance types has provided evidence supporting the linguistic expression of an underlying cognitive notion.

Age Factors↗
PubMed1992

Linguistic trade-offs in school-age children with and without language disorders.

Factors influencing the occurrence of trade-off effects among linguistic components were examined. Several linguistic measures were used to represent syntactic and phonological production in order to determine whether interrelationship patterns would vary across measures. Linguistic interactions present in imitated speech were compared to those from spontaneous speech. Group effects were explored by comparing data from children with language-learning disabilities, children with reading disabilities, and normally developing children. Results indicated trade-offs between some linguistic measures and positive relationships among others. More trade-offs were present in imitated speech than in spontaneous utterances. In general, interrelationship patterns were similar across groups. Interpretation of these results in reference to current models of sentence production is offered.

Child↗
PubMed1975

Linguistic nonimmediacy and self-presentation.

It has been previously shown that Ss accurately infer communicators' levels of negative effect on the basis of communicators' levels of linguistic nonimmediacy (the degree of verbal indirectness with which a communicator refers to himself or to that about which he communicates). It was hypothesized that Ss would also rely on communicators' levels of linguistic nonimmediacy for impression formation, specifically that Ss would perceive communicators using lower levels of linguistic nonimmediacy as more authoritative and as having a more positive character than communicators using higher levels of linguistic nonimmediacy. The hypothesis was partially confirmed in a study of 12 college students who rated samples of student speeches by means of McCroskey's impression formation instrument for public speakers. The results were discussed in terms of the role of language in self-presentation and the role of interpretative procedures in social interaction.

Adolescent↗
PubMed1999

Speech and language skills in children who required neonatal intensive care. II. Linguistic skills at 6 1/2 years of age.

Linguistic skills at 6 1/2 y of age were examined in a cohort of 284 children requiring neonatal intensive care (NIC) and in 40 controls. Ten linguistic areas were assessed. The results are presented for gestational age groups. The 10th percentile score of the controls was identified in each linguistic area. Seventy percent of the controls and <27% of the NIC children had no score lower than the 10th percentile score. Scores lower than the 10th percentile score were more common in NIC children born at term or at 23-31 wk, and within the latter group in those born at 28-31 wk, than in those born at 32-36 wk gestational age. The linguistic areas of auditory discrimination, imitation of articulatory positions and imitation of sentences were most frequently affected. NIC children born at 32-36 wk performed better in the last two areas than those born at <32 wk. To be a twin and born at 28-31 wk was associated with an increased risk of having more than five scores lower than the 10th percentile score of the controls.

Age Factors↗
PubMedDate not supplied

Preferred communication modes: prelinguistic and linguistic communication in non-speaking preschool children with cerebral palsy.

Seven non-speaking preschool children with severe cerebral palsy, 5-7 years of age, were studied with respect to the amount of prelinguistic versus linguistic modes of communication used in communicative interaction with a previously unknown adult. An attempt was also made to analyse this in relation to the childrens' physical, cognitive and linguistic capacities. No significant correlations were found, however. Given that all participants had reached preschool age and were of normal intelligence, the amount of linguistic communication used (12%) was much less than could be expected. Explanations for the results were suggested, including limited interaction possibilities with the environment due to motor dysfunction, which in turn might prevent development of linguistic skills necessary to take part in more complex communicative interaction later in life.

Cerebral Palsy↗
PubMed2002

Sequence complexity profiles of prokaryotic genomic sequences: a fast algorithm for calculating linguistic complexity.

MOTIVATION: One of the major features of genomic DNA sequences, distinguishing them from texts in most spoken or artificial languages, is their high repetitiveness. Variation in the repetitiveness of genomic texts reflects the presence and density of different biologically important messages. Thus, deviation from an expected number of repeats in both directions indicates a possible presence of a biological signal. Linguistic complexity corresponds to repetitiveness of a genomic text, and potential regulatory sites may be discovered through construction of typical patterns of complexity distribution. RESULTS: We developed software for fast calculation of linguistic sequence complexity of DNA sequences. Our program utilizes suffix trees to compute the number of subwords present in genomic sequences, thereby allowing calculation of linguistic complexity in time linear in genome size. The measure of linguistic complexity was applied to the complete genome of Haemophilus influenzae. Maps of complexity along the entire genome were obtained using sliding windows of 40, 100, and 2000 nucleotides. This approach provided an efficient way to detect simple sequence repeats in this genome. In addition, local profiles of complexity distribution around the starts of translation were constructed for 21 complete prokaryotic genomes. We hypothesize that complexity profiles correspond to evolutionary relationships between organisms. We found principal differences in profiles of the GC-rich and other (non-GC-rich) genomes. We also found characteristic differences in profiles of AT genomes, which probably reflect individual species variations in translational regulation. AVAILABILITY: The program is available upon request from Alexander Bolshoy or at http://csweb.haifa.ac.il/library/#complex.

Algorithms↗
PubMed1991

Caregiver report of prevalence and appearance order of linguistic symptoms in Alzheimer's patients.

We interviewed primary caregivers of 99 Alzheimer's disease patients about the existence and appearance order of linguistic symptoms in a longitudinal study of disease effects on communication. The most prevalent linguistic symptom was difficulty finding the correct word and the least prevalent was increased talkativeness. The prevalence of linguistic symptoms was strongly correlated with order of symptom appearance, with difficulty writing a meaningful letter appearing first and word finding difficulty appearing second. Based on caregiver perceptions, symptom prevalence and order of appearance are specified and discussed in relation to onset of nonlinguistic memory deficit, dementia severity, and performance on a linguistic communication test battery.

Adult↗
PubMed2005

Maternal responsiveness and infant intentional communication: implications for the early communicative and linguistic development.

BACKGROUND: Maternal responsiveness has been found to have an important role in early language acquisition. From early on, children can also be regarded as active participants in interaction who demonstrate increasing competence in conveying messages to their interactive partners. Hence, in order to demonstrate consistent effects of maternal responses, it is important to take into account individual differences among children. In the present study, the relation between the frequencies of maternal responses and infant intentional communicative acts as well as their predictive validity to subsequent early communicative and linguistic skills was examined. METHODS: The participants were 27 Finnish-speaking mothers and their healthy firstborn infants. Maternal and infant interactive behaviour was analysed from 20-min samples of free play collected during home visits at the infants' age of 10 months. At 12 months the children were assessed for their communicative and linguistic skills by using the Finnish version of the MacArthur Communicative Development Inventories and the Communication and Symbolic Behaviour Scales. RESULTS: The frequencies of maternal responses and infant intentional communicative acts were not intercorrelated. As for subsequent communicative and linguistic skills, the results of regression analyses indicated that both maternal responsiveness and infant intentional communication predict early comprehensive skills, whereas expressive skills--the use of both verbal and gestural communicative means--are predicted only by infant intentional communication. CONCLUSION: The results of the present study suggest that maternal responsiveness during the prelinguistic stage is not necessarily dependent on children's communicative competence. As predictors of early communicative and linguistic skills, both maternal responsiveness and infant intentional communication make a distinctive contribution.

Cognition↗
PubMed1997

A cross-cultural study of colour grouping: evidence for weak linguistic relativity.

We report a cross-cultural study of colour grouping carried out as a test of the Sapir-Whorf hypothesis (linguistic relativity theory). Speakers of English, Russian and Setswana-languages that differ in their number of basic colour terms, and in how the blue-green region is categorized--were compared on a colour sorting task. Informants sorted a representative set of 65 colours into groups so that members of the groups looked similar to each other, with no restriction on the number of groups formed. If linguistic relativity theory is true, then there should be reliable differences between the three samples in the composition of the groups they formed associated with the differing positions of colour category boundaries in the languages. The most striking feature of the results, inconsistent with linguistic relativity theory, was the similarity amongst the patterns of choice of the three samples. However, there were also significant differences amongst the samples. Setswana speakers (who have a single basic term for BLUE or GREEN) were more likely to group BLUE colours with GREEN colours than either English or Russian speakers. But Russian speakers (who have two basic colour terms for BLUE) were no more likely than English speakers to group light and dark BLUE separately. In addition there were general structural differences in grouping among the samples: they differed in the level of consensus in grouping, the number of groups formed and in the distribution of the number of colours placed in a group. These structural differences may reflect differences in the availability and salience of the colour categories across the languages. Our data support perceptual universalism modulated by weaker linguistic effects.

Adult↗