Applied Psycholinguistics publishes original research papers on the psychological processes involved in language. It examines language development , language use and language disorders in adults and children with a particular emphasis on cross-language studies. The journal gathers together the best work from a variety of disciplines including linguistics, psychology, reading, education, language learning, speech and hearing, and neurology. In addition to research reports, theoretical reviews will be considered for publication as will keynote articles and commentaries.

Applied Psycholinguistics publishes original research papers on the psychological processes involved in language. It explores language development, language use, and language disorders in both adults and children, with a particular emphasis on cross-language studies. The journal brings together outstanding work from various disciplines, including linguistics, psychology, reading, education, language learning, speech and hearing, and neurology. In addition to research reports, theoretical reviews, keynote articles, and commentaries will also be considered for publication.

《Applied Psycholinguistics》期刊发表关于语言心理过程的原创研究论文。它研究成人和儿童的语言发展、语言使用和语言障碍，特别强调跨语言研究。该期刊汇集了来自语言学、心理学、阅读、教育、语言学习、言语与听力以及神经科学等多个学科的优秀研究成果。除了研究报告外，理论评述、主题文章和评论也将被考虑发表。

Applied Psycholinguistics

ABSTRACT Two experiments focus on Thai tone perception by native speakers of tone languages (Thai, Cantonese, and Mandarin), a pitch–accent (Swedish), and a nontonal (English) language. In Experiment 1, there was better auditory-only and auditory–visual discrimination by tone and pitch–accent language speakers than by nontone language speakers. Conversely and counterintuitively, there was better visual-only discrimination by nontone language speakers than tone and pitch–accent language speakers. Nevertheless, visual augmentation of auditory tone perception in noise was evident for all five language groups. In Experiment 2, involving discrimination in three fundamental frequency equivalent auditory contexts, tone and pitch–accent language participants showed equivalent discrimination for normal Thai speech, filtered speech, and violin sounds. In contrast, nontone language listeners had significantly better discrimination for violin sounds than filtered speech and in turn speech. Together the results show that tone perception is determined by both auditory and visual information, by acoustic and linguistic contexts, and by universal and experiential factors.

DENIS BURNHAM

BENJAWAN KASISOPA

AMANDA REID

SUDAPORN LUKSANEEYANAWIN

FRANCISCO LACERDA

VIRGINIA ATTINA

NAN XU RATTANASONE

IRIS-CORINNA SCHWARZ

DIANE WEBSTER

Universality and language-specific experience in the perception of lexical tone and pitch

词汇声调和音高的感知中的普遍性与语言特异性经验

The core idea that we argued for in the target article was that grammatical processing in a second language (L2) is fundamentally different from grammatical processing in one's native (first) language (L1). Our major source of evidence for this claim comes from experimental psycholinguistic studies investigating morphological and syntactic processing in child and adult native speakers, and nonnative speakers who acquired their L2 after childhood and for whom their L1 is the dominant language. With respect to child L1 processing, we argued for a continuity of parsing hypothesis claiming that the child's structural parser is basically the same as that of mature speakers and does not change over time. Adult L2 learners, in contrast, were seen to underuse syntactic information during sentence processing and to rely more on lexical–semantic cues to interpretation. To account for the observed L1/L2 differences in processing, we proposed the shallow structure hypothesis (SSH) according to which the representations adult L2 learners compute during processing contain less syntactic detail than those of child and adult native speakers.

Harald Clahsen

Claudia Felser

Continuity and shallow structures in language processing

语言加工中的连续性和浅层结构

ABSTRACT Definitions that children provide can be a valuable measure of their syntax, and specifically, of their ability to produce relative clauses. This research explored the acquisition of subject, object, and indirect object relative clauses in 121 Hebrew-speaking children aged 3 years, 5 months to 8 years, 6 months (3;5–8;6). The children were asked to define 14 nouns, and their responses were collected and analyzed for various syntactic aspects. The main results were that children started using relative clauses in their definitions at age 3;8, and their use of relative clause increased consistently until they were 6 years old. Retesting 38 of the 6-year-olds at age 8;6 indicated no differences in several syntactic measures between their production of relative clauses at age 6 and 8;6, suggesting that the ability to produce relative clauses stabilizes around age 6. The participants made almost no grammatical errors at any of the ages, probably because they avoided the use of relative clauses when they had not mastered them yet. In the early stages participants produced mainly headless relatives, and with age the use of a relative head increased. The acquisition of relative clauses was not related to the ability to embed or to the ability to use pronouns: these abilities existed already in the youngest age group and remained constant throughout the age groups.

NAAMA FRIEDMANN

DORIT ARAM

RAMA NOVOGRODSKY

Definitions as a window to the acquisition of relative clauses

定义作为理解关系从句习得过程的窗口

The current study investigated the comprehension of subject and object relative clauses (RCs) in bilingual Mandarin–English children (N= 55,Mage= 7 years, 5 months [7;5],SD= 1;8) and language-matched monolingual Mandarin-speaking children (N= 59,Mage= 5;4,SD= 0;7). The children completed a picture-referent selection task that tested their comprehension of subject and object RCs, and standardized assessments of vocabulary knowledge. Results showed a very similar pattern of responding in both groups. In comparison to past studies of Cantonese, the bilingual and monolingual children both showed a significant subject-over-object RC advantage. An error analysis suggested that the children’s difficulty with object RCs reflected the tendency to interpret the sentential subject as the head noun. A subsequent corpus analysis suggested that children’s difficulty with object RCs may be in part due to distributional information favoring subject RC analyses. Individual differences analyses suggested crosslinguistic transfer from English to Mandarin in the bilingual children at the individual but not the group level, with the results indicating that comparative English dominance makes children vulnerable to error.

Elaine Yee Ling Tsoi

Wenchun Yang

Angel Chan

Evan Kidd

Mandarin–English speaking bilingual and Mandarin speaking monolingual children’s comprehension of relative clauses

普通话-英语双语儿童与普通话单语儿童的定语从句理解

Abstract Previous studies show that even though monolingual children find subject relatives easier than object relatives, their comprehension of object relatives can be facilitated by morphological cues. Given that in heritage contexts functional morphology is a vulnerable domain, a question that needs to be addressed is whether bilingual children, who are heritage speakers of their L1, will also be able to use morphological cues to comprehend complex syntax. To contribute to this line of research, we focused on monolingual (N = 18; Mean Age: 11.43) and bilingual/first generation (N = 108; Mean Age: 11.98), Syrian Arabic-speaking children in Canada, and examined their ability to use gender morphology in their comprehension of relative clauses, while taking into consideration cognitive, environmental, and age-related variables. To this end, we used two offline sentence-picture matching tasks targeting relative clauses and gender (as encoded in SV agreement and object clitics). Results showed that, like monolingual children, first-generation, Arabic-speaking children living in Canada used morphological cues to comprehend complex syntax in their L1. Furthermore, even though there was an association between comprehension of gender agreement and comprehension of relative clauses, performance in gender agreement was higher than performance in relative clauses, suggesting that challenges with complex syntactic structures are not necessarily an epiphenomenon of a morphological deficit.

Evangelia Daskalaki

Adriana Soto-Corominas

Aisha Barisé

Johanne Paradis

Xi Chen

Alexandra Gottardo

The interplay between syntactic and morphological comprehension in heritage contexts: The case of relative clauses in heritage Syrian Arabic

遗产语境中句法与形态理解之间的相互作用：以叙利亚阿拉伯语中的关系从句为例

Abstract It is believed that the attentional engagement of language learners may reinforce deeper neuronal processing and promote later retrieval. To address language learners’ needs and facilitate language learning, we used audio-visual entertainment (AVE) and cranio-electro stimulation (CES), in addition to multisensory-based instruction, to modify attention and retention processes. Thus, we taught a set of words with the common procedure of audio-visual instruction to 32 English language learners in the control group, CES, and AVE sessions. However, they received five sensory involvements (i.e., auditory, visual, tactile, olfactory, and gustatory) for the target words in the multisensory session. Following each instruction, a pragmatic-Stroop task and a true/false test were conducted to examine the subjects’ attention and retention processes, respectively. Analyzing the response times acquired from the pragmatic-Stroop task, it was found that multisensory-based instruction led to quicker responses in comparison to the audio-visual method preceded by AVE and CES stimulations. The response accuracy results from the retention test also revealed that the subjects provided more accurate responses to the words taught during the multisensory session. The implication is that the enriched multisensory inputs can improve L2 learners’ mental agility and facilitate successful retention and retrieval of information after a short interval period.

Reza Pishghadam

Nasim Boustani

Johannes Gerwien

Shaghayegh Shayesteh

Taqi Al Abdwani

Audio-visual entrainment, cranio-electro stimulation, and sensory involvement: rival effects on attention and L2 vocabulary retention

视听同步刺激、颅电刺激与感官参与：对注意力及二语词汇记忆的竞争性影响

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Germán Grande

Vassiliki Diamanti

Athanassios Protopapas

Monica Melby-Lervåg

Arne Lervåg

The development of morphological awareness and vocabulary: What influences what? – CORRIGENDUM

形态意识与词汇发展的关系：何者影响何者？——更正声明

Abstract Mental state verbs (MSVs) describe people’s knowledge, thoughts, feelings and desires, and develop through early childhood. This study used a cross-sectional design and a parental questionnaire to describe the developmental process of MSV use by exploring different trajectories of semantic categories within MSVs. One-hundred-fourteen typically developing, Hebrew-speaking children, ages 1;6–10;0 participated in the study. Their parents completed a questionnaire developed for the current study, which contains MSVs from five semantic categories: desire, emotion, cognition, perception, and psychological, plus physical verbs as a control category. Among them, 58 children (ages 3;2–10;0 years) participated in a narrative task that prompted production of MSVs. Results showed scores increased with age from early childhood to elementary school, demonstrating prolonged development of using MSVs. A minor advantage for girls was found in the younger ages compared with boys. Both, boys and girls had different developmental trajectories for physical, physiological, and desire verbs compared with cognition and emotion verbs. The correlation found between the questionnaire scores and the narrative task supports the validity of the questionnaire for assessing MSV use in children. The results are explained by the complex syntactic structure and abstract meaning of MSVs.

Inbal Eilon

Rama Novogrodsky

The prolonged process of developing mental state verb use: evidence from a parental questionnaire

发展心理状态动词使用的长期过程：来自家长问卷的证据

Abstract How do children with developmental dyslexia process unattested or ill-formed phonological sequences in their native language? This question warrants attention because these children are primarily characterized by a phonological deficit. In this study, we support the hypothesis that intact phonological grammar allows segmenting and recognizing (pseudo)words through sensitivity to sonority markedness constraints. We administered a lexical decision task in silent reading to 21 French children with developmental dyslexia, comparing them with 21 chronological age-matched and 21 reading level-matched peers. Children were presented with words and pseudowords that either respected or transgressed syllable boundaries (⟨ar*gent⟩, money vs. ⟨a*rgent⟩ vs. ⟨arg*ent⟩). For pseudowords, we manipulated the sonority profiles of unattested intervocalic ⟨C 1 C 2 ⟩ clusters from unmarked, well-formed (⟨rj⟩ in ⟨yrjyde⟩; high-fall) to marked, ill-formed clusters (⟨vl⟩ in ⟨uvlyde⟩; high-rise). Results confirmed preferences for syllable segmentation in words (⟨ar*gent⟩ is preferred to ⟨a*rgent⟩ or ⟨arg*ent⟩) regardless of distributional properties. We found a sonority projection effect that illustrated a gradient-based preference for sonority markedness constraints with pseudowords. However, pseudowords conforming to expected sonority-based segmentation (⟨yr*jyde⟩ or ⟨u*vlyde⟩) were more difficult to reject, possibly due to interferences from lexical attestedness. We discuss a phonological deficit that does not stem from degraded language-specific or universal phonological representations.

Norbert Maïonchi-Pino

Élise Runge

A gradient-based preference for sonority markedness constraints in reading: evidence for intact phonological grammar in developmental dyslexia

基于梯度的响度标记性约束偏好研究：发展性阅读障碍中完好语音语法的证据

Abstract The present study examines whether age of second language acquisition, duration of exposure to that language, and chronological age determine vocabulary knowledge in 214 Russian–Hebrew bilinguals (ages 19–80, immigration ages 1–46, and exposure duration 7–63 years). Participants reported their language background and completed a multiple-choice vocabulary test in Hebrew, alongside other objective tests of Russian and Hebrew proficiency. While vocabulary scores were below age-matched norms for native Hebrew speakers, they were similar to those of younger native speakers matching in exposure duration. Raw vocabulary scores were similar whether participants immigrated up to age 15 or after that age, although results indicated a negative association between age of immigration and vocabulary scores. A positive association emerged between exposure duration and vocabulary scores, and when analyzing all measures together, age of immigration did not predict vocabulary scores, whereas exposure duration was its main determinant. We suggest that bilingualism itself does not cause a vocabulary gap, and that bilinguals’ vocabulary knowledge in their second language improves with exposure, as it does in native speakers throughout adulthood. The study emphasizes that learning a foreign language requires extensive exposure and that vocabulary learning is a lifelong process.

Dorit Segal

Gitit Kavé

Exposure duration is the main determinant of bilinguals’ vocabulary knowledge

暴露时长是双语者词汇知识的主要决定因素

Abbreviation	Appl. Psycholinguist.
Journal Impact	2.22
Quartiles(Global)	PSYCHOLOGY, EXPERIMENTAL(Q2)

ISSN	0142-7164, 1469-1817
h-index	101

Publication Information	Publisher: Cambridge University Press，Publishing cycle: ，Journal Type: journal，Open Access Journals: No
Basic data	Year of publication: 1980，Proportion of original research papers: 100.00%，Self Citation Rate:4.20%， Gold OA Rate: 57.74%

Applied Psycholinguistics

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