Backchannels (BCs; listener signals such as ‘mmhm’ or ‘okay’) are a ubiquitous and essential feature of spoken interaction. They are used by listeners predominantly to support the ongoing turn of their interlocutor and to signal understanding and agreement. Listeners seem to be highly sensitive to the exact realisations of BCs and to judge deviations from typical forms as negative. Very little is known about the use of BCs by speakers diagnosed with autism spectrum disorder (ASD). In dialogue recordings of 28 German adults in two groups of disposition-matched dyads (i.e., both interlocutors were either autistic or non-autistic), we found that the ASD group was characterised by (1) a lower rate of BCs per minute (particularly in the early stages of conversation), (2) less diversity in the lexical realisation of BCs and (3) a less diverse and flexible mapping of different intonation contours to different BC types. We interpret these results as reflecting more general characteristics of autistic as compared to non-autistic individuals, namely different strategies in signalling attention towards an interlocutor and less flexible behaviour in social interaction.

Words used to describe emotion are influenced by experience, context and culture; nevertheless, research studies often constrain participant response options. We explored the influence of response options on how people conceptualise emotion words in two cross-sectional studies. In Study 1 participants rated the degree to which a large set of emotion words (n = 497) fit five basic emotion categories – Happy, Sad, Angry, Fearful, Neutral. Twenty-four words that fit well within these categories were included in Study 2. In Study 2 response options were expanded to include two additional basic emotions (Disgust, Joy), and six complex emotions (Amusement, Anxiety, Contentment, Irritated, Pride, Relief). Only half of the Study 1 words were categorised into the same emotion categories in Study 2. An increase in diversity of ratings for both positive and negative valenced words suggested overlaps in people’s conceptualisations of emotion words. Results suggest potential benefits of providing research participants complex emotion categories of varying intensity, which may better reflect people’s nuanced conceptualisations of emotion. Future research exploring varied response options may provide further insight into how people categorise and differentiate emotion words.

The role of morphemes in lexical recognition has been extensively explored in recent years, although the evidence from older adults is extremely scarce. In this study, we carry out a lexical decision task to assess the interference generated by morphological composition of pseudo-words (i.e., the longer and more error prone decisions on pseudo-words made up of morphemes in comparison to pseudo-words without morphological appearance) in a group of young and older adults (mean = 74 years). The results show the expected effect on both response latencies and error rates for both groups. The effect of imageability is also significant. The specific results for the older adults show an interaction between the morphological effect and cognitive reserve: older adults with higher levels of cognitive reserve are more sensitive to morphological interference than older adults with lower cognitive reserve. The overall results are interpreted based on current models of morphological processing and aging.

Discourse comprehension relies on the construction of a mental model that represents the unfolding in time of the events described. In causal scenarios, where the action of one agent (the enabler) temporally precedes and enables the action of another agent (the causer), discourse may reflect the underlying event structure by describing the enabler’s action first and then the causer’s action (story order) or may describe the causer’s action first (backward order). Studies in the literature have shown that adults consider causers to be more responsible than enablers in moral scenarios. Based on the assumption that story order favors the construction of a mental model of events, we conducted an experiment to test the prediction that preference for the causer over the enabler should be greater when events are presented in story order than in backward order. The participants in the experiment were 42 fifth-grade children, 42 adolescents, and 42 adults. The results of the experiment confirmed the prediction for all three groups of participants. We discuss the practical implications of these results for learning contexts, legal contexts, and the psychology of moral judgments.

This study explored the flexibility of the orthographic processing at parafoveal level by manipulating the relationship between flankers and targets in two lexical decision tasks. In the first, we presented the following flankers: (1) the same words as targets (farola farola farola); (2) targets with transposed non-adjacent letters (falora farola falora); (3) the targets with one different letter (fapola farola fapola); and (4) unrelated pseudowords as control stimuli (pilata farola pilata). The results show significant facilitatory effects for all three experimental conditions in comparison to the Unrelated one, as well as differences between the Transposed and One Different Letter when compared to the Identity condition. In the second experiment, the procedure was the same but with the following modifications: the transposed non-adjacent letters were vowels instead of consonants (forala farola forala), and we also presented a condition in which both vowels and consonants were transposed (folara farola folara). The results of the response latencies showed that all the experimental conditions generated facilitatory effects in comparison to the Unrelated condition, with no differences between them, although the analyses of the error rates additionally showed significant differences between the Identity and the Transposed and Vowel and Consonant Transposed conditions. These two experiments are interpreted in terms of a highly flexible orthographic processing of flankers at parafoveal level, both in relation to letter ordering and letter identification.

The past couple of decades have seen a substantial increase in linguistic research that highlights the non-arbitrariness of language, as manifested in motivated sound–meaning correspondences. Yet one of the challenges of such studies is that there is a relative paucity of data-driven analyses, especially in the case of languages other than English, such as Hungarian, even though the proportion of at least partially motivated words in Hungarian vocabulary is substantial. We address this gap by investigating the relationship between Hungarian phoneme classes and positive/negative sentiment based on 3,023 word forms retrieved from the Hungarian Sentiment Lexicon. Our results indicate that positive polarity word forms tend to contain more vowels, front vowels, continuants, fricatives, palatals, and sibilants. On the other hand, negative sentiment polarity words tend to have more rounded vowels, plosives, and dorsal consonants. While our analysis provides strong evidence for a set of non-arbitrary form–meaning relationships, effect sizes also reveal that such associations tend to be fairly weak tendencies, and therefore sentiment polarity cannot be derived from the relative frequencies of phoneme classes in a deterministic fashion.

The languages of the world differ in their use of intrinsic, relative, and absolute reference frames to describe spatial relationships, but factors guiding reference frame choices are not yet well understood. This paper addresses the role of animacy and linguistic construction in reference frame choices in English and Spanish. During each trial of two experiments, adult participants saw a spatial scene along with a sentence describing the location of an object (locatum) relative to another object (relatum) that was animate or human(-like) to varying degrees. The scene presented two possible referents for the locatum, and participants decided which referent the description referred to, revealing which reference frame they used to interpret the sentence. Results showed that reference frame choices differed systematically between languages. In English, the non-possessive construction (X is to the left of Y) was consistently associated with the relative reference frame, and the possessive construction (X is on Y’s left) was associated with the intrinsic reference frame. In Spanish, the intrinsic interpretation was dominant throughout, except for the non-possessive construction with relata that were not anthropomorphic, animate, or human. We discuss the results with respect to the languages’ syntactic repertory, and the notion of inalienable possession.

This study evaluates the relative effects of two cognitive linguistic approaches – using animated versus static scenes in an illustration based on the spatial concept-oriented metaphor – and a non-cognitive linguistic approach on the Japanese EFL learners’ processing of request strategies with degrees of politeness. The cognitive linguistic approach consisted of applying the metaphor politeness is distance in the teaching of different degrees of politeness. It involved a spatial concept projection through which participants could understand degrees of politeness in terms of the spatially visualized concepts of near–far and high–low relationships associated with three social variables – closeness, power, and speaker difficulty – in either animated or static illustration. In contrast, the non-cognitive linguistic approach involved rote learning of target English polite requests in a list. The results demonstrated that the static version of the cognitive linguistic approach enabled participants to process degrees of politeness and perform as well as those who underwent the animated version. Moreover, the animation effects did not appear to have had a major impact on the overall performance of groups subjected to both cognitive language approaches. The results also showed that the cognitive linguistic approach groups outperformed the non-cognitive linguistic approach and control groups.

This study investigated whether cross-linguistic differences in causal expressions influence the mapping of causal language on causal events in three- to four-year-old Swiss-German learners and Turkish learners. In Swiss-German, causality is mainly expressed syntactically with lexical causatives (e.g., ässe ‘to eat’ vs. füettere ‘to feed’). In Turkish, causality is expressed both syntactically and morphologically – with a verbal suffix (e.g., yemek ‘to eat’ vs. yeDIRmek ‘to feed’). Moreover, unlike Swiss-German, Turkish allows argument ellipsis (e.g., ‘The mother feeds [∅]’). Here, we used pseudo-verbs to test whether and how well Swiss-German-learning children inferred a causal meaning from lexical causatives compared to Turkish-learning children tested in three conditions: lexical causatives, morphological causatives, and morphological causatives with object ellipsis. Swiss-German-learning children and Turkish-learning children in all three conditions reliably inferred causal meanings, and did so to a similar extent. The findings suggest that, as young as age 3, children learning two different languages similarly make use of language-specific causality cues (syntactic and morphological alike) to infer causal meanings.

There is ample psycholinguistic evidence that speakers behave efficiently, using shorter and less effortful constructions when the meaning is more predictable, and longer and more effortful ones when it is less predictable. However, the Principle of No Synonymy requires that all formally distinct variants should also be functionally different. The question is how much two related constructions should overlap semantically and pragmatically in order to be used for the purposes of efficient communication. The case study focuses on want to + Infinitive and its reduced variant with wanna, which have different stylistic and sociolinguistic connotations. Bayesian mixed-effects regression modelling based on the spoken part of the British National Corpus reveals a very limited effect of efficiency: predictability increases the chances of the reduced variant only in fast speech. We conclude that efficient use of more and less effortful variants is restricted when two variants are associated with different registers or styles. This paper also pursues a methodological goal regarding missing values in speech corpora. We impute missing data based on the existing values. A comparison of regression models with and without imputed values reveals similar tendencies. This means that imputation is useful for dealing with missing values in corpora.

Any approach to interaction is confronted with the dilemma of reconciling the empirical fact that meaning is locally and interactionally managed, as shown by conversation analysis, with the fact that conversations are subject to genres that impose conventionalized expectations for allowable contributions and inferences, as advocated by the ethnography of communication. This theoretical paper attempts to overcome this challenge by integrating Langacker’s current-discourse-space model with Barsalou’s dynamic model of situated conceptualization. With reference to these frameworks, the paper sketches a grounded socio-cognitive model of meaning construction in context that combines the situated interactional negotiation of meaning with the discursive knowledge that underlies speech genres in the form of genre-simulators. To substantiate and illustrate the theoretical considerations, the paper draws on two extracts from spoken tourist-information transactions.

Two studies investigated whether knowledge about ontological category membership exists early in the word learning process—specifically, when words are partially known—and if so, how such knowledge is represented. Participants made decisions about the ontological category membership of words at three levels of knowledge: words they correctly defined (known), words recognized as familiar (frontier), and words mistakenly identified as nonwords (unknown). Accuracy on this task improved as a function of word level. Participants were able to identify the broad ontological categories to which words at all three levels of knowledge belonged, as well as the more specific ontological categories to which the words belonged. Overall, results indicated that knowledge about ontological category membership is available for words at very low levels of knowledge, and that this knowledge does not necessarily follow the strict hierarchical organization some ontological systems are thought to embody (e.g. Keil 1979). Implications for the acquisition and representation of word meanings are discussed.

Literacy affects many aspects of language and cognition, including the shift from a more holistic mode of processing to a more analytical part-based mode of processing. Here we examined whether this shift impacts the ability of preschool and primary school children to learn the rules underlying a finite-state grammar using an artificial grammar learning (AGL) paradigm implemented with either linguistic (letters) or non-linguistic (colors) materials to further examine if children’s AGL performance was modulated by type of stimuli. Both tasks involved a training phase in which half of the preschool children and half of the primary school children were exposed to a set of either letter or color strings without any information about the rules underlying the construction of those strings. Later, in the test phase, they were asked to decide whether a new set of letter or color strings conformed to those rules to test grammar learning. Results showed that only primary school children showed evidence of learning, and, importantly, only with colors. These findings seem to support the view that learning to read promotes reliance on smaller linguistic units that might hinder the ability of first-graders to learn the rules underlying finite-state grammars implemented with linguistic materials.

We often refer to space when we talk about time. To support this, studies show that we tend to associate the past with the left and the future with the right, space. However, there is little research that compares the spatial mapping of individual time units within the same methodological framework. Here, we used the same line-bisection paradigm to study horizontal spatial biases in various individual time units (i.e., hours, days, and months). Fifty-four adults processed temporal words and indicated their location on a horizontal line representing a time interval via a mouse click. Each word corresponded to one of the three conditions: left, right, or central position on the line. Our results show a reaction-time facilitation effect for hour and day units in congruent conditions (e.g., left semantic bias + left position on the line). Also, processing hour units shifted the response coordinates in the direction of the presumed spatial bias. Finally, the congruent combination of visual and semantic biases led to a shift in manual responses in the corresponding direction for all time units. We conclude that while left-to-right mapping of time concepts is relatively universal, the horizontal mapping is stronger for hours as compared with days and months.

How do we communicate our pain to others? The challenge of conveying such a highly individual experience in words is faced daily by many sufferers of chronic pain and their doctors. Moreover, such linguistic strategies are especially relevant in situations where no obvious reference to physical injuries or tissue damage can be made. Neurolinguistically, this question is directly linked to understanding the brain mechanisms behind the encoding, storage, and comprehension of word meanings. An influential view posits that comprehension involves mentally simulating sensorimotor experiences which words refer to. Here, we test the hypothesis that both pain word comprehension and first-hand experiences of pain rely on a common neural substrate, leading to a prediction that word processing should modulate the perception of noxious stimuli. We used a priming task and asked neurotypical and chronic pain participants to read sentences containing literal or metaphoric pain descriptors, and then rate the intensity of thermal pain stimuli. We found that pain language comprehension modulated participants’ ratings of pain intensity. Furthermore, this effect depended on linguistic context as well as individual pain history. We discuss our findings within the larger theoretical debate on the nature of semantic representations, and point to their potential relevance for clinical practice.

Demonstratives (this/that in English) are pivotal in communication. In this study, we show that semantic features of referents systematically influence speakers’ choices of demonstrative forms for Spanish nouns in the absence of a guiding context. We used the Demonstrative Choice Task (DCT), previously applied to two-term demonstrative languages (Danish, English, and Italian), and applied it to Spanish, a three-term demonstrative system (este/ese/aquel), to test if the semantic dimensions driving demonstrative choice overlap with those found for English. 1,639 native Spanish speakers were presented with 480 nouns rated along 76 semantic features and were asked to match each noun with a demonstrative. We found that demonstratives are influenced by the same semantic factors as two-term languages, such as manipulability, valence, and the self. In Spanish, these semantic factors predict the demonstrative choice between the proximal este/a and a combination of medial and distal forms ese/a and aquel/la. Additional semantic factors affect speakers’ preferences for ese/a versus aquel/a (e.g., visuality and time). We conclude that many of the semantic attractors influencing the choice of demonstratives are constant across languages, independent of the number of terms characterizing the demonstrative system, and provide a window into the landscape of meaning subserving linguistic reference.

An extensive literature going back three quarters of a century holds that metaphorical mappings between sensory domains conform to a hierarchy of the senses, such that mappings from ‘low’ senses (touch, taste) to ‘high’ senses (sight, sound) are preferred over mappings in the opposite direction. Recent work has established that these directional preferences are partially explained by lexical factors. Theorists have also proposed that perceptual factors play a role in directional preferences, but without testing these factors directly and without controlling for the established effects of lexical factors. This article uses a novel construction, the verbal analogy (e.g., The picture looks like my music sounds), to explore directional preferences while controlling for several crucial lexical factors. A naturalness rating experiment reveals local directional preferences, for mappings between touch and sound and between sight and sound. The experiment finds no evidence for a general preference for mappings in either direction of the purported hierarchy of the senses, suggesting that pervious empirical findings may have been mediated by the effects of lexical factors.

A central question in language acquisition is how children master sentence types that they have seldom, if ever, heard. Here we report the findings of a pre-registered, randomised, single-blind intervention study designed to test the prediction that, for one such sentence type, complex questions (e.g., Is the crocodile who’s hot eating?), children could combine schemas learned, on the basis of the input, for complex noun phrases (the [THING] who’s [PROPERTY]) and simple questions (Is [THING] [ACTION]ing?) to yield a complex-question schema (Is [the [THING] who’s [PROPERTY]] ACTIONing?). Children aged 4;2 to 6;8 (M = 5;6, SD = 7.7 months) were trained on simple questions (e.g., Is the bird cleaning?) and either (Experimental group, N = 61) complex noun phrases (e.g., the bird who’s sad) or (Control group, N = 61) matched simple noun phrases (e.g., the sad bird). In general, the two groups did not differ on their ability to produce novel complex questions at test. However, the Experimental group did show (a) some evidence of generalising a particular complex NP schema (the [THING] who’s [PROPERTY] as opposed to the [THING] that’s [PROPERTY]) from training to test, (b) a lower rate of auxiliary-doubling errors (e.g., *Is the crocodile who’s hot is eating?), and (c) a greater ability to produce complex questions on the first test trial. We end by suggesting some different methods – specifically artificial language learning and syntactic priming – that could potentially be used to better test the present account.

Usage-based (UB) accounts conceive of language learning as continuous, locally contingent construction learning, i.e., a lifelong process of developing and honing the repertoire of constructional patterns geared to the optimization of a language user’s communicative ability across a wide range of language domains. The continuous nature of the process entails that a full UB model needs to account for not only the dynamics of language learning at early stages of acquisition, but also the functionally motivated adaptations of the language system at more advanced levels of proficiency. We present a design based on naturalistic second language (L2) written productions that sets out to reconstruct the states of constructional knowledge of advanced L2 learners through the statistical analysis of their productions. Irrespective of theoretical framing, the study provides foundational data relevant for any property theory of language learning, i.e., any theory that is concerned with the nature of the language system to be acquired, which logically precedes a transition theory of the developmental processes of L2 acquisition.

Two key issues in the study of idiom are the metaphorical status of idioms (whether or not underlying metaphors are active in the on-line processing of figurative idiomatic expressions) and the compositional status of idioms (whether or not the overall meaning of such expressions is analyzable from internal elements). This study addresses these questions from the perspective of emergent metaphor theory (Sanford, 2012, 2013), arguing that key properties of such expressions − idiosyncrasy of both form and meaning, the potential for idiom to be manipulated in discourse, and diachronic patterns in changes of idiomatic meaning − follow from the status of metaphorical idioms as highly entrenched instances of both conceptual and syntactic mappings. In the case of both types of schema, the interaction of type and token frequency effects predict the metaphoricity and analyzability of idioms.