This study extends the line of linguistic relativity research by assessing the effect of the French grammatical gender system on French speakers' and learners' perception of objects. Four groups of 140 adults (English monolinguals, French monolinguals, English–French bilinguals and French–English bilinguals; N = 35 each) rated 32 selected objects' gender by assigning them a masculine/feminine voice on a slider. We also assessed the participants' second-language (L2) proficiency. Multilevel modelling results revealed that French monolinguals and English–French bilinguals rated objects' gender in line with the French grammatical gender system. The effect of French on perception was not reduced by acquiring English, as French–English bilinguals performed on par with French monolinguals. Moreover, the effect was independent of L2 proficiency. These findings suggest that learning a gendered L2 affects the perception of objects – thus supporting the linguistic relativity hypothesis.

Silent pauses are a natural part of speech production and have consequences for speech perception. However, studies have shown mixed results regarding whether listeners process pauses in native and non-native speech similarly or differently. A possible explanation for these mixed results is that perceptual consequences of pauses differ depending on the type of processing that listeners engage in: a focus on the content/meaning of the speech versus style/form of the speech. Thus, the present study examines the effect of silent pauses of listeners’ perception of native and non-native speech in two different tasks: the perceived credibility and the perceived fluency of the speech. Specifically, we ask whether characteristics of silent pauses influence listeners’ perception differently for native versus non-native speech, and whether this pattern differs when listeners are rating the credibility versus the fluency of the speech. We find that while native speakers are rated as more fluent than non-native speakers, there is no evidence that native speakers are rated as more credible. Our findings suggest that the way a non-native accent and disfluency together impact speech perception differs depending on the type of processing that listeners are engaged in when listening to the speech.

Why do people in churches exclude, alienate, and even abuse others? Acknowledging the need for many ways of addressing this question, insights from the study of language have been explored, creating a synthesis from the ways in which ideology and language are related, an adaptation of Judith Butler's exploration of our constitution in language, understandings within the discipline of psycholinguistics, and insights from Wittgenstein's philosophy of language. This synthesis shows how words to and for the divine influence our behaviour to each other and indicates that the traditional words of male hierarchy uphold an ideology that seeks to maintain power structures, with behaviours that exclude, alienate, and even abuse fitting within these structures. The synthesis demonstrates both the need for and possibility of change from the traditionally used words to and for the divine.

Herein, we contextualize, problematize, and offer some insights for moving beyond the problem of monolingual comparative normativity in (psycho) linguistic research on bilingualism. We argue that, in the vast majority of cases, juxtaposing (functional) monolinguals to bilinguals fails to offer what the comparison is supposedly intended to do: meet the standards of empirical control in line with the scientific method. Instead, the default nature of monolingual comparative normativity has historically contributed to inequalities in many facets of bilingualism research and continues to impede progress on multiple levels. Beyond framing our views on the matter, we offer some epistemological considerations and methodological alternatives to this standard practice that improve empirical rigor while fostering increased diversity, inclusivity, and equity in our field.

Fake news detection is an emerging topic that has attracted a lot of attention among researchers and in the industry. This paper focuses on fake news detection as a text classification problem: on the basis of five publicly available corpora with documents labeled as true or fake, the task was to automatically distinguish both classes without relying on fact-checking. The aim of our research was to test the feasibility of a universal model: one that produces satisfactory results on all data sets tested in our article. We attempted to do so by training a set of classification models on one collection and testing them on another. As it turned out, this resulted in a sharp performance degradation. Therefore, this paper focuses on finding the most effective approach to utilizing information in a transferable manner. We examined a variety of methods: feature selection, machine learning approaches to data set shift (instance re-weighting and projection-based), and deep learning approaches based on domain transfer. These methods were applied to various feature spaces: linguistic and psycholinguistic, embeddings obtained from the Universal Sentence Encoder, and GloVe embeddings. A detailed analysis showed that some combinations of these methods and selected feature spaces bring significant improvements. When using linguistic data, feature selection yielded the best overall mean improvement (across all train-test pairs) of 4%. Among the domain adaptation methods, the greatest improvement of 3% was achieved by subspace alignment.

The comprehension of Spanish verbal future and past tense of children with developmental language disorder (DLD) was evaluated in an eye-tracking experiment with 96 Spanish- and Catalan-speaking participants distributed in 4 groups: 24 children with DLD (Mage 7.8 years), 24 children with the same chronological age (Mage 7.8), 24 children with the same linguistic level (Mage 6.8 years), and 24 adults (Mage 22.5 years). Empirical data revealed that children with DLD can comprehend verbal tense, at least in the present experimental conditions. Based on the empirical results and despite some minor differences between the DLD group and the chronological control group, we suggest that tense morphology comprehension in DLD might be more typical than what is generally considered. Additionally, we propose that verbal comprehension difficulties in children with DLD might be less related to the lack of understanding of specific morphological markers, and more to an accumulation of difficulty which leads to a linguistic processing slowdown.