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- Schötz, Susanne, et al.
(författare)
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Phonetic Characteristics of Domestic Cat Vocalisations
- 2017
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Ingår i: Proceedings of the 1st International Workshop on Vocal Interactivity in-and-between Humans, Animals and Robots, VIHAR 2017. - 9782956202905 ; , s. 5-6
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Konferensbidrag (refereegranskat)abstract
- The cat (Felis catus, Linneaus 1758) has lived around or with humans for at least 10,000 years, and is now one of the most popular pets of the world with more than 600 millionindividuals. Domestic cats have developed a more extensive, variable and complex vocal repertoire than most other members of the Carnivora, which may be explained by their social organisation, their nocturnal activity and the long period of association between mother and young. Still, we know surprisingly little about the phonetic characteristics of these sounds, and about the interaction between cats and humans.Members of the research project Melody in human–cat communication (Meowsic) investigate the prosodic characteristics of cat vocalisations as well as the communication between human and cat. The first step includes a categorisation of cat vocalisations. In the next step it will be investigated how humans perceive the vocal signals of domestic cats. This paper presents an outline of the project which has only recently started.
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| 2. |
- Colonna Dahlman, Roberta, et al.
(författare)
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Testing factivity in Italian : Experimental evidence for the hypothesis that Italian sapere is ambiguous
- 2019
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Ingår i: Language sciences (Oxford). - : Elsevier BV. - 0388-0001 .- 1873-5746. ; 72, s. 93-103
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Tidskriftsartikel (refereegranskat)abstract
- In linguistics and in the philosophy of language it is standardly assumed that know is a factive verb, meaning that a sentence such as X knows that p, when uttered in its positive declarative form, presupposes, in fact entails, the truth of its complement. A problem for this analysis is the fact that the verb know can be used non-factively in contexts where it is evident that the proposition expressed by the subordinate clause is not true. In order to account for non-factive uses of know, two main solutions have been advanced in the literature. Hazlett (2009, 2010, 2012) proposes that know is not semantically factive and a sentence such as X knows that p does not entail, but only pragmatically implies p. On the other hand, Tsohatzidis (2012) argues that know is lexically ambiguous between a factive and a non-factive sense: when know is used in its factive sense, a sentence such as X knows that p entails p, whereas, when know occurs in its non-factive sense, it does not.As shown in recent works by Colonna Dahlman (2015, 2016, 2017b), the phenomenon at issue―the possibility for a speaker to use know in cases where the proposition expressed by the clause embedded under ‘knows’ is not true―is not unique to English, but occurs, for instance, also in Italian. We carried out a Truth Judgment Task to test the hypothesis that the Italian lexical item ‘sa’ (‘knows’) is ambiguous. Our findings are consistent with the lexical ambiguity hypothesis, and cannot be explained by Hazlett’s pragmatic solution.
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| 3. |
- Gunnarsson, Tina, et al.
(författare)
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Multilingual students' self-reported use of their language repertoires when writing in English
- 2015
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Ingår i: Apples - Journal of Applied Language Studies. - 1457-9863. ; 9:1, s. 1-21
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Tidskriftsartikel (refereegranskat)abstract
- Recent research suggests that multilingual students tend to use their complete language repertoires, particularly their L1, when writing in a non-native language (e.g. Cenoz & Gorter 2011; Wang 2003). While there is some international research on the L2 and L3 writing process among bilinguals, the L2/L3 writing process of bilingual and multilingual individuals in the Swedish context remains unexplored (Tholin 2012). This study, carried out in a Swedish secondary school, focuses on 131 bi- and multilingual students’ (age 15-16) self-reported languages of thought while writing an essay in English, which is a non-native language. Drawing on the translanguaging framework (Blackledge & Creese 2010; García 2009) and a model of the L2 writing process (Wang & Wen 2002), the questionnaire data of the present study reveal that the participants’ L1 is reported to be heavily activated during the L2 writing process, particularly at the prewriting, planning stage. Additionally, the emergent bilingual participants who grew up as monolinguals (L1 Swedish) report a greater tendency to transition to thinking in the target language (English, their L2) once they have reached the actual writing stage than some of the emergent trilingual participants who grew up as bilinguals (of Swedish and another L1, used primarily in the home). On the basis of these findings, we suggest a need to move away from the monolingual teaching practices common in Swedish schools, allowing space for students to translanguage as they are engaging with writing tasks in a non-native language.
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| 4. |
- Farshchi, Sara, et al.
(författare)
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Processing sentences with sentential and prefixal negation : An event-related potential study
- 2020
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Ingår i: Language, Cognition and Neuroscience. - : Informa UK Limited. - 2327-3798 .- 2327-3801. ; 36:1, s. 84-98
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Tidskriftsartikel (refereegranskat)abstract
- This study is concerned with the integration of negation in relation to two models of the processing of negation: (i) the two-step model (Lüdtke et al., 2008), according to which negation involves two representations where negation is ignored in the first representation, and (ii) the pragmatic view (Nieuwland & Kuperberg, 2008), which posits that negation can be integrated without delay if it is used in a natural context. The processing of two negated forms (not authorised and unauthorised) and an affirmative form (authorised) was studied in complex congruent and incongruent contexts. Incongruities in affirmative sentences elicited a biphasic N400–P600. In both types of negated sentences, ERP patterns associated with higher processing difficulties (anterior and central negativities) were observed. The results did not support one or the other model, suggesting that the processing of negation cannot be fully captured by either of them.
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| 6. |
- Grenner, Emily, et al.
(författare)
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Observational learning and narrative writing : improving text quality for children with and without hearing impairment
- 2015
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Konferensbidrag (refereegranskat)abstract
- Emily Grenner & Joost van de Weijer & Lena Asker-Árnason & Victoria Johansson & Viktoria Åkerlund & Birgitta S.M. Sahlén The aim of this intervention study is to investigate if observational learning can improve narrative writing skills in 11-year-olds with and without hearing impairment. Observational learning occurs when people learn new skills from observing others, who act as models (Bandura 1997). Observing peers’ reading and writing is especially important since these processes often are invisible, and children therefore lack models for their own processes. This study was theoretically and methodologically inspired by Rijlaarsdam et al. 2008. Participants consisted of Swedish 5th-graders from two schools (School A, n=33; and School B, n= 26) with normal hearing children (NH), and from 3rd to 8:th-grade children with hearing-impairment (HI), from “hearing classes” (n=18). Prior to the intervention, background data e.g., on working memory and linguistic background was collected. In the research design the two schools with NH children (School A and B) functioned as each other's controls. The HI-school followed the School A order. All participants first wrote a personal narrative on the computer, using keystroke-logging. Then the intervention followed for School A and HI-school, while School B received ordinary lessons (with no writing instructions). After the first intervention period, all participants wrote a new narrative. Thereafter, the intervention was replicated for School B, while School A and the HI-school had ordinary tutoring. After the second intervention period, all participants wrote new narratives. The intervention consisted of 5 thematically different lessons: Lesson themes were: reader perspective, chronological structure, closing elements, revising of a peer’s text and online revision. To evaluate the text quality, all texts (n=231) were holistically rated by three independent, trained evaluators. The results showed an improvement in quality between text 1 and text 2 for School A and the HI-School, while School B had an improvement between text 2 and text 3. This shows that narrative text quality can be improved by a short series of carefully designed intervention lessons using observational learning, which contributes to the discussion about educational methods for teaching writing. Further analyses will address quantitative measures of text length, lexicon, syntactic complexity, pausing and editing, as well as a comparison between the NH and HI group.
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| 10. |
- Zlatev, Jordan, et al.
(författare)
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Motion event descriptions in Swedish, French, Thai and Telugu: a study in post-Talmian motion event typology
- 2021
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Ingår i: Acta Linguistica Hafniensia. - : Informa UK Limited. - 0374-0463 .- 1949-0763. ; 53:1, s. 58-90
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Tidskriftsartikel (refereegranskat)abstract
- Motion-event typology has moved into a “post-Talmian” terrain of approaches focusing on an open-ended number of patterns across languages and constructions. Following a proposal to distinguish between four typological clusters, we systematically compared the motion event descriptions in four languages suggested to exemplify these clusters: Swedish, French, Thai and Telugu, with the help of an elicitation-based study. 20 adult native speakers of each language were asked to describe 52 motion events, 38 of which were translocative. The stimuli varied with respect to the parameters caused/uncaused, bounded/unbounded motion as well as the viewpoint from which they were filmed. The descriptions were analyzed following Holistic Spatial Semantics and compared with respect to the categories Path, Direction, Region, Landmark, Manner and Cause, as well as the means of expressing these. The four languages patterned differently in significant ways. In terms of Path expression, French lagged behind the other languages, but with respect to Direction, it patterned together with Swedish. We demonstrate a number of such criss-crossing patterns, showing that there is no way to group the languages, thus implying at least four distinct typological prototypes. Further, we show that different kinds of motion situations, corresponding to different constructions, need to be compared separately. © 2021 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.
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