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Objective ages of acquisition for 3300+ simplified Chinese characters. Behav Res Methods 2021; 54:311-323. [PMID: 34159513 DOI: 10.3758/s13428-021-01626-1] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 05/16/2021] [Indexed: 11/08/2022]
Abstract
We report the construction of two age-of-acquisition (AoA) norms for 3300+ characters in simplified Chinese, which make up about 99% of the texts used in daily life. We determined a character's AoA according to the time in which the character is formally learned in two sets of leading textbooks of Chinese in compulsory education, published respectively on the basis of the 2001 and 2011 national curriculum. Apart from having a significantly larger coverage of characters than previous norms, the current norms also outperformed them in explaining accuracy and reaction times in four large-scale databases for character decision, character naming, or character handwriting, even after controlling for the effects of frequency, number of meanings, and number of strokes. The explanatory advantage of the current norms suggests that, compared to earlier norms, the current norms capture more up-to-date character AoAs; these findings also highlight the diachronic nature of some lexical variables such as AoA and frequency. The developed objective AoA norms can be used for subsequent research on Chinese character recognition or production.
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Which variables should be controlled for to investigate picture naming in adults? A Bayesian meta-analysis. Behav Res Methods 2018; 51:2533-2545. [DOI: 10.3758/s13428-018-1100-1] [Citation(s) in RCA: 31] [Impact Index Per Article: 5.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
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Bonin P, Méot A, Boucheix JM, Bugaiska A. Psycholinguistic norms for 320 fixed expressions (idioms and proverbs) in French. Q J Exp Psychol (Hove) 2018; 71:1057-1069. [PMID: 28326893 DOI: 10.1080/17470218.2017.1310269] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/19/2022]
Abstract
We provide psycholinguistic norms for a new set of 160 French idiomatic expressions and 160 proverbs: knowledge, predictability, literality, compositionality, subjective and objective frequency, familiarity, age of acquisition (AoA) and length. Different analyses (reliability, descriptive statistics and correlations) performed on the norms are reported and discussed. The norms can be downloaded as Supplemental Material .
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Affiliation(s)
- Patrick Bonin
- 1 LEAD-CNRS (UMR 5022), Université de Bourgogne Franche-Comté, Dijon, France
| | - Alain Méot
- 2 LAPSCO, CNRS (UMR 6024), Université Clermont Auvergne, Clermont-Ferrand, France
| | | | - Aurélia Bugaiska
- 1 LEAD-CNRS (UMR 5022), Université de Bourgogne Franche-Comté, Dijon, France
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Janciauskas M, Chang F. Input and Age-Dependent Variation in Second Language Learning: A Connectionist Account. Cogn Sci 2017; 42 Suppl 2:519-554. [PMID: 28744901 PMCID: PMC6001481 DOI: 10.1111/cogs.12519] [Citation(s) in RCA: 10] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/15/2016] [Revised: 05/17/2017] [Accepted: 05/18/2017] [Indexed: 11/28/2022]
Abstract
Language learning requires linguistic input, but several studies have found that knowledge of second language (L2) rules does not seem to improve with more language exposure (e.g., Johnson & Newport, 1989). One reason for this is that previous studies did not factor out variation due to the different rules tested. To examine this issue, we reanalyzed grammaticality judgment scores in Flege, Yeni-Komshian, and Liu's (1999) study of L2 learners using rule-related predictors and found that, in addition to the overall drop in performance due to a sensitive period, L2 knowledge increased with years of input. Knowledge of different grammar rules was negatively associated with input frequency of those rules. To better understand these effects, we modeled the results using a connectionist model that was trained using Korean as a first language (L1) and then English as an L2. To explain the sensitive period in L2 learning, the model's learning rate was reduced in an age-related manner. By assigning different learning rates for syntax and lexical learning, we were able to model the difference between early and late L2 learners in input sensitivity. The model's learning mechanism allowed transfer between the L1 and L2, and this helped to explain the differences between different rules in the grammaticality judgment task. This work demonstrates that an L1 model of learning and processing can be adapted to provide an explicit account of how the input and the sensitive period interact in L2 learning.
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Räling R, Holzgrefe-Lang J, Schröder A, Wartenburger I. On the influence of typicality and age of acquisition on semantic processing: Diverging evidence from behavioural and ERP responses. Neuropsychologia 2015; 75:186-200. [DOI: 10.1016/j.neuropsychologia.2015.05.031] [Citation(s) in RCA: 15] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/23/2014] [Revised: 05/26/2015] [Accepted: 05/28/2015] [Indexed: 11/30/2022]
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Abstract
Subjective estimations of age of acquisition (AoA) for a large pool of Spanish words were collected from college students in Spain. The average score for each word (based on 50 individual responses, on a scale from 1 to 11) was taken as an AoA indicator, and normative values for a total of 7,039 single words are provided as supplemental materials. Beyond its intrinsic value as a standalone corpus, the largest of its kind for Spanish, the value of the database is enhanced by the fact that it contains most of the words that are currently included in other normative studies, allowing for a more complete characterization of the lexical stimuli that are usually employed in studies with Spanish-speaking participants. The norms are available for downloading as supplemental materials with this article.
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Bonin P, Méot A, Lagarrigue A, Roux S. Written object naming, spelling to dictation, and immediate copying: Different tasks, different pathways? Q J Exp Psychol (Hove) 2015; 68:1268-94. [DOI: 10.1080/17470218.2014.978877] [Citation(s) in RCA: 36] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/24/2022]
Abstract
We report an investigation of cross-task comparisons of handwritten latencies in written object naming, spelling to dictation, and immediate copying. In three separate sessions, adults had to write down a list of concrete nouns from their corresponding pictures (written naming), from their spoken (spelling to dictation) and from their visual presentation (immediate copying). Linear mixed models without random slopes were performed on the latencies in order to study and compare within-task fixed effects. By-participants random slopes were then included to investigate individual differences within and across tasks. Overall, the findings suggest that written naming, spelling to dictation, and copying all involve a lexical pathway, but that written naming relies on this pathway more than the other two tasks do. Only spelling to dictation strongly involves a nonlexical pathway. Finally, the analyses performed at the level of participants indicate that, depending on the type of task, the slower participants are more or less influenced by certain psycholinguistic variables.
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Affiliation(s)
- Patrick Bonin
- Institut Universitaire de France, France
- University of Bourgogne, LEAD-CNRS, Dijon, France
| | - Alain Méot
- University Blaise Pascal, LAPSCO-CNRS, Clermont-Ferrand, France
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First learned words are not forgotten: Age-of-acquisition effects in the tip-of-the-tongue experience. Mem Cognit 2015; 43:1085-103. [DOI: 10.3758/s13421-015-0525-3] [Citation(s) in RCA: 18] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
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Davies R, Wilson M, Cuetos F, Burani C. Reading in Spanish and Italian: Effects of Age of Acquisition in Transparent Orthographies? Q J Exp Psychol (Hove) 2014; 67:1808-25. [DOI: 10.1080/17470218.2013.872155] [Citation(s) in RCA: 8] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/25/2022]
Abstract
Despite the similar transparency of their orthographies, reading in Italian has been found to be affected by frequency but not age of acquisition (AoA) [Barca, L., Burani, C., & Arduino, L. S. (2002). Word naming times and psycholinguistic norms for Italian nouns. Behaviour Research Methods, Instruments and Computers, 34, 424–434] while reading in Spanish is affected by AoA but not frequency [Cuetos, F., & Barbón, A. (2006). Word naming in Spanish. European Journal of Cognitive Psychology, 18, 415–436]. We examined this cross-linguistic difference, firstly, through a reanalysis of the Italian and Spanish reading latencies. After eliminating several between-experiment differences, we replicated the AoA effect in Spanish but not in Italian and the frequency effect in Italian but not in Spanish. The cross-linguistic comparison could not equate stimulus imageability; therefore, secondly, we compared the Italian reading latencies with new Spanish reading latencies for imageability-matched words. We found frequency effects but neither an AoA effect nor a language by AoA interaction. We argue that the previously reported cross-linguistic difference in the AoA effect resulted from a between-study difference in stimulus imageability. More imageable words induced more semantic involvement in reading, yielding an AoA effect in Spanish.
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Affiliation(s)
- Rob Davies
- Department of Psychology, Social Work and Public Health, Oxford Brookes University, Oxford, UK
| | - Maximiliano Wilson
- Centre de Recherche de l'Institut Universitaire en Santé Mentale de Québec and Département de Réadaptation, Université Laval, Quebec City, Quebec, Canada
- Institute for Cognitive Sciences and Technologies, National Research Council, Rome, Italy
| | | | - Cristina Burani
- Institute for Cognitive Sciences and Technologies, National Research Council, Rome, Italy
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Perret C, Bonin P, Laganaro M. Exploring the multiple-level hypothesis of AoA effects in spoken and written object naming using a topographic ERP analysis. BRAIN AND LANGUAGE 2014; 135:20-31. [PMID: 24887390 DOI: 10.1016/j.bandl.2014.04.006] [Citation(s) in RCA: 27] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/11/2013] [Revised: 04/07/2014] [Accepted: 04/26/2014] [Indexed: 06/03/2023]
Abstract
Here we tested the multiple-loci hypothesis of age-of-acquisition effects in both spoken and handwritten object naming using Event-Related Potentials (ERPs) and spatiotemporal segmentation analysis. Participants had to say aloud or write down picture names that varied on frequency trajectory (age-of-acquisition). Early-acquired words yielded shorter naming times than late-acquired words in both spoken and written naming. More importantly, AoA modulated ERPs only during a later time-window in both output modalities: waveforms started to diverge around 400 ms, which corresponded to the end of a period of topographic stability starting at around 260 ms in both conditions. These stable electrophysiological maps lasted longer in the late than in the early-acquired condition and shifted the onset of the following periods of stable electrophysiological activity. Taken together, the findings are at odds with the multiple loci hypothesis, but support the hypothesis that AoA affects a single encoding level, namely the word-form encoding process.
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Affiliation(s)
- Cyril Perret
- University of Poitiers, CerCA - UMR 7295 - CNRS, 5 rue Théodore Lefebvre, F86000, Poitiers, France.
| | - Patrick Bonin
- University of Bourgogne, LEAD - UMR 5022 - CNRS, Pôle AAFE, 11 place Erasme, F21000, Dijon, France; Institut Universitaire de France, 103 bd Saint Michel, F75005, France
| | - Marina Laganaro
- University of Geneva, FAPSE, 40 bd Pont d'Arve, CH1211, Geneva, Switzerland
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Abstract
We collected subjective frequency, age-of-acquisition, and imageability norms for 319 acronyms from French adults. Objective printed frequency, bigram frequency, and lengths in letters, phonemes, and syllables, as well as orthographic neighbors, were computed. The time taken to read acronyms aloud was also recorded. Correlational analyses indicated that the relations between the psycholinguistic variables were similar to those usually found for common words (e.g., highly imageable acronyms were more frequent and learned earlier in life than less imageable acronyms), but were generally weaker in the former than in the latter. Linear mixed-model analyses performed on the reading latencies revealed that the main determinants were the voicing feature of initial phonemes, the type of pronunciation of the acronyms (ambiguous vs. unambiguous, typical vs. atypical characteristics), length (number of letters and number of syllables), together with bigram frequency, printed frequency, and imageability. Both objective frequency and imageability interacted reliably with the ambiguous typical and ambiguous atypical properties. Accuracy was predicted by the number of letters and by imageability factors: More errors occurred on longer than on shorter acronyms, and also more errors on less imageable than on more imageable acronyms. The theoretical and methodological implications of the findings for the understanding of acronym reading are discussed. The entire set of norms and the acronym reading times (and accuracy scores), together with the acronym definitions, are provided as supplemental materials.
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Mermillod M, Bugaiska A, Bonin P. The stability-plasticity dilemma: investigating the continuum from catastrophic forgetting to age-limited learning effects. Front Psychol 2013; 4:504. [PMID: 23935590 PMCID: PMC3732997 DOI: 10.3389/fpsyg.2013.00504] [Citation(s) in RCA: 67] [Impact Index Per Article: 6.1] [Reference Citation Analysis] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/29/2013] [Accepted: 07/17/2013] [Indexed: 11/13/2022] Open
Affiliation(s)
- Martial Mermillod
- Centre National de la Recherche Scientifique, LPNC UMR 5105, Université Grenoble Alpes Grenoble, France ; Institut Universitaire de France Paris, France
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Bonin P, Méot A, Millotte S, Barry C. Individual differences in adult handwritten spelling-to-dictation. Front Psychol 2013; 4:402. [PMID: 23882229 PMCID: PMC3712140 DOI: 10.3389/fpsyg.2013.00402] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/25/2013] [Accepted: 06/17/2013] [Indexed: 11/13/2022] Open
Abstract
We report an investigation of individual differences in handwriting latencies and number of errors in a spelling-to-dictation task. Eighty adult participants wrote a list of 164 spoken words (presented in two sessions). The participants were also evaluated on a vocabulary test (Deltour, 1993). Various multiple regression analyses were performed (on both writing latency and errors). The analysis of the item means showed that the reliable predictors of spelling latencies were acoustic duration, cumulative word frequency, phonology-to-orthographic (PO) consistency, the number of letters in the word and the interaction between cumulative word frequency, PO consistency and imageability. (Error rates were also predicted by frequency, consistency, length and the interaction between cumulative word frequency, PO consistency and imageability.) The analysis of the participant means (and trials) showed that (1) there was both within- and between-session reliability across the sets of items, (2) there was no trade-off between the utilization of lexical and non-lexical information, and (3) participants with high vocabulary knowledge were more accurate (and somewhat faster), and had a differential sensitivity to certain stimulus characteristics, than those with low vocabulary knowledge. We discuss the implications of these findings for theories of orthographic word production.
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Affiliation(s)
- Patrick Bonin
- Institut Universitaire de France ; LEAD-CNRS, University of Bourgogne Dijon, France
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Determinants of naming latencies, object comprehension times, and new norms for the Russian standardized set of the colorized version of the Snodgrass and Vanderwart pictures. Behav Res Methods 2012; 45:731-45. [DOI: 10.3758/s13428-012-0279-9] [Citation(s) in RCA: 15] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
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