Gender In German Research Articles

More insights into the interaction between age, exposure, and attitudes in language attrition and retention from the perspective of bilingual returnees

Aims and Objectives: The study investigates the effects of age, language use, and attitudes on Portuguese returnee bilinguals’ knowledge of German nominal morphology. We focused on language attrition. In addition, we compared whether the results of returnee bilinguals differ in relevant ways from the performance of L1 speakers of German and, if so, in which domains. Methodology: A background questionnaire and offline tasks that elicit lexical knowledge, case, gender, and plural marking in German were applied to a group of Portuguese–German bilingual returnees ( N = 20) and a group of German L1 speakers ( N = 20). Data and Analysis: The elicited data were analyzed through non-parametric tests (Mann–Whitney tests, Wilcoxon tests, and Spearman correlation tests), since not all the requirements for running mixed models could be fulfilled. Findings: The results show that bilingual returnees have very stable knowledge of the analyzed properties: parts of morphosyntactic knowledge are acquired and stabilized in childhood and remain highly invulnerable to loss of contact throughout the speakers’ lifetime. However, returnees’ knowledge of the German case system is constrained by age of input loss, language use, and attitudes. Ungrammatical plural marking is correlated with the speakers’ bonds to the German language and culture. No cross-linguistic influence from Portuguese was found in the domain of plural marking. Originality: This study resumes the question of differential attrition effects in returnee bilinguals by using a more controlled methodology. It extends the investigation to returnees’ performance in the lexical domain and with regard to case, gender, and number morphology in German, also quantifying other variables, such as the age of onset of bilingualism, the amount of contact with German after return, and the length of residence in Portugal. In addition, it focuses the less researched question regarding the role of the returnees’ attitudes toward both their languages. Significance/Implications: The study highlights the multi-dimensional factors that constrain language proficiency over a bilingual speaker’s lifetime.

The effects of Processing Instruction on the acquisition and processing of grammatical gender in German

This study investigates the effects of Processing Instruction (PI) on the acquisition of grammatical gender and gender-marked pronouns in German. PI was compared to Traditional Instruction, i.e. a traditional, vocabulary-oriented approach using color cues (TI) and a Categorization and Memorization task (CM). The results of an immediate posttest showed that the PI group outperformed both TI and CM with respect to gender assignment on both a gender selection task and a writing task. The PI group also scored higher and responded faster than the TI and CM groups on a comprehension task that required accurate processing of gender-marked pronouns. However, differences between the three groups were not sustained on delayed posttests. These results extend the findings of previous research on PI (e.g. Benati, 2004) by showing that PI can be applied to target forms that are low in communicative value and must be learned item-by-item like grammatical gender in German. Results also lend support to psycholinguistic research that suggests that second language (L2) learners have difficulty acquiring grammatical gender because they do not process nouns together with gender information (Arnon & Ramscar, 2012).

Neutering neuter – grammatical gender and the dehumanisation of women in German

Grammatical gender in German has traditionally been described as a rather arbitrary system (Helbig and Buscha 1988). This is not the case in regard to terms of person reference, where natural gender assignment is the norm: Masculine and feminine grammatical gender largely correlate with the extralinguistic assignment of male and female gender. Neuter gender predominantly denotes inanimate entities (Köpcke and Zubin 1996, 2009). The use of neutral gender in reference to women nevertheless has a long history in German, usually with pejorative connotations (Köpcke and Zubin 1996, 2009). Historically, this can be illustrated in relation to nouns, pronouns and articles: 1 By neuter nouns denoting ‘socially incomplete’ women, e.g. das Weib ‘woman (archaic), hag, n.’, das Luder ‘hussy, n.’ and in the increased use of neuter eliciting diminutives in reference to female individuals, e.g. das Mädchen ‘girl, n.’, das Fräulein ‘miss, n.’ (Nübling 2017). 2 Through the use of neuter pronouns and neuter articles in combination with female names in a number of German dialects, e.g. das Emma, es ‘the (n.) Emma, it’ (Busley and Fritzinger 2018). In contemporary standard German, the use of neuter articles and pronouns instead of feminine ones seems to be used as a discursive tool to denigrate and dehumanise women whose gender performance does not conform with hegemonic concepts of femininity. This paper focuses on the intentional manipulation of grammatical gender in reference to women as a tool of degradation and dehumanisation and outlines the historical development of neuter forms of reference in contexts where feminine would be expected.

Production-based training benefits the comprehension and production of grammatical gender in L2 German

AbstractOngoing debate exists regarding the role of production-based versus comprehension-based training for L2 learning. However, recent research suggests an advantage for production training due to benefits stemming from the opportunity to compare generated output with feedback and from the memory mechanisms associated with language production. Based on recent findings with an artificial language paradigm, we investigated the effects of production-based and comprehension-based training for learning grammatical gender among beginning L2 German learners. Participants received production-based or comprehension-based training on grammatical gender assignment and gender agreement between determiners, adjectives, and 15 German nouns, followed by four tasks targeting the comprehension and production of the target nouns and their corresponding gender marking on determiners and adjectives. Both groups were equally accurate in comprehending and producing the nouns. For tasks requiring knowledge of grammatical gender, the production-based group outperformed the comprehension-based group on both comprehension and production tests. These findings demonstrate the importance of language production for creating robust linguistic representations and have important implications for classroom instruction.

Cultural Differences in Bias? Origin and Gender Bias in Pre-Trained German and French Word Embeddings.

Smart applications often rely on training data in form of text. If there is a bias in that training data, the decision of the applications might not be fair. Common training data has been shown to be biased towards different groups of minorities. However, there is no generic algorithm to determine the fairness of training data. One existing approach is to measure gender bias using word embeddings. Most research in this field has been dedicated to the English language. In this work, we identified that there is a bias towards gender and origin in both German and French word embeddings. In particular, we found that real-world bias and stereotypes from the 18th century are still included in today’s word embeddings. Furthermore, we show that the gender bias in German has a different form from English and there is indication that bias has cultural differences that need to be considered when analyzing texts and word embeddings in different languages.

Nijakość w języku i neutralność w literaturze jako sygnał odmienności kulturowej?

<p>W myśl koncepcji „językowego obrazu świata” struktura gramatyczna może podpowiadać określone treści, uwypuklać je i akcentować, sprzyjając powstawaniu swoistego „świato-oglądu” (unikatowego i często nieprzetłumaczalnego). Taką strukturą jest rodzaj nijaki w języku niemieckim, gdyż jego częstsze użycie spowodowane jest brakiem końcówek rodzajowych w formach czasownika, oraz faktem, iż wszystkie zdrobnienia (posiadające końcówkę „-chen”, „-lein”) są z zasady rodzaju nijakiego (stąd chociażby zaskakująca dla polszczyzny gramatyczna nijakość „dziewczyny” w języku niemieckim). Szczególnie istotny jest w tym kontekście zaimek „es”, który nie tylko zastępuje rzeczowniki w rodzaju nijakim, lecz spełnia ponadto szereg istotnych funkcji gramatycznych. Nieprzypadkowo Siegmund Freud wybrał „das Es” jako nazwę dla opisywanej przez siebie kategorii dziecięcości (tłumaczonej na język polski za angielskim przekładem mylnie jako „id”).</p><p>Produktywność i częstotliwość użycia rodzaju nijakiego pozostawia oczywiście ślad. W literaturze pięknej kategoria ta służy nie tylko do wyrażania treści związanych z nijakością/dziecięcością, lecz werbalizuje również zjawiska związane z neutralnością/uniwersalnością, co pokazuję na przykładach zaczerpniętych z baśni braci Grimm i Ernsta Theodora Amadeusa Hoffmana oraz współczesnej literatury dziecięcej (książek Paula Maara). Następnie chciałabym zapytać, co dzieje się z kategorią nijakości w sytuacji przekładu na język polski i czy jej redukcja wiąże się wyłącznie z faktem nieprzekładalności językowej i „terrorem polszczyzny”, czy może być także nieświadomym (a może świadomym) odrzuceniem tej kategorii na rzecz dychotomizacji świata na żywioł męski i żeński.</p>Na przykładzie jednego zjawiska gramatycznego pokazuję, w jaki sposób elementy języka manifestują się w literaturze i czy mogą stanowić barierę kulturową w sytuacji przekładu na inny język.

Misbehaved masculines: Incidental acquisition of grammatical gender in L2 German during reading

The present study explores the early stages of incidental acquisition of grammatical gender during reading in German as a second language (L2) using a self-paced reading paradigm. The results show that advanced L2 learners are sensitive to gender agreement violations after as few as three to four exposures to a novel noun within a short text. The results also indicate that the acquisition of grammatical gender from syntactic context is gender dependent: Whereas gender violation effects were observed for feminine and neuter nouns, no such effects were observed for masculine nouns.

Bodily Desire, Desired Bodies: Gender and Desire in Early Twentieth-Century German and Austrian Novels and Paintings by Esther K. Bauer

Bodily Desire, Desired Bodies: Gender and Desire in Early Twentieth-Century German and Austrian Novels and Paintings by Esther K. Bauer

Bodily Desire, Desired Bodies: Gender and Desire in Early Twentieth-Century German and Austrian Novels and Paintings. By Esther K. Bauer. Evanston, IL: Northwestern University Press, 2014. ix + 193 pages. $79.95.

Bodily Desire, Desired Bodies: Gender and Desire in Early Twentieth-Century German and Austrian Novels and Paintings. By Esther K. Bauer. Evanston, IL: Northwestern University Press, 2014. ix + 193 pages. $79.95.

Can colors, voices, and images help learners acquire the grammatical gender of German nouns?

Knowledge of lexical items is arguably the most essential aspect of being able to communicate in a foreign language (Richards, 2000). Many studies have examined effective strategies for retaining the meaning of foreign words, but studies investigating the effectiveness of different methods for the retention of essential grammatical features of those words are unfortunately fewer. This study investigates whether memorizing the gender of German nouns concomitantly to their meaning results in a decreased ability by undergraduate native speakers of English to remember noun meaning, and whether a mnemonic approach to retaining the grammatical gender of German nouns may prove effective. In possibly the largest study of its kind ( n = 283), the effectiveness of several mnemonic devices (colors, voices, images, and a combination of these) is also investigated for the retention of noun gender in German. The sole use of images simultaneously coding for noun meaning and gender led to the best observed results, as indicated by scores on two post-tests. The use of images seems to be a promising mnemonic technique for helping learners remember the gender of German nouns, while at the same time not significantly compromising their ability to recall noun meaning. The results of the present study have possible implications for German materials development and teaching, and for computer assisted language learning (CALL) in general.

Lexical constraints in second language learning: Evidence on grammatical gender in German.

The present study asked whether or not the apparent insensitivity of second language (L2) learners to grammatical gender violations reflects an inability to use grammatical information during L2 lexical processing. Native German speakers and English speakers with intermediate to advanced L2 proficiency in German performed a translation-recognition task. On critical trials, an incorrect translation was presented that either matched or mismatched the grammatical gender of the correct translation. Results show interference for native German speakers in conditions in which the incorrect translation matched the gender of the correct translation. Native English speakers, regardless of German proficiency, were insensitive to the gender mismatch. In contrast, these same participants were correctly able to assign gender to critical items. These findings suggest a dissociation between explicit knowledge and the ability to use that information under speeded processing conditions and demonstrate the difficulty of L2 gender processing at the lexical level.

What does the acquisition of the determiner phrase features reveal about bilingualism and L2 acquisition? Some introductory remarks

From a formal linguistic perspective, our understanding of how child and adult bilinguals acquire grammar has to date been mainly based on investigations of clause structure and the morphosyntax within the verbal domain. The development of nominals, however, has so far not been investigated at the same level and degree of detail. In particular, comparatively little attention has been placed on the study of the acquisition of nominal structure and of the morphosyntax of nouns, modifying adjectives and their determiners. As a result, no consensus exists concerning the nature of the dif- ficulty in acquiring some or all determiner phrase (DP) features specifically (e.g. the role of L1 features for additive bilingualism or the degree of cross-linguistic influence in simultaneous bilin- gualism and more). One aim of this Special Issue is to begin to fill this research gap by presenting research on closely related aspects of the structure and morphosyntax of DPs.Adhering to the generative grammar perspective (Chomsky, 1995) of language acquisition, the articles in this special issue discuss the acquisition and processing of various DP properties in sev- eral languages (e.g. in three Romance languages (i.e. French, Italian and Spanish), German and Basque) in different adult and child bilingual contexts. The focus of this Special Issue is on three closely related aspects of the structure and morphosyntax of nominal DPs, namely, gender features agreement, specificity and genericity constraints for interpretation of full and bare nominal clauses following proposals on the topic (Chierchia, 1998; Dayal, 2004; Longobardi, 2001; Schmitt & Munn, 2002) where the D element seems to be responsible for the different possibilities in seman- tic interpretation.This Special Issue consists of four state-of-the-art research articles followed by a concise dis- cussant piece for each by a well-known researcher in the field. In addition, one concise concluding remark article has been written by a renowned scholar in the field, addressing all or part of the issues raised by the individual contributors in the volume and, more importantly, highlighting how the issue as a whole adds to formal acquisition theory in second-language acquisition (SLA) and bilingualism. The present volume is a product of a colloquium on the adult and bilingual acquisi- tion as part of the International Symposium on Bilingualism 7 (ISB7) edition held in Utrecht (The Netherlands) in 2009.Overview of the contributions to this volumeThe first two articles deal with child bilingualism. In particular, the study by Eichler, Jansen and Muller evaluates gender acquisition within DPs adopting Abney's (1987) analysis comparing 2 monolingual German children and 17 bilingual children acquiring either a Romance language (i.e. French, Spanish, Italian) and German or two Romance languages simultaneously at different ages. The authors further compared the two languages within the bilingual children to one another with respect to the acquisition of gender. The influence of different variables on gender acquisition is also under scrutiny: namely, language dominance, transparency of gender marking and/or reliabil- ity of gender cues in the respective languages are hypothesized to influence the speed or delay of its acquisition. According to their main findings, bilingual children can gain the gender systems in both languages just as monolinguals do and bilingualism per se does not have a delaying effect contrary to what previous studies have claimed. In the case of the bilingual as well as in monolin- gual children, the acquisition of gender in German seems to be most problematic. French, on the other hand, embodies only slightly more problems than the other two Romance languages (i.e. Spanish and Italian), with the two-gender systems in both Spanish and Italian being acquired with ease. Eichler, Jansen and Muller came to the conclusions that, in both German and French, adult phonological gender rules are typified by their rather low validity. …

The acquisition of grammatical gender in L2 German by learners with Afrikaans, English or Italian as their L1

In recent years there has been an increase in research on the acquisition of morphological aspects of a second language (L2). Specifically, a number of studies have been conducted on the acquisition of grammatical gender in the L2. The study reported in this paper investigated the adult L2 acquisition of grammatical gender in German by first language (L1) speakers of Afrikaans, English and Italian, respectively. The aim of the study was to determine how similarities and differences between the L1 and L2 in terms of grammatical gender affect the acquisition of this aspect of the target L2. Two experimental tasks – a picture naming task and a sentence completion task – were designed to determine to what extent the grammatical gender of nouns is accurately reflected on determiners and adjectives. Throughout, the L1 Italian group outperformed the other two groups. Since Italian (like German) expresses grammatical gender on determiners and nouns, while neither English nor Afrikaans does, the results indicate that the acquisition of grammatical gender in an L2 is easier for learners whose L1 also expresses grammatical gender. Specifically, the results provide evidence for so-called "deep transfer" (transfer of abstract grammatical properties) from the L1 to the L2 in this area of L2 acquisition: since the grammatical gender systems of Italian and German are not congruent, the Italian speakers' advantage over the other two L1 groups cannot be the result of simple "surface transfer" (transferring knowledge of the grammatical gender of specific nouns in the L1 to the L2) and must be attributed to deep transfer.

Gender Representation in Different Languages and Grammatical Marking on Pronouns: When Beauticians, Musicians, and Mechanics Remain Men

Gygax, Gabriel, Sarrasin, Oakhill, and Garnham (2008) showed that readers form a mental representation of gender that is based on grammatical gender in French and German (i.e., masculine supposedly interpretable as a generic form) but is based on stereotypical information in English. In this study, a modification of their stimulus material was used to examine the additional potential influence of pronouns. Across the three languages, pronouns differ in their grammatical gender marking: The English they is gender neutral, the French ils is masculine, and the German sie, although interpretable as generic, is morphologically feminine. Including a later pronominal reference to a group of people introduced by a plural role name significantly altered the masculine role name's grammatical influence only in German, suggesting that grammatical cues that match (as in French) do not have a cumulative impact on the gender representation, whereas grammatical cues that mismatch (as in German) do counteract one another. These effects indicate that subtle morphological relations between forms actually used in a sentence and other forms have an immediate impact on language processing, although information about the other forms is not necessary for comprehension and may, in some cases, be detrimental to it.

Grammatical Gender in German: A Case for Linguistic Relativity?

The "principle of linguistic relativity" holds that, by way of grammatical categorization, language affects the conceptual representations of its speakers. Formal gender systems are a case in point, albeit a particularly controversial one: Previous studies obtained broadly diverging data, thus giving rise to conflicting conclusions. To a large extent, this incoherence is related to task differences and methodological problems. Here, a priming design is presented that avoids previous problems, as it prevents participants from employing gender information in a strategic manner. Four experiments with German native speakers show priming effects of the prime's grammatical gender on animate and nonanimate targets, an effect for the prime's biological gender on animate targets, but no effect for the prime's biological gender on nonanimate targets, and thus speak against an effect of language on thought for German gender.

Perspectives on Gender in Post-1945 German Literature

Perspectives on Gender in Post-1945 German Literature

The Aesthetics of Nostalgia: Historical Representation in Old English Verse (Toronto Anglo-Saxon Series, 3) by Renée R. Trilling

MLR, 105.3, 2010 827 to get parliaments "out of theirpalaces" by supporting innovative solutions capable of breaking themagic circle of a self-sufficientpolitical representation' (p. 196). Symbolically, as parliamentary work is thusmade 'transparent' to the population, social identification with the political sphere is to be strengthened. Like Rizzoni's essay, most of the volume's contributions deal with cultural ex pressions of or responses to specific collective identity concepts (national, regional, ethnic, or gendered) within the context of European film, literature, art, and poli tics. In a compelling essay, Sophie Watt analyses racist constructions ofminority identities in three exhibitions held in France between 1931 and 1941. Equally concerned with identitypolitics is Lorraine Ryan's article, inwhich she traces the emergence of an empowered republican memory' (p. 120) in contemporary Spain across various political and cultural discourses. As for literary expressions of Euro pean identities, Lucia Rinaldi looks at Sardinia's role as protagonist of the large majority of [...] crime stories' (p. 163) by Sardinian writer Marcello Fois, whereas David Rock describes the rather non-spatial concept of German cultural identity in thewritings ofRomanian-German writer Richard Wagner, whose own German ness becomes deeply contested afterhis move from Romania toGermany. Finally, a set of five essays deals with filmic constructions of collective identities: gender and national identity in British, French, and German (post-)war films from 1944 to 1948 (WendyWebster), the positive remaking of Italy in Italian Resistance films (Marian Hurley), the cultural relevance of filmic citation in French New Wave films (Franck Le Gac), the sense of collective identitygrounding in space as represented by the Po Valley inGianni Celati's experimental documentary Strada provinciale delle anime (Laura Rorato), and the persistence of theDracula myth, popularized by Bram Stoker's novel and numerous vampire films, as a heteroimage of Eastern Europe (Iulius Hondrila). Hondrila's insightful essay not only pays specific tribute to the Studia Imagologica series, of which this volume is part, by consistently applying imagological terminology to its subject-matter. It also harks back to the overall title of the volume in that itdeconstructs the perspective of theWestern European self?the essence'?on its Eastern European other?the 'margin', which has an added actuality in the ongoing expansion of the European Union towards the east. In sum, this fine collection of extremely diverse essays indeed testifies to thevirulent question ofEuropean identity in the face of extremely diverse collective identitieswithin Europe's growing boundaries. University of Augsburg Christoph Henke The Aesthetics of Nostalgia: Historical Representation inOld English Verse. By Renee R. Trilling. (Toronto Anglo-Saxon Series, 3) Toronto: University ofToronto Press. 2009. xiv+297 pp. ?45. ISBN 978-0-8020-9971-6. The early English delighted in harking back to origins, so that the subject is a natural one for amonograph. Now itappears in bulk, and verymuch so: forRenee Trilling is a watery kind ofwriter, her comments flowing unrestrainedly to fill the 828 Reviews space offered them.Nevertheless, her study (based on aNotre Dame thesis) can be boiled down into something solid. It has five chapters between introduction and conclusion. We thus startwith Art and History inOld English heroic verse, these abstrac tions allowing much generalization. There follow the 'Origins of the Present in Anglo-Saxon Biblical Verse' and poetry of theViking age. Chapters 4 and 5 turn to those paste gems, the poems and near-poems of the Anglo-Saxon Chronicle. So we end up with time past and present inDeor, Widsith, The Ruin, Caedmon's Hymn, Genesis and other JuniusManuscript poems, Beowulf, The Battle ofMal don, The Battle ofBrunanburh, The Death ofEdgar, and so on.With what result? The dust-jacket blurb by Clare Lees (of London University) claims that the book is subtle, accessible, intelligent, exemplary, ambitious, distinguished, impeccable, up to date, well-informed, and a pleasure to read. The Aesthetics ofNostalgia is certainly up to date and ambitious. It is also accurate, and just avoids pretentious ness, despite quoting Theodor Adorno, Mikhail Bakhtin, Walter Benjamin, Homi Bhabha, Sigmund Freud, Maurice Halbwachs, andWilliam Labov, none ofwhom (despite other merits) had much interest inOld English. One's main complaint is the amount one has towade through to get anywhere. Trilling is no Pemmican Stylist. The study is...

How Formal Versus Semantic Gender Influences the Interpretation of Person Denotations

Two studies assessed how gender-marked person denotations in German are interpreted in contrast to their unmarked counterparts in English. Participants read sentences about national groups denoted by nouns of masculine gender in German (Experiment 1) and by gender-unmarked nouns in English (Experiment 2). These statements were followed by a sentence that contained a reference to the subject of the first sentence and expressed either stereotypically feminine, stereotypically masculine, or gender-neutral content. Reading times for the second sentences indicate the ease of reference resolution which depends on the fit between the first sentence’s subject and the gender relatedness of the second sentence. Results show that grammatical gender in German slowed down the reading of information that was mismatched as to gender. No effect occurred in the English study. Results are discussed in terms of the theoretical framework of scenario mapping and focus ( Sanford & Garrod, 1981 , 1998 ).

Language learning

06–451Baquedano-López, Patricia (U California, Berkeley, USA; pbl@berkeley.edu), Jorge L. Solís & Shlomy Kattan, Adaptation: The language of classroom learning. Linguistics and Education (Elsevier) 16.1 (2005), 1–26.06–452Brooks, Patricia, J. (City U New York, USA; pbrooks@mail.csi.cuny.edu), Vera Kempe & Ariel Sionov, The role of learner and input variables in learning inflectional morphology. Applied Psycholinguistics (Cambridge University Press) 27.2 (2006), 185–209.06–453Clahsen, Harald & Claudia Felser (U Essex, UK; harald@essex.ac.uk), Grammatical processing in language learners. Applied Psycholinguistics (Cambridge University Press) 27.1 (2006), 3–42.06–454Cleland, Alexandra A. (U York, UK; a.cleland@psych.york.ac.uk) & Martin J. Pickering, Do writing and speaking employ the same syntactic representations?Journal of Memory and Language (Elsevier) 54.2 (2006), 185–198.06–455Devescovi, Antonella (U Rome, Italy; antonella.devescovi@uniroma1.it), Maria Cristina Caselli, Daniela Marchione, Patrizio Pasqualetti, Judy Reilly & Elisabeth Bates, A cross-linguistic study of the relationship between grammar and lexical development. Journal of Child Language (Cambridge University Press) 32.4 (2005), 759–786.06–456Fomin, Maxim & Gregory Toner (U Ulster, UK; gj.toner@ulster.ac.uk), Digitizing a dictionary of Medieval Irish: The eDIL Project. Literary and Linguistic Computing (Oxford University Press) 21.1 (2006), 83–90.06–457Geeslin, Kimberly L. (Indiana U, USA; kgeeslin@indiana.edu) & Pedro Guijarro-Fuentes, Second language acquisition of variable structures in Spanish by Portuguese speakers. Language Learning (Blackwell) 56.1 (2006), 53–107.06–458Gullberg, Marianne (Max Planck Institute for Psycholinguistics, the Netherlands; marianne.gullberg@mpi.nl), Handling discourse: Gestures, reference tracking, and communication strategies in early L2. Language Learning (Blackwell) 56.1 (2006), 155–196.06–459Hickmann, Maya (U René Descartes Paris 5, France) & Henriette Hendriks, Static and dynamic location in French and in English. First Language (Sage) 26.1 (2006), 103–135.06–460Hohlfeld, Annette (U Complutense, Spain; ahohlfeld@isciii.es), Accessing grammatical gender in German: The impact of gender-marking regularities. Applied Psycholinguistics (Cambridge University Press) 27.2 (2006), 127–142.06–461Howard, Martin (U College, Cork, Ireland; mhoward@french.ucc.ie), Isabelle Lemée & Vera Regan, The L2 acquisition of a phonological variable: The case of /l/deletion in French. Journal of French Language Studies (Cambridge University Press) 16.1 (2006), 1–24.06–462Huong, Le Pham Hoai (Hue U of Foreign Languages, Vietnam; quangandhuong@yahoo.com), Learning vocabulary in group work in Vietnam. RELC Journal (Sage) 37.1 (2006), 105–121.06–463Jie, Li (Chinese U Hong Kong, China; lijie@cuhk.edu.hk) & Qin Xiaoqing, Language learning styles and learning strategies of tertiary-level English learners in China. RELC Journal (Sage) 37.1 (2006), 67–90.06–464Kiefer, Kate (Colorado State U, USA; Kate.Kiefer@colostate.edu), Complexity, class dynamics, and distance learning. Computers and Composition (Elsevier) 23.1 (2006), 125–138.06–465Kondo-Brown, Kimi (U Hawaii at Manoa, USA; kondo@hawaii.edu), How do English L1 learners of advanced Japanese infer unknownKanjiwords in authentic texts?Language Learning (Blackwell) 56.1 (2006), 109–153.06–466Leonard, Lawrence B. (Purdue U, USA; xdxl@purdue.edu), Anita M.-Y. Wong, Patricia Deevy, Stephanie F. Stokes & Paul Fletcher, The production of passives by children with specific language impairment: Acquiring English or Cantonese. Applied Psycholinguistics (Cambridge University Press) 27.2 (2006), 267–299.06–467Leong, Che Kan (U Saskatchewan, Canada; leong@sask.usask.ca), Kit Tai Hau, Pui Wan Cheng & Li Hai Tan, Exploring two-wave reciprocal-structural relations among orthographic knowledge, phonological sensitivity, and reading and spelling of English words by Chinese students. Journal of Educational Psychology (American Psychological Association) 97.4 (2005), 591–600.06–468Macizo, Pedro & M. Teresa Bajo (U Granada, Spain; mbajo@ugr.es), Reading for repetition and reading for translation: Do they involve the same processes?Cognition (Elsevier) 99.1 (2006), 1–34.06–469Mackay, Ian R. & James E. Fleger (U Alabama, USA; jeflege@uab.edu) & Satomi Imai, Evaluating the effects of chronological age and sentence duration on degree of perceived foreign accent. Applied Psycholinguistics (Cambridge University Press) 27.2 (2006), 157–183.06–470Pavlik Jr., Philip I. & John R. Anderson (Carnegie Mellon U, USA), Practice and forgetting effects on vocabulary memory: An activationbased model of the spacing effect. Cognitive Science: A Multidisciplinary Journal (Lawrence Erlbaum) 29.4 (2005), 559–586.06–471Ram, Frost (Hebrew U, Israel; frost@mscc.huji.ac.il), Tamar Kugler, Avital Deutsch & Kenneth I. Foster, Orthographic structure versus morphological structure: Principles of lexical organization in a given language. Journal of Experimental Psychology: Learning, Memory, and Cognition (American Psychological Association) 31.6 (2005), 1293–1396.06–472Roberts, Theresa, A. (California State U, USA; robertst@csus.edu), Articulation accuracy and vocabulary size contributions to phonemic awareness and word reading in English language learners. Journal of Educational Psychology (American Psychological Association) 97.4 (2005), 601–616.06–473Treiman, Rebecca (Washington U, USA; rtreiman@wustl.edu), Brett Kessler & Tatiana Cury Pollo, Learning about the letter name subset of the vocabulary: Evidence from US and Brazilian pre-schoolers. Applied Psycholinguistics (Cambridge University Press) 27.2 (2006), 211–227.06–474Vandergrift, Larry (U Ottawa, Canada; lvdgrift@uottawa.ca), Second language listening: Listening ability or language proficiency?The Modern Language Journal (Blackwell) 90.1 (2006), 6–18.

Shared representations in language processing and verbal short-term memory : The case of grammatical gender

Abstract The general idea of language-based accounts of short-term memory is that retention of linguistic materials is based on representations within the language processing system. In the present sentence recall study, we address the question whether the assumption of shared representations holds for morphosyntactic information (here: grammatical gender in German). Three experiments using a modified version of Potter and Lombardi’s (1990) intrusion paradigm tested whether the presentation of nouns similar in meaning to a noun included in a sentence led to more intrusions in sentence recall if the related nouns had the same grammatical gender as compared to a different gender. Indeed, morphosyntactic constraints resulted in weaker (or even no) intrusion effects for gender incongruent as compared to gender congruent intruders. This effect was observed independently of the degree to which phonological information was available during recall and independently of a determiner mismatch between the noun in the sentence and the incongruent intruder.