Lexical Bias Research Articles

Exploring the effect of lexicality and listener experience on gradient ratings of Swedish sibilant fricatives

ABSTRACT This study explores the influence of lexicality on gradient judgments of Swedish sibilant fricatives by contrasting ratings of initial fricatives in words and word fragments (initial CV-syllables). Visual-Analogue Scale (VAS) judgments were elicited from experienced listeners (speech-language pathologists; SLPs) and inexperienced listeners, and compared with respect to the effects of lexicality using Bayesian mixed-effects beta regression. Overall, SLPs had higher intra- and interrater reliability than inexperienced listeners. SLPs as a group also rated fricatives as more target-like, with higher precision, than did inexperienced listeners. An effect of lexicality was observed for all individual listeners, though the magnitude of the effect varied. Although SLP’s ratings of Swedish children’s initial voiceless fricatives were less influenced by lexicality, our results indicate that previous findings concerning VAS ratings of non-lexical CV-syllables cannot be directly transferred to the clinical context, without consideration of possible lexical bias.

How children generalize novel nouns: An eye-tracking analysis of their generalization strategies.

Recent research has shown that comparisons of multiple learning stimuli which are associated with the same novel noun favor taxonomic generalization of this noun. These findings contrast with single-stimulus learning in which children follow so-called lexical biases. However, little is known about the underlying search strategies. The present experiment provides an eye-tracking analysis of search strategies during novel word learning in a comparison design. We manipulated both the conceptual distance between the two learning items, i.e., children saw examples which were associated with a noun (e.g., the two learning items were either two bracelets in a "close" comparison condition or a bracelet and a watch in a "far" comparison condition), and the conceptual distance between the learning items and the taxonomically related items in the generalization options (e.g., the taxonomic generalization answer; a pendant, a near generalization item; versus a bow tie, a distant generalization item). We tested 5-, 6- and 8-year-old children's taxonomic (versus perceptual and thematic) generalization of novel names for objects. The search patterns showed that participants first focused on the learning items and then compared them with each of the possible choices. They also spent less time comparing the various options with one another; this search profile remained stable across age groups. Data also revealed that early comparisons, (i.e., reflecting alignment strategies) predicted generalization performance. We discuss four search strategies as well as the effect of age and conceptual distance on these strategies.

Preferences in the use of overabundance: predictors of lexical bias in Estonian

Abstract This study of morphological overabundance focuses on the (non-)synonymy of parallel forms in Estonian illative case (‘into’) and the type of entrenchment behind it. We focus on the lexical level, testing whether the form preferred for a lexeme depends on semantic or morphophonological factors, or both. Using multifactorial regression analyses, we compare three corpus datasets: lexemes biased toward long forms, those biased toward short forms and lexemes with balanced form distribution. This is the first study to investigate realised overabundance in this way, and to include inflection class membership in the model, enabling us to test whether declension class subsumes the morphophonological factors found to affect form preference in previous studies. The analysis shows that cell token frequency and inflection class are significant predictors of form preference, while the lexical-semantic features included in the study do not affect formative choice, highlighting the role of cell entrenchment instead of formative entrenchment in guiding form use. In conclusion, the study highlights the important role of inflection class (morphophonology) in the general shaping of form usage patterns in parallel forms and the weak role of semantic factors on the lexical level.

Exploring Lexical Biases of Multilingual Preschool Children in the Philippines

Exploring Lexical Biases of Multilingual Preschool Children in the Philippines

Insights from the Meaning First Approach and cognition into denominal verbs in child language: <em>Cherrying</em> means ‘eating cherries’, not ‘becoming like a cherry’

We experimentally investigate the meaning of denominal verbs in child and adult Romanian using a semi-artificial/semi-nonce denominal verb (SAD) paradigm, i.e., using non-existent verbs derived from familiar nouns (a cireşi ‘to cherry’). Importantly, the SAD paradigm allows us to probe into meaning formation without the lexical bias of existing verbs. To see whether children have difficulties understanding SAD verbs in linguistic contexts, we conducted a Contextual Denominal Task. Children were asked to select a matching picture after hearing sentences with SAD verbs in linguistic contexts biasing them for a particular interpretation. Children generally opted for a literal interpretation of a cireşi ‘to cherry’, involving the actual object cherry (‘to pick/eat cherries’), over a figurative interpretation such as a deveni (roşie) ca cireaşa ‘to become (red) like a cherry’, i.e., ‘to blush’ even in figurative-biasing contexts (like Mary cherried when John told her she was beautiful). In order to see whether children perform better when the meaning is made explicit or whether they have a general difficulty with figurative meanings (whether implicit or explicit), we also conducted an Explicit Denominal Paraphrase Task, where children were instead exposed to the corresponding denominal paraphrases (e.g., a deveni ca cireaşa ‘to become like a cherry’). Children performed almost adult-like when the figurative meaning was more explicit. We account for our findings within a Meaning First Approach (Sauerland & Alexiadou 2020; Guasti, Alexiadou & Sauerland 2023), which assumes that compressed meaning is hard, and that decompressing words is subject to two possible principles: (structural and conceptual) simplicity and plausibility. While adults tend to observe plausibility, children prefer simplicity more, generally opting for literal readings, which merge the light verb DO or similar verbs with nouns (Hale & Keyser 2002; Kiparsky 1997).

ROUGE-SEM: Better evaluation of summarization using ROUGE combined with semantics

With the development of pre-trained language models and large-scale datasets, automatic text summarization has attracted much attention from the community of natural language processing, but the progress of automatic summarization evaluation has stagnated. Although there have been efforts to improve automatic summarization evaluation, ROUGE has remained one of the most popular metrics for nearly 20 years due to its competitive evaluation performance. However, ROUGE is not perfect, there are studies have shown that it is suffering from inaccurate evaluation of abstractive summarization and limited diversity of generated summaries, both caused by lexical bias. To avoid the bias of lexical similarity, more and more meaningful embedding-based metrics have been proposed to evaluate summaries by measuring semantic similarity. Due to the challenge of accurately measuring semantic similarity, none of them can fully replace ROUGE as the default automatic evaluation toolkit for text summarization. To address the aforementioned problems, we propose a compromise evaluation framework (ROUGE-SEM) for improving ROUGE with semantic information, which compensates for the lack of semantic awareness through a semantic similarity module. According to the differences in semantic similarity and lexical similarity, summaries are classified into four categories for the first time, including good-summary, pearl-summary, glass-summary, and bad-summary. In particular, the back-translation technique is adopted to rewrite pearl-summary and glass-summary that are inaccurately evaluated by ROUGE to alleviate lexical bias. Through this pipeline framework, summaries are first classified by candidate summary classifier, then rewritten by categorized summary rewriter, and finally scored by rewritten summary scorer, which are efficiently evaluated in a manner consistent with human behavior. When measured using Pearson, Spearman, and Kendall rank coefficients, our proposal achieves comparable or higher correlations with human judgments than several state-of-the-art automatic summarization evaluation metrics in dimensions of coherence, consistency, fluency, and relevance. This also suggests that improving ROUGE with semantics is a promising direction for automatic summarization evaluation.

EXPERIMENTAL STUDY OF THE INFLUENCE OF REGISTER FORMALITY ON THE PREFERRED REALIZATION OF THE COMPLEMENT CLAUSE IN RUSSIAN

In Russian, sentential complements (thatclauses) are optionally preceded by the demonstrative to ‘that’ (sometimes called ‘correlative’), with the required case marking or preposition selected by the verb. Several factors have been sug-gested in the literature as in uencing the choice of the construction with to, including the matrix predicate as well as information structure. is work investigates the in uence of register formality on the preferred realization of the complement. It is hypothesized that the construction with to, being the more explicit variant, is associated with more formal registers. is hypothesis has been previously tested on the basis of corpus data and received limited support. Here it is tested in a (two-al-ternative) forced-choice experiment where the register (news vs. spoken) is manipulated within items and subjects. 18 alternating predicates were tested, with two matched pairs of sentences with the contrasted registers constructed for each predicate. In addition, the experiment tested the in uence of lexical biases, as measured by the ‘collostructional analysis’ or by relative frequency of the alternating constructions in the corpus. e results showed a reliable e ect of lexical biases, as well as a much weaker but signi cant e ect of formality suggesting that in the news register the construction with to is preferred more o en compared to the spoken register, in line with the experimental hypothesis, whereas register did not interact with the lexical bias. Interestingly, a substantial amount of variation in the results was due to lexical biases as well as individual speaker preferences for one or the other construction.

EXPERIMENTAL STUDY OF THE INFLUENCE OF REGISTER FORMALITY ON THE PREFERRED REALIZATION OF THE COMPLEMENT CLAUSE IN RUSSIAN

In Russian, sentential complements (that-clauses) are optionally preceded by the demonstrative to ‘that’ (sometimes called ‘correlative’), with the required case marking or preposition selected by the verb. Several factors have been suggested in the literature as influencing the choice of the construction with to, including the matrix predicate as well as information structure. Th is work investigates the influence of register formality on the preferred realization of the complement. It is hypothesized that the construction with to, being the more explicit variant, is associated with more formal registers. Th is hypothesis has been previously tested on the basis of corpus data and received limited support. Here it is tested in a (two-alternative) forced-choice experiment where the register (news vs. spoken) is manipulated within items and subjects. 18 alternating predicates were tested, with two matched pairs of sentences with the contrasted registers constructed for each predicate. In addition, the experiment tested the influence of lexical biases, as measured by the ‘collostructional analysis’ or by relative frequency of the alternating constructions in the corpus. Th e results showed a reliable effect of lexical biases, as well as a much weaker but significant effect of formality suggesting that in the news register the construction with to is preferred more oft en compared to the spoken register, in line with the experimental hypothesis, whereas register did not interact with the lexical bias. Interestingly, a substantial amount of variation in the results was due to lexical biases as well as individual speaker preferences for one or the other construction.

Quantifying gender biases towards politicians on Reddit.

Despite attempts to increase gender parity in politics, global efforts have struggled to ensure equal female representation. This is likely tied to implicit gender biases against women in authority. In this work, we present a comprehensive study of gender biases that appear in online political discussion. To this end, we collect 10 million comments on Reddit in conversations about male and female politicians, which enables an exhaustive study of automatic gender bias detection. We address not only misogynistic language, but also other manifestations of bias, like benevolent sexism in the form of seemingly positive sentiment and dominance attributed to female politicians, or differences in descriptor attribution. Finally, we conduct a multi-faceted study of gender bias towards politicians investigating both linguistic and extra-linguistic cues. We assess 5 different types of gender bias, evaluating coverage, combinatorial, nominal, sentimental and lexical biases extant in social media language and discourse. Overall, we find that, contrary to previous research, coverage and sentiment biases suggest equal public interest in female politicians. Rather than overt hostile or benevolent sexism, the results of the nominal and lexical analyses suggest this interest is not as professional or respectful as that expressed about male politicians. Female politicians are often named by their first names and are described in relation to their body, clothing, or family; this is a treatment that is not similarly extended to men. On the now banned far-right subreddits, this disparity is greatest, though differences in gender biases still appear in the right and left-leaning subreddits. We release the curated dataset to the public for future studies.

Effects of stimulus naturalness and contralateral interferers on lexical bias in consonant identification.

Lexical bias is the tendency to perceive an ambiguous speech sound as a phoneme completing a word; more ambiguity typically causes greater reliance on lexical knowledge. A speech sound ambiguous between /g/ and /k/ is more likely to be perceived as /g/ before /ɪft/ and as /k/ before /ɪs/. The magnitude of this difference-the Ganong shift-increases when high cognitive load limits available processing resources. The effects of stimulus naturalness and informational masking on Ganong shifts and reaction times were explored. Tokens between /gɪ/ and /kɪ/ were generated using morphing software, from which two continua were created ("giss"-"kiss" and "gift"-"kift"). In experiment 1, Ganong shifts were considerably larger for sine- than noise-vocoded versions of these continua, presumably because the spectral sparsity and unnatural timbre of the former increased cognitive load. In experiment 2, noise-vocoded stimuli were presented alone or accompanied by contralateral interferers with constant within-band amplitude envelope, or within-band envelope variation that was the same or different across bands. The latter, with its implied spectro-temporal variation, was predicted to cause the greatest cognitive load. Reaction-time measures matched this prediction; Ganong shifts showed some evidence of greater lexical bias for frequency-varying interferers, but were influenced by context effects and diminished over time.

Rapid speech adaptation in younger and older normal-hearing adults: Distributional and lexically guided learning

In speech perception, when a primary acoustic cue (e.g., VOT) is ambiguous, listeners may increase the weight of a secondary cue (e.g., F0). In experiment 1, we compared the cue-weighting adjustment strategies across younger and older normal-hearing adults with a distributional learning paradigm. Two groups of native English listeners were exposed to voicing contrasts that were ambiguous in either VOT or F0. Additionally, listeners may access lexical information to help resolve the ambiguity in the acoustic signal. Older listeners have been reported to use lexical information to a greater degree than younger listeners. In experiment 2, using a lexically guided learning paradigm, we tested if younger and older adults differ in their use of lexical information when learning to interpret ambiguous acoustic tokens. There were four types of exposure, in which stimuli differed in lexical status (day-*tay; *doy-toy) and the acoustic ambiguity involved either only VOT or both VOT and F0. Preliminary results from younger normal-hearing, listeners showed significant speech adaptation effects, with a significant change in cue weights in distributional learning and salient lexical bias in lexically guided learning. More data will be collected from older adults to assess the extent of perceptual learning relative to younger adults.

Overcoming Lexical Bias in the Judgment of Emotion in Speech: Role of Executive Function and Usefulness Understanding in Young Children

Studies have shown that when listening to speech sounds that express different emotions through prosodic and lexical content, adults tend to judge a speaker’s emotion based on prosody, while young children tend to judge a speaker’s emotion based on lexical content. This study examined three factors that can help 3- to 5-year-old children overcome their lexical bias and use prosody to judge a speaker’s emotion. The results showed that an understanding of the usefulness of prosody to infer emotion from speech influenced young children’s tendency to focus on prosody, and that only children with well-developed executive functions could judge a speaker’s emotions by focusing on prosody—to the extent that they could read emotions from it. To achieve this, in addition to understanding, children needed to switch their attention away from lexical content and read emotions from prosody.

Het gebruik van zo’n en zulk

This corpus study investigates the alternation between zo’n and zulk ‘such’ in front of plural and uncountable singular nouns, by putting three hypotheses to the test. The first hypothesis concerns the potential influence of lectal contamination. This is an effect whereby contact between two language varieties leads to lexical biases in the determinants of language variation within each of the varieties separately. Concretely, it is hypothesized that typically Belgian phrases more often exhibit zo’n than typically Netherlandic phrases, both in the language use of Belgians and in the language use of Dutchmen. The second hypothesis predicts that in the Netherlands, in front of singular, uncountable nouns, zulk is preferred in the identifying function compared to the intensifying function. Finally, the third hypothesis holds that in Belgium, in front of plural nouns, zulk is preferred in formal registers. The first hypothesis is not confirmed, while the second is confirmed, pending some qualifications, and the third is also confirmed.

Word vs. World Knowledge: A developmental shift from bottom-up lexical cues to top-down plausibility

Both 5-year-old children and adults infer the structure of a sentence as they are hearing it. Prior work, however, has found that children do not always make use of the same information that adults do to guide these inferences. Specifically, when hearing ambiguous sentences like “You can tickle the frog with the feather,” children seem to ignore the aspects of the referential context that adults rely on to resolve the ambiguity—e.g., are there two frogs in the scene, one with a feather and one without? Or is there only one frog to be tickled by using a feather? The present study explored two hypotheses about children’s failure to use high-level, top-down context cues to infer the structure of these ambiguous sentences: First, children may be less likely to use any top-down cue during comprehension. Second, children may only have difficulties with top-down cues that are unreliable predictors of which syntactic structure is being used. Thus, to disentangle these hypotheses, we conducted a visual world study of adults’ and children’s ambiguity resolution, manipulating a more reliable top-down cue (the plausibility of the interpretation) and pitting it against a robust bottom-up cue (lexical biases). We find that adults’ and children’s final interpretations are influenced by both sources of information: adults, however, give greater weight to the top-down cue, whereas children primarily rely on the bottom-up cue. Thus, children’s tendency to make minimal use of top-down information persists even when this information is highly valid and dominates adult comprehension. We propose that children have a systematic propensity to rely on bottom-up processing to a greater degree than adults, which could reflect differences in the architecture of the adult and child language comprehension systems or differences in processing speed.

Measuring Food-Related Attentional Bias.

Objective: Food-related attentional bias has been defined as the tendency to give preferential attention to food-related stimuli. Attentional bias is of interest as studies have found that increased attentional bias is associated with obesity; others, however, have not. A possible reason for mixed results may be that there is no agreed upon measure of attentional bias: studies differ in both measurement and scoring of attentional bias. Additionally, little is known about the stability of attentional bias over time. The present study aims to compare attentional bias measures generated from commonly used attentional bias tasks and scoring protocols, and to test re-test reliability.Methods: As part of a larger study, 69 participants (67% female) completed two food-related visual probe tasks at baseline: lexical (words as stimuli), and pictorial (pictures as stimuli). Reaction time bias scores (attentional bias scores) for each task were calculated in three different ways: by subtracting the reaction times for the trials where probes replaced (1) neutral stimuli from the trials where the probes replaced all food stimuli, (2) neutral stimuli from the trials where probes replaced high caloric food stimuli, and (3) neutral stimuli from low caloric food stimuli. This resulted in three separate attentional bias scores for each task. These reaction time results were then correlated. The pictorial visual probe task was administered a second time 14-days later to assess test-retest reliability.Results: Regardless of the scoring use, lexical attentional bias scores were minimal, suggesting minimal attentional bias. Pictorial task attentional bias scores were larger, suggesting greater attentional bias. The correlation between the various scores was relatively small (r = 0.13–0.20). Similarly, test-retest reliability for the pictorial task was poor regardless of how the test was scored (r = 0.20–0.41).Conclusion: These results suggest that at least some of the variation in findings across attentional bias studies could be due to differences in the way that attentional bias is measured. Future research may benefit from either combining eye-tracking measurements in addition to reaction times.

Increased reliance on top-down information to compensate for reduced bottom-up use of acoustic cues in dyslexia

Speech recognition is a complex human behavior in the course of which listeners must integrate the detailed phonetic information present in the acoustic signal with their general linguistic knowledge. It is commonly assumed that this process occurs effortlessly for most people, but it is still unclear whether this also holds true in the case of developmental dyslexia (DD), a condition characterized by perceptual deficits. In the present study, we used a dual-task setting to test the assumption that speech recognition is effortful for people with DD. In particular, we tested the Ganong effect (i.e., lexical bias on phoneme identification) while participants performed a secondary task of either low or high cognitive demand. We presumed that reduced efficiency in perceptual processing in DD would manifest in greater modulation in the performance of primary task by cognitive load. Results revealed that this was indeed the case. We found a larger Ganong effect in the DD group under high than under low cognitive load, and this modulation was larger than it was for typically developed (TD) readers. Furthermore, phoneme categorization was less precise in the DD group than in the TD group. These findings suggest that individuals with DD show increased reliance on top-down lexically mediated perception processes, possibly as a compensatory mechanism for reduced efficiency in bottom-up use of acoustic cues. This indicates an imbalance between bottom-up and top-down processes in speech recognition of individuals with DD.

Proximity hype as a frame attribute in the reporting on North Korea: Frame strength in competitive contexts

This study analyses generic frames exhibiting varying strength when in a competitive context in an effort to identify the most recurring and repeated patterns and schemata in the framing of global news. The two-level analysis revealed six recurring attributes (official and/or credible sources, repetition, journalistic lexical bias, proximity hype, episodic nature of frame and negativity bias) that are believed to encompass frames and influence their power of persuasiveness. Special focus is placed on proximity hype with its three dominant angles recurring in the publications, which implies a common use of this aspect in the framing of news content.

Effects of perceptual abilities and lexical knowledge on the phonetic categorization of second language speech.

This study examined how phonetic categorization in a second language (L2) is jointly affected by perceptual abilities and lexical knowledge. Adult L1 Mandarin Chinese and L1 English-L2 Mandarin learners performed a phonetic categorization task. The stimuli varied the F0 contour along a continuum resulting in four different tonal word/nonword end point combinations. Both L1 and L2 listeners categorized more ambiguous tokens as words than nonwords, thus demonstrating a lexical bias in their behavior, i.e., the Ganong effect. Non-phonetic, linguistic information can thus modify L2 phonetic categorization of lexical tones. This effect, however, can be constrained by the listener's pitch perception abilities.

Contrasting lexical biases in bilingual English-Mandarin speech: Verb-biased mothers, but noun-biased toddlers.

Is noun dominance in early lexical acquisition a widespread or a language-specific phenomenon? Thirty Singaporean bilingual English-Mandarin learning toddlers and their mothers were observed in a mother-child play interaction. For both English and Mandarin, toddlers' speech and reported vocabulary contained more nouns than verbs across book reading and toy playing. In contrast, their mothers' speech contained more verbs than nouns in both English and Mandarin but differed depending on the context of the interaction. Although toddlers demonstrated a noun bias for both languages, the noun bias was more pronounced in English than in Mandarin. Together, these findings support early noun dominance as a widespread phenomenon in the lexical acquisition debate but also provide evidence that language specificity also plays a minor role in children's early lexical development.

A second chance for a first impression: Sensitivity to cumulative input statistics for lexically guided perceptual learning.

Listeners use lexical knowledge to modify the mapping from acoustics to speech sounds, but the timecourse of experience that informs lexically guided perceptual learning is unknown. Some data suggest that learning is contingent on initial exposure to atypical productions, while other data suggest that learning reflects only the most recent exposure. Here we seek to reconcile these findings by assessing the type and timecourse of exposure that promote robust lexcially guided perceptual learning. In three experiments, listeners (n = 560) heard 20 critical productions interspersed among 200 trials during an exposure phase and then categorized items from an ashi-asi continuum in a test phase. In Experiment 1, critical productions consisted of ambiguous fricatives embedded in either /s/- or /ʃ/-biasing contexts. Learning was observed; the /s/-bias group showed more asi responses compared to the /ʃ/-bias group. In Experiment 2, listeners heard ambiguous and clear productions in a consistent context. Order and lexical bias were manipulated between-subjects, and perceptual learning occurred regardless of the order in which the clear and ambiguous productions were heard. In Experiment 3, listeners heard ambiguous fricatives in both /s/- and /ʃ/-biasing contexts. Order differed between two exposure groups, and no difference between groups was observed at test. Moreover, the results showed a monotonic decrease in learning across experiments, in line with decreasing exposure to stable lexically biasing contexts, and were replicated across novel stimulus sets. In contrast to previous findings showing that either initial or most recent experience are critical for lexically guided perceptual learning, the current results suggest that perceptual learning reflects cumulative experience with a talker's input over time.