Linguistic Content Research Articles

Neural Dynamics of the Processing of Speech Features: Evidence for a Progression of Features from Acoustic to Sentential Processing.

When we listen to speech, our brain's neurophysiological responses "track" its acoustic features, but it is less well understood how these auditory responses are enhanced by linguistic content. Here, we recorded magnetoencephalography (MEG) responses while subjects of both sexes listened to four types of continuous-speech-like passages: speech-envelope modulated noise, English-like non-words, scrambled words, and a narrative passage. Temporal response function (TRF) analysis provides strong neural evidence for the emergent features of speech processing in cortex, from acoustics to higher-level linguistics, as incremental steps in neural speech processing. Critically, we show a stepwise hierarchical progression of progressively higher order features over time, reflected in both bottom-up (early) and top-down (late) processing stages. Linguistically driven top-down mechanisms take the form of late N400-like responses, suggesting a central role of predictive coding mechanisms at multiple levels. As expected, the neural processing of lower-level acoustic feature responses is bilateral or right lateralized, with left lateralization emerging only for lexical-semantic features. Finally, our results identify potential neural markers, linguistic level late responses, derived from TRF components modulated by linguistic content, suggesting that these markers are indicative of speech comprehension rather than mere speech perception.Significance Statement We investigate neural processing mechanisms as speech evolves from acoustic signals to meaningful language, using stimuli ranging from without any linguistic information to fully well-formed linguistic content. Computational models based on speech and linguistic hierarchy reveal that cortical responses time-lock to emergent features from acoustics to linguistic processes at the sentence level, with increasing the semantic information in the acoustic input. Temporal response functions (TRFs) uncovered millisecond-level processing dynamics as speech and language stages unfold. Each speech feature undergoes early and late processing stages, with the former driven by bottom-up activation and the latter influenced by top-down mechanisms. These insights enhance our understanding of the hierarchical nature of auditory language processing.

Категория «побуждение» как интегративный термин правового поля в контексте экспертной деятельности в сфере противодействия преступлениям экстремистской направленности

The article examines the substantive content of the category of “incitement” in the context of its intersection with other legal concepts such as “inducement”, “propaganda”, and “call to action”, taking into account their interpre-tation during linguistic expertise related to extremist crimes. The aim of the study is to analyze the interpretative binary nature of the term in the aspect of countering illegal activities, wherein its semantic content acquires a binary legal-linguistic character. The relevance of this issue arises from the fact that varying interpretations of the term lead to different classifications of acts, thereby determining the nature of the consequences for of-fenders in cases related to extremist activities. The author investigates the polystructural nature of incitement, which manifests itself in the direction towards the commission of an act (incitement to action) or the acceptance of an idea (incitement to opinion). Furthermore, the paper analyzes the consequences arising from the uncoor-dinated interpretation of the term within legal and expert discourses, proposing potential solutions to the identi-fied issues. The author suggests a principle of hierarchical connection of terms, considering their legal and linguistic semantic content in the production of expertise, relying on the results of a comparative analysis of various legal, scientific, and methodological sources. The study emphasizes the necessity for a coherent ap-proach to terminology in expert practices, advocating for an understanding that integrates both legal frame-works and linguistic nuances to ensure consistency in the adjudication of extremist-related offenses.

Teori Linguistik dalam Pembelajaran Bahasa Arab

The purpose of this research is to provide an overview of modern linguistics. Descriptive qualitative research methodology is used here. The literature on contemporary linguistics served as the study's data source. The method of data analysis is linguistic content analysis. both current and broad linguistics. According to the study's findings, modern linguistics is the scientific study of language itself, including its lexical, grammatical, and phonological structure (langue) as well as its use as speech (parole). The constituent elements of language—phonology, morphology, syntax, and semantics—are the focus of contemporary linguistic research. In order for language to be used effectively, modern linguistics seeks to better comprehend its nature, phenomena, and constituent parts to interact with others within a social setting.Sociolinguistics, contrastive, and psycholinguistics are some of the advantages of using linguistic theory in Arabic instruction. In order to establish learning objectives and provide an explanation of the language, linguistics is a crucial component of Arabic language instruction Teachers benefit from linguistics' ability to describe and analyse language, which enhances the educational process. Planning maturity is the first step in an effective learning process and is essential to attaining the best learning outcomes. Achieving the objectives of Arabic language instruction begins with careful planning.

The Phonological Mapping Negativity (PMN) as a language-specific component: Exploring responses to linguistic vs musical mismatch.

The Phonological Mismatch Negativity (PMN) is an ERP component said to index the processing of phonological information, and is known to increase in amplitude when phonological expectations are violated. For example, in a context that generates expectation of a certain phoneme, the PMN will become relatively more negative if the phoneme is switched for an alternative. The response is comparable to other temporally-proximate components, insofar as it indicates a neurological response to unexpected auditory input, but remains considered distinct by the field on the basis of its proposed specific sensitivity to phonology. Despite this, reports of the PMN overlap notably, both in temporal and topographic distribution, with the Mismatch Negativity (MMN) and the N400, and limited research to date has been conducted to establish whether these extant distinctions withstand testing. In the present study, we investigate the PMN's sensitivity to non-linguistic mismatches so as to test the response's specific language sensitivity. Participants heard primes-three-syllable words-played simultaneously to three-note tunes, with the instructions to attend exclusively to either the linguistic or musical content. They were then tasked with removing the first syllable (phoneme manipulation) or note (music manipulation) to form the target. Targets either matched or mismatched primes, thus achieving physically identical note or phoneme mismatches. Results show that a PMN was not elicited during the musical mismatch condition, a finding which supports suggestions that the PMN may be a language-specific response. However, our results also indicate that further research is necessary to determine the relationship between the PMN and N400. Though our paper probes a previously unstudied dimension of the PMN, questions still remain surrounding whether the PMN, although seemingly language-specific, is truly a phonology-specific component.

Methodological training of students of linguodidactic specialities in foreign language classes

Abstract. The active development of international cooperation in new directions in various fields and areas of activity, changing positions in the labor market, have entailed increased demands on specialists in the teaching foreign languages field. The purpose of the study is to analyze the “professionally oriented foreign language communicative competence” concept, and also consider the formation methodological competence technology in the context of professional training of a future teacher in practical classes in English.Materials and Methods. Scientific and methodological literature analysis, systematization and comparative study of approaches to the characteristics and content interpretation of the “professionally oriented foreign language communicative competence” and “methodological competence” concepts – as a professionally significant structural component, educational activities design in the context of methodological competence formation among junior year linguodidactic students profiles in language classes constituted a complex of methodological approaches used in this work.Results and Discussion. The existing approaches to the interpretation of the term “professionallyoriented foreign language communicative competence” and its components – subcompetences, including methodological competence – have been studied. The number of work methods for developing methodological competence among 2nd year students of linguodidactic profiles in practical language classes are described.Conclusion. Methodological aspects’s integration into the linguistic education content in junior years helps to improve the professional training quality of students – future foreign language teachers. The methodological competence formation among students of linguodidactic profiles in practical classes in a foreign language is a necessary condition for the successful implementation of their future professional activities

Neural Dynamics of the Processing of Speech Features: Evidence for a Progression of Features from Acoustic to Sentential Processing.

When we listen to speech, our brain's neurophysiological responses "track" its acoustic features, but it is less well understood how these auditory responses are enhanced by linguistic content. Here, we recorded magnetoencephalography (MEG) responses while subjects listened to four types of continuous-speech-like passages: speech-envelope modulated noise, English-like non-words, scrambled words, and a narrative passage. Temporal response function (TRF) analysis provides strong neural evidence for the emergent features of speech processing in cortex, from acoustics to higher-level linguistics, as incremental steps in neural speech processing. Critically, we show a stepwise hierarchical progression of progressively higher order features over time, reflected in both bottom-up (early) and top-down (late) processing stages. Linguistically driven top-down mechanisms take the form of late N400-like responses, suggesting a central role of predictive coding mechanisms at multiple levels. As expected, the neural processing of lower-level acoustic feature responses is bilateral or right lateralized, with left lateralization emerging only for lexical-semantic features. Finally, our results identify potential neural markers, linguistic level late responses, derived from TRF components modulated by linguistic content, suggesting that these markers are indicative of speech comprehension rather than mere speech perception.

EXPRESS: Exploring the role of visual similarity in parafoveal processing: Insights from the Flanking Letter Lexical Decision Task.

This study explores the impact of visually similar flanking stimuli on central target words using the Flanking Letter Lexical Decision (FLLD) task. Specifically, we investigated whether visual similarity effects can explain orthographic relatedness effects observed in previous FLLD tasks. By employing non-reversal mirror letters as visual flankers, we compared their influence on response times to traditional orthographic-related and orthographic-unrelated conditions. Results confirmed the known facilitative effect of orthographic-related flankers on response times (ROCK ROCK ROCK). However, mirror-related conditions showed no facilitative effect (ROCK ROCK ROCK), as evidenced by a Bayesian analysis indicating no significant differences between mirror-related and mirror-unrelated (STEP ROCK STEP). These findings suggest that low-level visual information in the parafovea does not contribute to the processing of the foveal word in tasks requiring specific word identification. The study concludes that only parafoveal information with relevant linguistic content is spatially pooled across target and flankers during word identification tasks. This research highlights the need to consider task-specific attentional demands and the linguistic relevance of parafoveal information in understanding visual and orthographic processing in reading.

АКСИОЛОГИЧЕСКОЕ СОДЕРЖАНИЕ ИНИЦИАЛЬНЫХ И ФИНАЛЬНЫХ ТРАДИЦИОННЫХ РЕЧЕВЫХ ФОРМУЛ В ЛЕЗГИНСКИХ И УКРАИНСКИХ ВОЛШЕБНЫХ СКАЗКАХ

The article deals with the study of initial and final speech formulas in Lezgian and Ukrainian fairy tales. The structure and semantic features of these speech constructions in the fairy tale narrative are analyzed. Special attention is paid to the description of their axiological content. The analysis results show that the initial and final formulas in Lezgian and Ukrainian fairy tales have a similar structure consisting of several semantic blocks, with each block having a specific linguistic content provided by the national tradition. It shows that the analyzed speech formulas are prone to variability, which is usually provided by the synonymy of the elements contained in them, as well as the ways of their compatibility. Initial and final formulas in fairy tales can be subject to the amplification, i.e. complications, such as wide use of synonymous constructions of the same type, and reduction (reduction of the share of information). At the end of the study, the author concludes that the initial and final speech formulas of fairy tales are universal. At the same time, there is a distinct national specificity in their structure, semantics and functional features, allowing us to consider them as an effective mechanism for marking and preservation of ethnocultural meanings.

Speech-based personality prediction using deep learning with acoustic and linguistic embeddings

This study introduces a novel method for predicting the Big Five personality traits through the analysis of speech samples, advancing the field of computational personality assessment. We collected data from 2045 participants who completed a self-reported Big Five personality questionnaire and provided free-form speech samples by introducing themselves without constraints on content. Using pre-trained convolutional neural networks and transformer-based models, we extracted embeddings representing both acoustic features (e.g., tone, pitch, rhythm) and linguistic content from the speech samples. These embeddings were combined and input into gradient boosted tree models to predict personality traits. Our results indicate that personality traits can be effectively predicted from speech, with correlation coefficients between predicted scores and self-reported scores ranging from 0.26 (extraversion) to 0.39 (neuroticism), and from 0.39 to 0.60 for disattenuated correlations. Intraclass correlations show moderate to high consistency in our model’s predictions. This approach captures the subtle ways in which personality traits are expressed through both how people speak and what they say. Our findings underscore the potential of voice-based assessments as a complementary tool in psychological research, providing new insights into the connection between speech and personality.

Task and Timing Effects in Argument Role Sensitivity: Evidence From Production, EEG, and Computational Modeling.

Comprehenders generate expectations about upcoming lexical items in language processing using various types of contextual information. However, a number of studies have shown that argument roles do not impact neural and behavioral prediction measures. Despite these robust findings, some prior studies have suggested that lexical prediction might be sensitive to argument roles in production tasks such as the cloze task or in comprehension tasks when additional time is available for prediction. This study demonstrates that both the task and additional time for prediction independently influence lexical prediction using argument roles, via evidence from closely matched electroencephalogram (EEG) and speeded cloze experiments. In order to investigate the timing effect, our EEG experiment used maximally simple Japanese stimuli such as Bee-nom/acc sting, and it manipulated the time for prediction by changing the temporal interval between the context noun and the target verb without adding any further linguistic content. In order to investigate the task effect, we conducted a speeded cloze study that was matched with our EEG study both in terms of stimuli and the time available for prediction. We found that both the EEG study with additional time for prediction and the speeded cloze study with matched timing showed clear sensitivity to argument roles, while the EEG conditions with less time for prediction replicated the standard pattern of argument role insensitivity. Based on these findings, we propose that lexical prediction is initially insensitive to argument roles but a monitoring mechanism serially inhibits role-inappropriate candidates. This monitoring process operates quickly in production tasks, where it is important to quickly select a single candidate to produce, whereas it may operate more slowly in comprehension tasks, where multiple candidates can be maintained until a continuation is perceived. Computational simulations demonstrate that this mechanism can successfully explain the task and timing effects observed in our experiments.

The Psychology of Framing: How Everyday Language Shapes the Way We Think, Feel, and Act

When we use language to communicate, we must choose what to say, what not to say, and how to say it. That is, we must decide how to frame the message. These linguistic choices matter: Framing a discussion one way or another can influence how people think, feel, and act in many important domains, including politics, health, business, journalism, law, and even conversations with loved ones. The ubiquity of framing effects raises several important questions relevant to the public interest: What makes certain messages so potent and others so ineffectual? Do framing effects pose a threat to our autonomy, or are they a rational response to variation in linguistic content? Can we learn to use language more effectively to promote policy reforms or other causes we believe in, or is this an overly idealistic goal? In this article, we address these questions by providing an integrative review of the psychology of framing. We begin with a brief history of the concept of framing and a survey of common framing effects. We then outline the cognitive, social-pragmatic, and emotional mechanisms underlying such effects. This discussion centers on the view that framing is a natural—and unavoidable—feature of human communication. From this perspective, framing effects reflect a sensible response to messages that communicate different information. In the second half of the article, we provide a taxonomy of linguistic framing techniques, describing various ways that the structure or content of a message can be altered to shape people’s mental models of what is being described. Some framing manipulations are subtle, involving a slight shift in grammar or wording. Others are more overt, involving wholesale changes to a message. Finally, we consider factors that moderate the impact of framing, gaps in the current empirical literature, and opportunities for future research. We conclude by offering general recommendations for effective framing and reflecting on the place of framing in society. Linguistic framing is powerful, but its effects are not inevitable—we can always reframe an issue to ourselves or other people.

Utilizing Disney Movies to Enhance English Language Teaching

This study investigates the use of Disney movies as an innovative tool to enhance English Language Teaching (ELT). Disney movies, with their engaging narratives and rich linguistic content, provide an authentic context for language learning. The research examines the effectiveness of these films in improving language skills among non-native English learners. Using a mixed-methods approach, the study explores the impact of Disney movies on vocabulary acquisition, listening comprehension, and cultural awareness. Results indicate that incorporating Disney movies into ELT can significantly enhance language proficiency and learner engagement.

Enseñanza del español en la Rusia estalinista (1947-1955): análisis de los manuales para la escuela general

Spanish Language Teaching in Russian schools starts in 1947, in a period that extends until 1955, when the teaching of Spanish is suspended until the following decade. Drawing from a documentary corpus comprised of the official series of Spanish textbooks endorsed by the Ministry of Education and their corresponding didactic guides, this study examines the methodological foundations informing the development of the materials used in the first period where Spanish is taught at school in Russia, with the aim of exploring which skills and linguistic content are addressed as a priority for learners to acquire. Findings reveal a clear orientation of instruction towards reading comprehension and translation exercises. Grammar is positioned as a key element within an approach influenced by vygotskian pedagogy, which emphasizes conscious language learning (i.e., understanding the main linguistic features of the target language) and aims for comparative analysis between Russian and Spanish.

Interpersonal Goals and Language Use During the Disclosure of a Concealable Stigmatized Identity: A LIWC Analysis

Previous theorizing suggests that the first stage of self-disclosure is the pursuit of an interpersonal goal. However, among individuals disclosing a concealable stigmatized identity, little is known about how their goals impact downstream processes such as language use and post-disclosure affect. Using Linguistic Inquiry and Word Count (LIWC), we examined the extent to which primed self-image or compassionate goals influence the linguistic content and style of disclosure, as well as dyad members’ affective states. Self-image disclosures were high in negative self-focused attention, whereas compassionate disclosures were more inclusive and positive in valence. Moreover, among disclosers, negative emotion words predicted their own negative affect. Among confidants, first-person singular and second-person pronouns predicted negative affect, however, this outcome was inversely related to disclosers’ use of social words. Compassionate goals that seek mutually beneficial outcomes may help disclosers communicate information about their stigma more effectively, and attenuate dyad members’ feelings of emotional distress.

Ameliorative projects, psychological essentialism, and the power of nouns

Ameliorative projects design and propagate new linguistic content for some expressions we use for political or social justice purposes. These projects are often driven by an anti‐essentialist agenda: they aim to debunk the idea that social categories such as “woman”, “man”, or “race” are constituted by natural essences. But critics argue that nouns tend to trigger essentialist thinking. And because ameliorative projects typically retain nouns, it is argued that these projects cannot achieve their anti‐essentialist goals. In response, I argue that the psychological effects of noun use tend to support, rather than hinder, the anti‐essentialist goals of ameliorators.

TECHNOLINGUALISM AND MULTILINGUALISM ON THE WEB 3.0: UBEK ET RICA BLOG

The democratisation of the Internet has given rise to a digital society, the most influential, smart, and cumbersome in the history of humanity. English, the most used language on the Internet, accounts for 49.7% of the linguistic content across all digital platforms. The dominance of English has posed a linguistic challenge to Francophone, Hispanophone, Russophone, Lusophone, Sinophone, Arabophone, and many other linguistic communities for several decades. English continuously enriches itself with emerging technological buzzwords thanks to linguistic content disseminated on websites and digital social network applications such as ChatGPT, Google, Facebook, Twitter, YouTube, Instagram, etc. This research focuses on the sociolinguistic competition between English and French in the virtual world, analysing code-switching (English and French) on the French weblog Usbek et Rica, which adopts this style to convey information to its Francophone audience. Can it be said that this illustrates the linguistic homogenisation of English as the language of the Internet to the detriment of other languages, such as French? This article aims to answer this question by examining articles published on usbeketrica.com from 2016 to 2020, using these publications as a data corpus. It also critiques the programming languages of the blog in comparison with natural languages in society, applying the Marie-Anne Paveau’s ecological linguistic approach, which stipulates that all linguistic and extra-linguistic signs produce symmetrical meanings in the digital ecosystem. The findings show that the impact of English on French, in terms of technological language, is increasingly evident on the blog.

Integrating Training Pills and Flipped Classroom Model to Enhance B2-Level Writing Skills in EFL Learners: A Quasi-Experimental Study

Writing proficiency, especially at the B2 level in English as a Foreign Language (EFL), poses challenges for learners, necessitating mastery of various competencies, including linguistic accuracy and content organization. This study investigates the effectiveness of integrating "training pills" into the Flipped Classroom model to enhance B2-level writing skills. The research adopts a quasi-experimental design conducted over two academic years (2020-2022) in Seville, Spain. The sample consists of 120 high school students, with the experimental group using training pills (short audiovisual lessons), while the control group follows traditional instruction. Pre- and post-tests measured the improvement in writing skills, supplemented by questionnaires assessing satisfaction and engagement. Quantitative data analysis revealed that the experimental group improved by 34.4%, significantly outperforming the control group (11.8%). Qualitative feedback highlighted the accessibility and engagement benefits of the training pills, particularly their role in improving students' organizational and communicative success in writing. The study concludes that training pills, when integrated into a Flipped Classroom model, effectively enhance B2 writing acquisition by providing flexible and self-paced learning opportunities. These findings have significant implications for technology-enhanced learning and offer practical insights for educators seeking to optimize writing instruction for EFL learners.

African indigenous knowledge: Philosophy in history and history in philosophy

Rationale of Study – This paper delves into the interconnectedness of African indigenous knowledge, situating its historical roots and the inherent philosophy embedded in its practice. African indigenous knowledge encompasses formulating a definition of knowledge in an African context and the justification of knowledge, which has its stand on cultural, linguistic, aphorism, and proverbial content. Scholars, however, argue that its historical foundation lies in the depths of time, tracing back to the ancient civilisations that thrived across the continent. On the other hand, its philosophical discourse serves as the guiding force behind the practices and beliefs of various communities. Within this purview, this paper sets out to close this gap.Methodology – This paper adopts primary and secondary data sources, including oral information, books, articles, and journals. However, it uses argumentative and analytic philosophical and historical inquiry methods to highlight that African indigenous knowledge is pivotal in preserving historical and philosophical insights.Findings – The study finds an interlink between history and philosophy in advancing African indigenous knowledge and its practice of knowing and justifying the indubitable truth that cannot be objectively attained in Western epistemology.Implications – The study contributes to the existing debate that the wisdom embedded in proverbs, myths, and folklore is a repository of philosophical principles, offering guidance on ethics, social harmony, and the relationship between humanity and nature through historical insights.Originality – The paper concludes that African indigenous knowledge has its own social and cultural dimension. It addresses the problem of knowledge by dividing its domain into rational, empirical, and mystical components, solving the problem of justification in the African context.

Turkish Validity and Reliability Study of the Sustainability Attitudes in Nursing Survey 2

PurposeIt is important to examine the attitudes of future nurses towards adopting a sustainability approach in their nursing practice. This study aimed to test the Sustainability Attitudes in Nursing Survey 2 psychometrically. MethodsThe methodological, descriptive study was conducted in November 2019 on nursing students (n = 286) at a university in Turkey. Data were analysed for reliability and validity tests. Statistics of the linguistic content validity analysis and Exploratory/ Confirmatory Factor Analysis were performed to determine the scale's validity. Cronbach Alpha coefficient, floor and ceiling impacts, Tukey’s test, and Hotelling’s T2 test, test-retest reliability, were determined for the scale's reliability. ResultsThe content validity index of the scale, which consists of five items and a one dimension, is .98. Factor loadings were above 0.30, all the fit indices were> 0.95, χ2/df was 1.58 and the root means square error of approximation was 0.045. Cronbach's α was .75. The floor and ceiling impacts were 0.0% and 3.1%. In Tukey’s test, F was 3.43 and p was 0.064. In Hotelling’s T2 test, Hotelling’s T2 was 265.59 and F was 65.68 (p < .001). Item-total correlation coefficients were between .37- .63. The test-retest correlation coefficient was .39. ConclusionsThe scale is a valid and reliable instrument in the Turkish language. It is advised to use the scale in determining attitudes towards sustainability among nursing students, evaluating the effectiveness of training, and taking student opinions in curriculum revisions. Also, the study allowed cross-country comparisons and it is thought that it can guide studies on the inclusion of sustainability principles in nursing practices.

A longitudinal investigation of the acoustic properties of infant-directed speech from 6 to 18 months.

Caregivers often modulate their speech when interacting with infants, adapting a register that has been suggested to have attentional, affective and didactic purposes. The present preregistered study examined the longitudinal trajectories of a diverse range of acoustic features of infant-directed speech (IDS) and compared these with adult-directed speech (ADS), in Norwegian parents of 6- to 18-month-old infants. Sixty-nine families participated. Throughout five laboratory visits across one year, parents were recorded reading a picture-book to their infant (IDS) and an experimenter (ADS). The book was designed to tightly control for the linguistic content and context of speech between participants, timepoints and registers. Analyses of a total of 54 594 vowels and 22 958 phrases revealed, first, an overall effect of register: parents used higher pitch, wider pitch range, slower articulation rate, longer vowel duration and more variable and less distinct vowels in IDS than in ADS. Second, significant register-by-age interactions indicated that parents' IDS, compared with their ADS, featured wider pitch range, larger vowel space and shorter vowel duration in older as compared with younger infants, while pitch, articulation rate and vowel variability and distinctiveness remained relatively stable with age. Results are discussed in the context of the proposed functions of IDS.