Language Modalities Research Articles

Exploring the ventral white matter language network in bimodal and unimodal bilinguals

We used diffusion magnetic resonance imaging tractography to investigate the effect of language modality on the anatomy of the ventral white matter language network by comparing unimodal (Italian/English) and bimodal bilinguals (Italian/Italian Sign Language). We extracted the diffusion tractography measures of the Inferior Longitudinal fasciculus (ILF), Uncinate fasciculus (UF) and Inferior Fronto-Occipital fasciculus (IFOF) and we correlated them with the degree of bilingualism and the individual performance in fluency tasks. For both groups of bilinguals, the microstructural properties of the right ILF were correlated with individual level of proficiency in L2, confirming the involvement of this tract in bilingualism. In addition, we found that the degree of left lateralization of the ILF predicted the performance in semantic fluency in L1. The microstructural properties of the right UF correlated with performance in phonological fluency in L1, only for bimodal bilinguals. Overall, the pattern shows both similarities and differences between the two groups of bilinguals.

Auditory Dominance in Processing Chinese Semantic Abnormalities in Response to Competing Audio-visual Stimuli

Language is a remarkable cognitive ability that can be expressed through visual (written language) or auditory (spoken language) modalities. When visual characters and auditory speech convey conflicting information, individuals may selectively attend to either one of them. However, the dominant modality in such a competing situation and the neural mechanism underlying it are still unclear. Here, we presented participants with Chinese sentences in which the visual characters and auditory speech convey conflicting information, while behavioral and electroencephalographic (EEG) responses were recorded. Results showed a prominent auditory dominance when audio-visual competition occurred. Specifically, higher accuracy (ACC), larger N400 amplitudes and more linkages in the posterior occipital-parietal areas were demonstrated in the auditory mismatch condition compared to that in the visual mismatch condition. Our research illustrates the superiority of the auditory speech over the visual characters, extending our understanding of the neural mechanisms of audio-visual competition in Chinese.

Acquisition of turn-taking in sign language conversations: An overview of language modality and turn structure.

The task of transitioning from one interlocutor to another in conversation – taking turns – is a complex social process, but typically transpires rapidly and without incident in conversations between adults. Cross-linguistic similarities in turn timing and turn structure have led researchers to suggest that it is a core antecedent to human language and a primary driver of an innate “interaction engine.” This review focuses on studies that have tested the extent of turn timing and turn structure patterns in two areas: across language modalities and in early language development. Taken together, these two lines of research offer predictions about the development of turn-taking for children who are deaf or hard of hearing (DHH) acquiring sign languages. We introduce considerations unique to signed language development – namely the heterogenous ecologies in which signed language acquisition occurs, suggesting that more work is needed to account for the diverse circumstances of language acquisition for DHH children. We discuss differences between early sign language acquisition at home compared to later sign language acquisition at school in classroom settings, particularly in countries with national sign languages. We also compare acquisition in these settings to communities without a national sign language where DHH children acquire local sign languages. In particular, we encourage more documentation of naturalistic conversations between DHH children who sign and their caregivers, teachers, and peers. Further, we suggest that future studies should consider: visual/manual cues to turn-taking and whether they are the same or different for child or adult learners; the protracted time-course of turn-taking development in childhood, in spite of the presence of turn-taking abilities early in development; and the unique demands of language development in multi-party conversations that happen in settings like classrooms for older children versus language development at home in dyadic interactions.

The Strategies in Learning English Listening Skills Used by The Eighth-Graders

Listening is a receptive skill that plays a crucial role in learning English because it is a language modality used in direct conversation. This study determined the strategies used by the eighth-graders in English listening lessons and their reasoning. This study implemented a mixed-method approach and was carried out in a private junior high school in Probolinggo, involving 62 students. To collect the data, the researchers employed surveys and interviews to determine the types of student learning strategies in listening lessons and the reasons for using these strategies. The survey data were analyzed quantitatively using weighted means, while the qualitative data from the interview were thematically analyzed. The findings indicated that the most used strategies were metacognitive (x=3.77), cognitive (x=3.69), and social-affective (x=3.40). Next, students’ reasons for using the metacognitive strategies would understand the topic, think about the learning process, and evaluate evaluations that help them do the listening test. Students could understand the meaning of the topics they hear, make students focus on learning objectives, and know the progress of learning applied. By knowing students' learning strategies and their reasons, teachers can be more creative in choosing the proper learning methods because they know students' character and what they need.

A Modular Vision Language Navigation and Manipulation Framework for Long Horizon Compositional Tasks in Indoor Environment.

In this paper we propose a new framework—MoViLan (Modular Vision and Language) for execution of visually grounded natural language instructions for day to day indoor household tasks. While several data-driven, end-to-end learning frameworks have been proposed for targeted navigation tasks based on the vision and language modalities, performance on recent benchmark data sets revealed the gap in developing comprehensive techniques for long horizon, compositional tasks (involving manipulation and navigation) with diverse object categories, realistic instructions and visual scenarios with non reversible state changes. We propose a modular approach to deal with the combined navigation and object interaction problem without the need for strictly aligned vision and language training data (e.g., in the form of expert demonstrated trajectories). Such an approach is a significant departure from the traditional end-to-end techniques in this space and allows for a more tractable training process with separate vision and language data sets. Specifically, we propose a novel geometry-aware mapping technique for cluttered indoor environments, and a language understanding model generalized for household instruction following. We demonstrate a significant increase in success rates for long horizon, compositional tasks over recent works on the recently released benchmark data set -ALFRED.

A contribution towards health.

A contribution towards health.

I See What You Are Saying: Hearing Infants' Visual Attention and Social Engagement in Response to Spoken and Sign Language.

Infants are endowed with a proclivity to acquire language, whether it is presented in the auditory or visual modality. Moreover, in the first months of life, listening to language supports fundamental cognitive capacities, including infants’ facility to form object categories (e.g., dogs and bottles). Recently, we have found that for English-acquiring infants as young as 4 months of age, this precocious interface between language and cognition is sufficiently broad to include not only their native spoken language (English), but also sign language (American Sign Language, ASL). In the current study, we take this work one step further, asking how “sign-naïve” infants—hearing infants with no prior exposure to sign language—deploy their attentional and social strategies in the context of episodes involving either spoken or sign language. We adopted a now-standard categorization task, presenting 4- to 6-month-old infants with a series of exemplars from a single category (e.g., dinosaurs). Each exemplar was introduced by a woman who appeared on the screen together with the object. What varied across conditions was whether this woman introduced the exemplar by speaking (English) or signing (ASL). We coded infants’ visual attentional strategies and their spontaneous vocalizations during this task. Infants’ division of attention and visual switches between the woman and exemplar varied as a function of language modality. In contrast, infants’ spontaneous vocalizations revealed similar patterns across languages. These results, which advance our understanding of how infants allocate attentional resources and engage with communicative partners across distinct modalities, have implications for specifying our theories of language acquisition.

UNISON: Unpaired Cross-Lingual Image Captioning

Image captioning has emerged as an interesting research field in recent years due to its broad application scenarios. The traditional paradigm of image captioning relies on paired image-caption datasets to train the model in a supervised manner. However, creating such paired datasets for every target language is prohibitively expensive, which hinders the extensibility of captioning technology and deprives a large part of the world population of its benefit. In this work, we present a novel unpaired cross-lingual method to generate image captions without relying on any caption corpus in the source or the target language. Specifically, our method consists of two phases: (1) a cross-lingual auto-encoding process, which utilizing a sentence parallel (bitext) corpus to learn the mapping from the source to the target language in the scene graph encoding space and decode sentences in the target language, and (2) a cross-modal unsupervised feature mapping, which seeks to map the encoded scene graph features from image modality to language modality. We verify the effectiveness of our proposed method on the Chinese image caption generation task. The comparisons against several existing methods demonstrate the effectiveness of our approach.

ALLURE: A Multi-Modal Guided Environment for Helping Children Learn to Solve a Rubik’s Cube with Automatic Solving and Interactive Explanations

Modern artificial intelligence (AI) methods have been used to solve problems that many humans struggle to solve. This opens up new opportunities for knowledge discovery and education. We demonstrate ALLURE, an educational AI system for learning to solve the Rubik’s cube that is designed to help students improve their problem solving skills. ALLURE can both find and explain its own strategies for solving the Rubik’s cube as well as build on user-provided strategies. Collaboration between AI and user happens using visual and natural language modalities.

The interface between grammar and bodily enactment in ASL and English

Abstract Users of signed and spoken languages regularly engage bodily enactment (commonly referred to as constructed action [CA] for signers and character viewpoint gestures [CVPT] for speakers) for the creation of meaning, but comparatively few studies have addressed how linguistic grammar interfaces with such gestural depictive devices across language modalities. CVPT gestures have been shown to co-occur with spoken language transitive verbs, and when a reference is definite or more accessible in the discourse. In sign, CA often alternates sequentially with fully conventionalized signs. In both CVPT and CA demonstrations, syntactic and pragmatic factors appear to be important. In this work, we consider these patterns by examining short retellings of video-based elicitation stimuli (silent-movie segments) from 10 deaf users of ASL (American Sign Language) and 20 hearing speakers of English. We describe examples of signs and words that co-occur with or precede specific instances of CA and CVPT. We also examine distributions and degrees of enactment across participants in order to consider the question of gesture threshold (Hostetter and Alibali, 2008, 2019). We provide various examples of how gestural material interfaces with linguistic grammar, which has implications for syntactic theory and possible grammatical constraints on such communicative devices.

Meaning Construction of Multimodal Synergy in Documentary Discourse: Taking The Lockdown: One Month in Wuhan as an Example

This article, based on Zhang Delu’s synthetic theoretical framework for multimodal discourse analysis (MDA), conducts a multimodal discourse analysis on the documentary-The Lockdown: One Month in Wuhan. It is found that the documentary discourse involves two necessary modalities: language modality and image modality. The main relationship between them is complementary reinforcement. The common relationships between necessary modality and selective modality are interaction, primary and secondary, and context interaction. Although the overlapping relationship has little effect on the meaning construction of the discourse, its existence is justified in some cases. Through the analysis of the synergy of different modes, it is hoped that the article will provide some enlightenment for multimodal relationships in the meaning construction of documentary discourse.

Was Alexander Graham Bell Anti-Deaf?

Was Alexander Graham Bell Anti-Deaf? Kanika Agarwal The Invention of Miracles: Language, Power, and Alexander Graham Bell's Quest to End Deafness. Katie Booth. Simon & Schuster, 2021. 416 pp. $30.00 (paper). Deaf people who use sign language as a mode of communication have often suffered due to restrictions regarding the use of sign languages during their school years. Part of this legacy of suffering is often attributed to the infamous Milan Conference of 1880 and the voting members who were present there, Alexander Graham Bell being the most prominent among them. Katie Booth, author of The Invention of Miracles: Language, Power, and Alexander Graham Bell's Quest to End Deafness, explains these historical circumstances and the incidents in Bell's life that led him to believe that oral education would benefit deaf children. The book is an eye-opener for the people who have always considered Bell the enemy of sign language. It illuminates the dilemma of how and why oral education gained momentum during Bell's time. It also prompts readers to reconsider conventional wisdom and ask if Bell really was an anti-deaf person. The Invention of Miracles is a biography in which Booth aims to fairly judge Alexander Graham Bell's oralism-tinged views on deaf education while maintaining her own clear stance of advocacy of sign language and its importance to the Deaf community. It is a must-read for people juggling oralism and signed approaches as they try to understand their impact on the education of deaf children. The book begins with Bell's personal life and the surroundings in which he grew up. While it is well known that Bell's mother and wife were deaf, few people know that Bell's father developed a unique alphabet system capable of representing almost any sound in the world. He called it Visible Speech. The method consisted of attributing a written system of codes to every type of sound ever heard. It was not only intended to be a new system for speech, but a unique code system for speech that Bell's father hoped could gain worldwide acceptance with time, much as the Latin alphabet, which is used to represent English, had done. Bell's father trained him on this method, and together they believed that they could use it to effectively develop speech skills among deaf children. Cued Speech and sign writing were not methods used in deaf education in those times. It is a topic worth debating if the ideas of cued speech and sign writing emerged from the system invented by Bell's father. The first part of Booth's book describes how the Visual Speech system was developed, refined, and adapted for deaf children. The system was concurrent with efforts by Deaf experts like William Turner, Thomas Gallaudet, Laurent Clerc, and others to bring sign language to the fore in deaf education. Since the use of sign [End Page 372] language and other visual modalities was gaining momentum in those times, Bell's oral approach was seen in a very critical light by promoters of sign language. Thus, within the education system for deaf children arose two contradictory directions—the oral approach and the signed approach. The second half of the book illuminates Bell's professional life revolving around inventions, patents, and his quest for fame as a scientist. Booth also explains how Bell's passion for teaching deaf children brought him back into oral education for deaf children with a bang—as a now famous scientist. This section also introduces other luminaries contemporary with Bell who worked on developing oralist skills among deaf and deafblind children, thereby giving Bell the confidence to advocate oralism: For example, Laura Bridgeman, a deafblind girl, started speaking following training in her school. This acted as a catalyst for Bell in promoting speech for the deafblind that only intensified when Bell started training Hellen Keller for development of her speech. Miracles intricately weaves Bell's personal and professional lives, throwing a light on his beliefs, his passions, his professional viewpoints, and his personal life with two deaf women—his mother and his wife. One aspect shows how hard Bell worked on developing...

Language Demands Tool: Attuning Prospective Teachers’ Vision to the Role of Language in Mathematics Education

Mathematics standards and practices highlight the vital role that language plays in mathematics education. However, there remains a common misconception that mathematics is somehow language-free or less linguistically demanding than other content areas. This qualitative study describes an intervention implemented in six elementary mathematics methods courses. The intervention was designed to attune prospective teachers’ noticing to the language modalities and supports in mathematics teaching and learning. The intervention began with an observation tool that prospective teachers completed in their field placement classrooms. This article classifies prospective teachers’ noticings and explicates how these noticing became a pedagogical catalyst for further learning and discussion in subsequent mathematics methods classes.

Effects of Age-of-Acquisition on Proficiency in Polish Sign Language: Insights to the Critical Period Hypothesis.

This study focuses on the relationship between the age of acquisition of Polish Sign Language (PJM) by deaf individuals and their receptive language skills at the phonological, morphological and syntactic levels. Sixty Deaf signers of PJM were recruited into three equal groups (n = 20): (1) a group exposed to PJM from birth from their deaf parents; (2) a group of childhood learners of PJM, who reported learning PJM between 4 and 8 years; (3) a group of adolescent learners of PJM, who reported learning PJM between 9 and 13 years. The PJM Perception and Comprehension Test was used to assess three aspects of language processing: phonological, morphological and syntactic. Participants were asked to decide whether a series of signs and sentences were acceptable in PJM. Results show that the age of PJM acquisition has a significant impact on performance on this task. The earlier deaf people acquire PJM, the more likely they were to distinguish signs and sentences considered permissible and impermissible in PJM by native signers. Native signers had significantly greater accuracy on the phonological, morphological, and syntactic items than either the Childhood or the Adolescent signers. Further, the Childhood signers had significantly greater accuracy than the Adolescent signers on all three parts of the test. Comparing performance on specific structures targeted within each part of the test revealed that multi-channel signs and negative suffixes posed the greatest challenge for Adolescent signers relative to the Native signers. The above results provide evidence from a less-commonly studied signed language that the age of onset of first language acquisition affects ultimate outcomes in language acquisition across all levels of grammatical structure. In addition, this research corroborates prior studies demonstrating that the critical period is independent of language modality. Contrary to a common public health assumption that early exposure to language is less vital to signed than to spoken language development, the results of this study demonstrate that early exposure to a signed language promotes sensitivity to phonological, morphological and syntactic patterns in language.

“Fake It Until You Make It”: Participation and Positioning of a Bilingual Latina Student in Mathematics and Computing

Background/Context: After-school programs that focus on integrating computer programming and mathematics in authentic environments are seldomly accessible to students from culturally and linguistically diverse backgrounds, particularly bilingual Latina students in rural contexts. Providing a context that broadens Latina students’ participation in mathematics and computer programming requires educators to carefully examine how verbal and nonverbal language is used to interact and to position students as they learn new concepts in middle school. This is also an important stage for adolescents because they are likely to make decisions about their future careers in STEM. Having access to discourse and teaching practices that invite students to participate in mathematics and computer programming affords them opportunities to engage with these fields. Purpose/Focus of Study: This case study analyzes how small-group interactions mediated the positionings of Cindy, a bilingual Latina, as she learned binary numbers in an after-school program that integrated computer programming and mathematics (CPM). Setting: The Advancing Out-of-School Learning in Mathematics and Engineering (AOLME) program was held in a rural bilingual (Spanish and English) middle school in the Southwest. The after-school program was designed to provide experiences for primarily Latinx students to learn how to integrate mathematics with computer programming using Raspberry Pi and Python as a platform. Our case study explores how Cindy was positioned as she interacted with two undergraduate engineering students who served as facilitators while learning binary numbers with a group of three middle school students. Research Design: This single intrinsic case focused on exploring how small-group interactions among four students mediated Cindy’s positionings as she learned binary numbers through her participation in AOLME. Data sources included twelve 90-minute video sessions and Cindy’s journal and curriculum binder. Video logs were created, and transcripts were coded to describe verbal and nonverbal interactions among the facilitators and Cindy. Analysis of select episodes was conducted using systemic functional linguistics (SFL), specifically language modality, to identify how positioning took place. These episodes and positioning analysis describe how Cindy, with others, navigated the process of learning binary numbers under the stereotype that female students are not as good at mathematics as male students. Findings: From our analysis, three themes that emerged from the data portray Cindy’s experiences learning binary numbers. The major themes are: (1) Cindy’s struggle to reveal her understanding of binary numbers in a competitive context, (2) Cindy’s use of “fake it until you make it” to hide her cognitive dissonance, and (3) the use of Spanish and peers’ support to resolve Cindy’s understanding of binary numbers. The positioning patterns observed help us learn how, when Cindy’s bilingualism was viewed and promoted as an asset, this social context worked as a generative axis that addressed the challenges of learning binary numbers. The contrasting episodes highlight the facilitators’ productive teaching strategies and relations that nurtured Cindy’s social and intellectual participation in CPM. Conclusions/Recommendations: Cindy’s case demonstrates how the facilitator’s teaching, and participants’ interactions and discourse practices contributed to her qualitatively different positionings while she learned binary numbers, and how she persevered in this process. Analysis of communication acts supported our understanding of how Cindy’s positionings underpinned the discourse; how the facilitators’ and students’ discourse formed, shaped, or shifted Cindy’s positioning; and how discourse was larger than gender storylines that went beyond classroom interactions. Cindy’s case reveals the danger of placing students in “struggle” instead of a “productive struggle.” The findings illustrated that when Cindy was placed in struggle when confronting responding moves by the facilitator, her “safe” reaction was hiding and avoiding. In contrast, we also learned about the importance of empathetic, nurturing supporting responses that encourage students’ productive struggle to do better. We invite instructors to notice students’ hiding or avoiding and consider Cindy’s case. Furthermore, we recommend that teachers notice their choice of language because this is important in terms of positioning students. We also highlight Cindy’s agency as she chose to take up her friend’s suggestion to “fake it” rather than give up.

Understanding User Needs for Digital Aphasia Therapy: Experiences and Preferences of Speech and Language Therapists

ABSTRACT Background Aphasia therapy software applications (apps) can help achieve recommendations regarding aphasia treatment intensity and duration. However, we currently know very little about speech and language therapists’ (SLTs) preferences with regards to these apps. This may be problematic, as clinician acceptance of novel treatments and technology are a key factor for successful translation from research evidence to practice. Aim This research aimed to increase our understanding of clinicians’ experiences with aphasia therapy apps and their perceived barriers and facilitators to the use of aphasia apps. Furthermore, we wanted to explore the influence of some demographic factors (age, country, and SLT availability in the client’s hometown) on SLTs’ attitudes towards these apps. Method & Procedures 35 Dutch and 29 Australian SLTs completed an online survey. The survey contained 9 closed-ended questions and 3 open-ended questions. Responses to the closed-ended questions were summarised through the use of descriptive statistics. The responses to the open questions were analysed and coded into recurring themes that were derived from the data. Logistic regression analyses were performed to explore the relationship between the demographic variables and the responses to the closed-ended questions. Outcomes & results Participants were overwhelmingly positive about aphasia therapy apps and saw the potential for their clients to use apps independently. As facilitators of app use, participants reported accessibility and inclusion of different language modalities, while high costs, absence of a compatible device, and clients’ potential computer illiteracy were listed as barriers. None of the analysed demographic factors consistently influenced differences in participants’ attitudes towards aphasia therapy apps. Conclusions The positive, extensive and insightful feedback from speech and language therapists is both useful and encouraging for app developers and aphasia researchers, and should facilitate the development of appropriate, high-quality therapy apps.

Emergency department utilization among deaf and hard-of-hearing patients: A retrospective chart review

BackgroundDeaf and hard-of-hearing (DHH) patients are an underserved priority population. Existing, although contextually limited, findings indicate that DHH patients are more likely to use the emergency department (ED) than non-DHH patients. However, little attention has been given to the differences in ED utilization by patients’ language modalities. ObjectiveWe hypothesized that DHH ASL-users and DHH English speakers would have higher rates of ED utilization in the past 36 months than non-DHH English speakers. MethodsWe used a retrospective chart review design using data from a large academic medical center in the southeastern United States. In total, 277 DHH ASL-users, 1000 DHH English speakers, and 1000 non-DHH English speakers were included. We used logistic regression and zero-inflated modeling to assess relations between patient segment and ED utilization in the past 12- and 36-months. We describe primary ED visit diagnosis codes using AHRQ Clinical Classifications Software. ResultsDHH ASL users and DHH English speakers had higher adjusted odds ratios of using the ED in the past 36-months than non-DHH English speakers (aORs = 1.790 and 1.644, respectively). Both DHH ASL users and DHH English speakers had a higher frequency of ED visits among patients who used the ED in the past 36-months (61.0% and 70.1%, respectively). The most common principal diagnosis code was for abdominal pain, with DHH English speakers making up over half of all abdominal pain encounters. ConclusionsDHH ASL users and DHH English speakers are at higher risk of using the ED compared to non-DHH English speakers. We call for additional attention on DHH patients in health services and ED utilization research.

“Must” implies “can”

We consider the thorny issue of whether ascribing to an agent the obligation to φ implies that it is possible for the agent to φ. Traditionally, this issue has been interpreted as whether “ought” implies “can”. But another linguistic interpretation is available, namely, whether “must” implies “can” (MIC). We show that “must” does imply “can” via a convergent argument. First, we prove MIC from a well‐established theory of modality in natural language, namely, that proposed by Kratzer. Second, we present novel acceptability judgement studies showing that MIC predicts and explains the linguistic behaviour of native English speakers.

A Domain-General Monitoring Account of Bilingual Language Control in Recognition: The Role of Language Dominance and Bilingual Experience.

The ability of bilingual individuals to manage two competing languages is assumed to rely on both domain-specific language control and domain-general control mechanisms. However, previous studies have reported mixed findings about the extent and nature of cross-domain generality. The present study examined the role of language dominance, along with bilingual language experience, in the relationship between word recognition and domain-general cognitive control. Two single-language lexical decision tasks (one in L1 and another in L2) and a domain-general flanker task were administered to bilinguals who live in the sociolinguistic context of a minority and a majority language, namely, Uyghur (L1) and Chinese (L2), respectively. The results showed a diversity in language dominance patterns with better performance in L2 than L1 in the recognition modality, even for participants who self-identified as globally being dominant in L1. This finding reflected all bilinguals’ self-evaluation that their preferred language for reading was L2, suggesting that language dominance is dynamic, depending on what language modality is measured. Furthermore, it was found that an earlier onset age of L2 acquisition (but not recent exposure) and a higher across-modality dominance in L2 were related to faster L2 word recognition. When self-reported language dominance was operationalised as a grouping variable, it was further found that both across-modality L1- and L2-dominant bilingual participants demonstrated a significant relationship between L2 word recognition and domain-general monitoring control, while only L1-dominant bilinguals additionally tapped into inhibitory control, indexed by the flanker effect during L2 word recognition. These findings suggest that language dominance has an impact on the extent and nature of the overlap in control mechanisms across specific linguistic and domain-general cognitive domains and add evidence to a domain-general monitoring account of bilingual word recognition.

Language modality influences risk perception: Innovations read well but sound even better.

Psychological theories implicitly assume that the modality in which information is conveyed-spoken or written-leaves judgment and choice unaltered. Modality is rarely considered in textbooks on judgment and decision making, and the selection of modality in research is often based on convenience. We challenge this theoretical assumption. Three experiments (N=984) show that the modality in which novel technologies are described systematically influences their perceived risk and benefit. Participants either read or heard advantages and disadvantages of novel technologies and then assessed their risk and benefit. In Study 1, spoken descriptions prompted more positive evaluations toward the technologies in terms of overall risks and benefits than written descriptions. Studies 2 and 3 replicated this modality effect and demonstrated that affect partially explains it, as spoken descriptions induced more positive feelings toward the new technologies than written descriptions. Study 3 (preregistered) showed that the influence of modality is unique to novel technologies and does not extend to familiar ones. These findings contribute theoretically to the understanding of the relationship between language and thought, and carry implications for survey research and the use of voice assistant technology.