Search Results (166)

This study investigates the effect of code-switching (CS) on the processing and attachment resolution of ambiguous relative clauses (RCs) like ‘Bill saw the friend of the neighbor that was talking about football’ by heritage speakers of Spanish. It checks whether code-switching imposes a prosodic break at the place of language change, and whether this prosodic break affects RC parsing, as predicted by the Implicit Prosody Hypothesis: a high attachment (HA) preference results from a prosodic break at the RC. A prosodic break at the preposition ‘of’ in the complex DP ‘the friend of the neighbor’ entails a low attachment (LA) preference. The design compares RC resolution in unilingual sentences (Spanish, with a default preference for HA in RC, and English, with the default LA) with the RC parsing in sentences with CS. The CS occurs at the places of prosodic breaks considered by the IPH. The results show sensitivity to the place of CS in RC attachment. CS prompting LA causes longer response times. The preference for HA in Spanish unilingual sentences is higher than in English ones. Heritage speakers are sensitive to the prosodic effects of CS. However, there is high variability across speakers. Full article

In some languages, prosodic cues on word stems can be used to predict upcoming suffixes. Previous studies have shown that second language (L2) users can process such cues predictively in their L2 from approximately intermediate proficiency. This ability may depend on the mapping of the L2 prosody onto first language (L1) perceptual and functional prosodic categories. Taking as an example the Danish stød, a complex prosodic cue, we investigate an acquisition context of a predictive cue where L2 users are unfamiliar with both its perceptual correlates and its functionality. This differs from previous studies on predictive prosodic cues in Swedish and Spanish, where L2 users were only unfamiliar with either the perceptual make-up or functionality of the cue. In a speeded number judgement task, L2 users of Danish with German as their L1 (N = 39) and L1 users of Danish (N = 40) listened to noun stems with a prosodic feature (stød or non-stød) that either matched or mismatched the inflectional suffix (singular vs. plural). While L1 users efficiently utilised stød predictively for rapid and accurate grammatical processing, L2 users showed no such behaviour. These findings underscore the importance of mapping between L1 and L2 prosodic categories in second language acquisition. Full article

Background/Objectives: Successful discourse relies not only on linguistic but also on prosodic information. Difficulty recognizing emotion conveyed through prosody (receptive affective aprosodia) following right hemisphere stroke (RHS) significantly disrupts communication participation and personal relationships. Growing evidence suggests that damage to white matter in addition to gray matter structures impairs affective prosody recognition. The current study investigates lesion–symptom associations in receptive affective aprosodia during RHS recovery by assessing whether disruptions in distinct white matter structures impact different underlying affective prosody recognition skills. Methods: Twenty-eight adults with RHS underwent neuroimaging and behavioral testing at acute, subacute, and chronic timepoints. Fifty-seven healthy matched controls completed the same behavioral testing, which comprised tasks targeting affective prosody recognition and underlying perceptual, cognitive, and linguistic skills. Linear mixed-effects models and multivariable linear regression were used to assess behavioral performance recovery and lesion–symptom associations. Results: Controls outperformed RHS participants on behavioral tasks earlier in recovery, and RHS participants’ affective prosody recognition significantly improved from acute to chronic testing. Affective prosody and emotional facial expression recognition were affected by external capsule and inferior fronto-occipital fasciculus lesions while sagittal stratum lesions impacted prosodic feature recognition. Accessing semantic representations of emotions implicated the superior longitudinal fasciculus. Conclusions: These findings replicate previously observed associations between right white matter tracts and affective prosody recognition and further identify lesion–symptom associations of underlying prosodic recognition skills throughout recovery. Investigation into prosody’s behavioral components and how they are affected by injury can help further intervention development and planning. Full article

Effective language processing relies on pattern detection. Spanish monolinguals predict verb tense through stress–suffix associations: a stressed first syllable signals present tense, while an unstressed first syllable signals past tense. Low-proficiency second language (L2) Spanish learners struggle to detect these associations, and we investigated whether they benefit from game-based training. We examined the effects of four variables on their ability to detect stress–suffix associations: three linguistic variables—verbs’ lexical stress (oxytones/paroxytones), first-syllable structure (consonant–vowel, CV/consonant–vowel–consonant, CVC), and phonotactic probability—and one learner variable—working memory (WM) span. Beginner English learners of Spanish played a digital game focused on stress–suffix associations for 10 days and completed a Spanish proficiency test (Lextale-Esp), a Spanish background and use questionnaire, and a Corsi WM task. The results revealed moderate gains in the acquisition of stress–suffix associations. Accuracy gains were observed for CV verbs and oxytones, and overall reaction times (RTs) decreased with gameplay. Higher-WM learners were more accurate and slower than lower-WM learners in all verb-type conditions. Our findings suggest that prosody influences word activation and that digital gaming can help learners attend to L2 inflectional morphology. Full article

Background/Objectives: For those with comorbid mild traumatic brain injury/post-traumatic stress disorder (mTBI/PTSD), deficits are common with regard to recognition of emotion expression in others. These deficits can cause isolation and suicidal ideation. For mTBI/PTSD, there is a dearth of information regarding effective treatment. In pilot work, we developed and tested an innovative treatment to improve recognition of both affect (facial expression of emotion) and prosody (spoken expression of emotion). Methods: We enrolled eight Veterans with mTBI/PTSD and administered eight treatment sessions. Measures included the following: Florida Affect Battery (FAB), a test of emotion recognition of facial affect and spoken prosody; Attention Index of the Repeatable Battery for the Assessment of Neuropsychological Status (RBANS); and Emotion Recognition Test (ERT), a speed test of facial emotion recognition. Results: There was a significant treatment response according to the FAB (p = 0.01, effect size = 1.2); RBANS attention index (p = 0.04, effect size = 0.99); and trending toward significance for the ERT (0.17, effect size 0.75). Participants were able to engage actively in all eight sessions and provided qualitative evidence supporting generalization of the training to interpersonal relationships. Conclusions: Our data show promising clinical potential and warrant future research, given the importance of developing novel interventions to train and restore recognition of emotion in Veterans with mTBI/PTSD. Full article

Background/Objectives: Ataxic dysarthria is a speech disorder characterized by the impaired coordination of movement due to cerebellar dysfunction. Despite its clinical relevance, few studies have explored its rehabilitation. This study aimed to evaluate the applicability of IMITAF, an adaptive computer-based clinical treatment protocol originally developed to target aphasia with a novel population comprising individuals with ataxic dysarthria. The approach leverages principles of procedural motor learning. Methods: Ten patients with ataxic dysarthria due to neurodegenerative disease were retrospectively studied. All patients received approximately one month of speech–language (SL) treatment. Among them, (1) three patients (LL, MD, and BoA) adjunctively received the IMITAF treatment, forming the experimental group, and (2) the remaining seven patients did not receive IMITAF, serving as the control group. Dysarthria was assessed using the “Protocollo di Valutazione Disartria e Disfonia” (PVDD). The applicability of IMITAF was assessed through within-session performance and by direct single-case comparisons of total PVDD scores pre- and post-treatment. Additionally, multiple single-case Crawford analyses were conducted using PVDD scores and subscores to compare trained (i.e., directly targeted) and untrained abilities between the experimental and control groups Results: Patients in the IMITAF group showed improvements during exercises, with further increases in total PVDD scores post-treatment. Two patients (LL and BoA) showed significant gains, while MD’s scores remained stable. Compared to the control group, all three experimental patients demonstrated measurable improvements in trained core deficits associated with dysarthria, including phonation, articulation, intelligibility, and prosody (as assessed by PVDD). Conclusions: These findings suggest that IMITAF may offer therapeutic benefits for patients with ataxic dysarthria. By engaging a cortico-subcortical network involved in procedural motor learning, IMITAF may help mitigate speech deficits resulting from cerebellar dysfunction. This preliminary evidence supports the potential of IMITAF as a promising adjunctive tool in the rehabilitation of ataxic dysarthria. Full article

Although prosodic differences in autistic individuals have been widely documented, little is known about their ability to perceive and interpret specific prosodic features, such as contrastive pitch accent—a prosodic signal that places emphasis and helps listeners distinguish between competing referents in discourse. This study addresses that gap by investigating the extent to which autistic children can (1) perceive contrastive pitch accent (i.e., discriminate contrastive pitch accent differences in speech); (2) interpret contrastive pitch accent (i.e., use prosodic cues to guide real-time language comprehension); and (3) the extent to which their ability to interpret contrastive pitch accent is associated with broader language and social communication skills, including receptive prosody, pragmatic language, social communication, and autism severity. Twenty-four autistic children and 24 neurotypical children aged 8 to 14 completed an AX same–different task and a visual-world paradigm task to assess their ability to perceive and interpret contrastive pitch accent. Autistic children demonstrated the ability to perceive and interpret contrastive pitch accent, as evidenced by comparable discrimination ability to neurotypical peers on the AX task and real-time revision of visual attention based on prosodic cues in the visual-world paradigm. However, autistic children showed significantly slower reaction time during the AX task, and a subgroup of autistic children with language impairment showed significantly slower processing of contrastive pitch accent during the visual-world paradigm task. Additionally, speed of contrastive pitch accent processing was significantly associated with pragmatic language skills and autism symptom severity in autistic children. Overall, these findings suggest that while autistic children as a group are able to discriminate prosodic forms and interpret the pragmatic function of contrastive pitch accent during spoken language comprehension, differences in prosody processing in autistic children may be reflected not in accuracy, but in speed of processing measures and in specific subgroups defined by language ability. Full article

Acquiring prosodic focus marking in a second language (L2) is difficult for learners whose native language utilizes strategies that differ from those of the target language. German typically uses pitch accents (L+H*/H*) to mark focus, while (Modern Standard) Arabic preferably employs a syntactic strategy (word order) or lexical means. In Syrian Arabic, a variety which is predominantly oral, pitch accents are used to mark focus, but the distribution and types are different from German. The present study investigates how Syrian Arabic learners of German prosodically mark focus in L2 German. A question–answer paradigm was used to elicit German subject-verb-object (SVO)-sentences with broad, narrow, or contrastive focus. Productions of advanced (C1, N = 17) and intermediate (B1/B2, N = 8) Syrian Arabic learners were compared to those of German controls (N = 12). Like the controls, both learner groups successfully placed pitch accents on focused constituents. However, learners, especially those with lower proficiency, used more pitch accents in non-focal regions than the controls, revealing challenges in de-accentuation. These may result from the larger number of phrase boundaries in learners’ productions, which in turn might be explained by transfer from the L1 or aspects of general fluency. Learners also differed from the controls with respect to accent type. They predominantly used H* for narrow or contrastive focus (instead of L+H*); proficiency effects played only a minor role here. Our study hence reveals an intricate interplay between cross-linguistic influence and proficiency in the L2 acquisition of prosodic focus marking, targeting a language pair so far underrepresented in the literature (German vs. Syrian Arabic). Full article

Ironic remarks are often pronounced with a distinctive intonation. It is not clear whether children rely on acoustic cues to attribute an ironic intent. This question has been only indirectly tackled, with studies that manipulated the intonation with which the final remark is pronounced within an irony comprehension task. We propose a new task that is meant to assess whether children rely on prosody to infer speakers’ sincere or ironic communicative intentions, without requiring meta-linguistic judgments (since pragmatic awareness is challenging for young children). Children listen to evaluative remarks (e.g., “That house is really beautiful”), pronounced with sincere or ironic intonation, and they are asked to identify what the speaker is referring to by selecting one of two pictures depicting an image corresponding to a literal interpretation (a luxury house) and one to its reverse interpretation (a hovel). We tested eighty children aged 3 to 11 years and found a clear developmental trend, with children consistently responding above the chance level from age seven, and there was no correlation with the recognition of emotions transmitted through the vocal channel. Full article

Background/Objectives: Sentence stress as part of linguistic prosody plays an important role for verbal communication. It emphasizes particularly important words in a phrase and is reflected by acoustic cues such as the voice fundamental frequency. However, visual cues, especially facial movements, are also important for sentence stress perception. Since cochlear implant (CI) recipients are limited in their use of acoustic prosody cues, the question arises as to what extent they are able to exploit visual features. Methods: Virtual characters were used to provide highly realistic but controllable stimuli for investigating sentence stress in groups of experienced CI recipients and typical-hearing (TH) peers. In addition to the proportion of correctly identified stressed words, task load was assessed via reaction times (RTs) and task-evoked pupil dilation (TEPD), and visual attention was estimated via eye tracking. Experiment 1 considered congruent combinations of auditory and visual cues, while Experiment 2 presented incongruent stimuli. Results: In Experiment 1, CI users and TH participants performed similarly in the congruent audiovisual condition, while the former were better at using visual cues. RTs were generally faster in the AV condition, whereas TEPD revealed a more detailed picture, with TH subjects showing greater pupil dilation in the visual condition. The incongruent stimuli in Experiment 2 showed that modality use varied individually among CI recipients, while TH participants relied primarily on auditory cues. Conclusions: Visual cues are generally useful for perceiving sentence stress. As a group, CI users are better at using facial cues than their TH peers. However, CI users show individual differences in the reliability of the various cues. Full article

In four experiments, we investigated when and how English-learning infants perceive intonation contours that signal prosodic units. Using visual habituation, we probed infants’ ability to discriminate disyllabic sequences with a fall versus a rise in pitch on the final syllable, a salient cue used to distinguish statements from questions. First, we showed that at 8 months, English-learning infants can distinguish statement falls from question rises, as has been reported previously for their European Portuguese-learning peers who have extensive experience with minimal pairs that differ just in pitch rises and falls. Next, we conducted three experiments involving 4-month-olds to determine the developmental roots of how English-learning infants begin to tune into these intonation contours. In Experiment 2, we showed that unlike 8-month-olds, monolingual English-learning 4-month-olds are unable to distinguish statement and question intonation when they are presented with segmentally varied disyllabic sequences. Monolingual English-learning 4-month-olds only partially succeeded even when tested without segmental variability and a sensitive testing procedure (Experiment 3). When tested with stimuli that had been resynthesized to remove correlated duration cues as well, 4-month-olds demonstrated only partial success (Experiment 4). We discuss our results in the context of extant developmental research on how infants tune into linguistically relevant pitch cues in their first year of life. Full article

The way literature scholars read now has been under scrutiny for over a decade. The same long decade has seen an explosion in experimental literatures that make reading in the literary-critical sense a matter for poets: a poet’s hybrid, whose disturbance of genre is claimed by publishers as the writing’s main attraction. This paper explores the disturbance of literary criticism in the work of contemporary North American poets, Maureen N. McLane and Lisa Robertson. Asking how these poets read now, the paper argues that an exchange of powers between analysis and performance reorients criticism toward a hybrid ‘dramatic’ mode, activist in its sensibilities and committed to a redistribution of agencies by style and form. Far from deepening the divide between creative and academic criticism, these poets model the significance of composition, prosody, and voice for critical writing of all kinds. Full article

In this article, I investigate the ontological status of the minor working-class character Mrs. McNab, the cleaner in “Time Passes", the middle section of Virginia Woolf’s tripartite novel To the Lighthouse. Woolf regarded this section as the connecting block between the two outer blocks, “The Window” and “The Lighthouse”, in which she aimed to depict an empty house, devoid of human presence, and to highlight the passage of time. This section has often been analysed by literary-stylistic criticism as if written from a non-anthropocentric worldview. However, the presence of a lower-class cleaner and the absence of the upper middle-class characters who predominate in the other two blocks has also raised much debate in the literary arena. Literary critics agree that this character is given a narrative voice, but how this voice functions, and whether this character is granted narrative agency in terms of the class issues and social relations in the period of transition between Victorian England and the early twentieth-century, is an issue which still remains open. Drawing upon cognitive stylistics, I suggest reading this character both as a category-based and person-based character, and as a narrative device. First, I carry out the analysis of the repetitive she-clusters and their semantic prosodies; then, through samples of the section “Time Passes", I analyse how viewpoint blending between narrator/author and character concur to grant narrative agency to Mrs. McNab and to what extent such agency may be limited by our perception of her through the social schemata of a servant, or whether such a perception may undergo a process of schema refreshment. Last, I suggest that this character may also be viewed as a narrative agent by means of which the reader can activate mental processes of TIME and SPACE blending between the three different blocks of the novel. This blending process allows for the completion of the narrative design of the novel: the journey to the lighthouse. Full article

The aim of this study was to test the Implicit Prosody Hypothesis using a reading corpus, i.e., a text without experimental manipulation labelled with eye-tracking parameters. For this purpose, a bilingual Croatian–English reading corpus was analysed. In prosodic terms, Croatian and English are at the opposite ends of the spectrum: English is considered a time-framed language, while Croatian is a syllable-framed language. This difference served as a kind of experimental control in this study on natural reading. The results show that readers’ eyes lingered more on stressed syllables than on the arrangement of stressed and unstressed syllables for both languages. This is especially pronounced for English, a language with greater differences in the duration of stressed and unstressed syllables. This study provides indirect evidence in favour of the Implicit Prosody Hypothesis, i.e., the idea that readers are guided by their inner voice with its suprasegmental features when reading silently. The differences between the languages can be traced back to the typological differences in stress in English and Croatian. Full article

This study investigated the prosodic realization of the focus effect induced by the conjunction yinwei (because) in Chinese causal complex sentences. Although previous research has demonstrated the focal effect of yinwei, its prosodic manifestations remain unclear. Guided by the Implicit Prosody Hypothesis, in this study, we explored both implicit and explicit prosodic patterns across different conjunctions and linear-order conditions. Thirty Mandarin Chinese speakers (mean age = 20.2, gender-balanced) participated in silent and spoken reading tasks. Statistical analyses, including chi-square tests and Linear Mixed-Effects Models, were employed to assess the focus assignment and prosodic realization. The results indicate a consistent and robust focus effect of yinwei, marked by the primary stress on the succeeding cause clause in both implicit and explicit prosody. These findings enhance our understanding of the interplay between syntax and prosody in Chinese causal complex sentences. Full article