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Large-scale collection of lexical-semantic norms for words in a given language has been instrumental in the progress of psycholinguistic research. However, such norms tend to be collected from speakers of the dominant variant or dialect. This research aims to determine if there may be differences across speakers of various dialects of English in the humor of individual words. Engelthaler and Hills ( 2018 , Behavior Research Methods , 50 [3], 1116–1124) observed that their humor ratings were most strongly correlated with inverse word frequency: Less frequent words tended to be rated as more humorous. We hypothesized that words that are less frequently occurring in a given English dialect should be perceived as more humorous by speakers of the same dialect. We selected words of relatively higher and lower frequencies across various corpora of North American, British, or Singapore English, and presented these words to participants who were native English speakers of North American, British, or Singapore English. Study 1 compared humor ratings of North Americans and Singaporeans; Study 2 compared humor ratings of North Americans and the British. Analyses of participants’ random slope coefficients of frequency extracted from cumulative link mixed-effects models indicated that humor ratings were more strongly (and inversely) associated with the word’s frequency in the corpora that aligned with the rater’s English dialect. These results provide evidence that people are sensitive to the statistics of their specific language environment, and importantly suggest that creators of lexical-semantic norm databases should consider how the cultural, historical, or sociopolitical context of raters might influence the nature of their ratings.

This study investigates the mechanisms responsible for fast changes in processing foreign-accented speech. Event Related brain Potentials (ERPs) were obtained while native speakers of Spanish listened to native and foreign-accented speakers of Spanish. We observed a less positive P200 component for foreign-accented speech relative to native speech comprehension. This suggests that the extraction of spectral information and other important acoustic features was hampered during foreign-accented speech comprehension. However, the amplitude of the N400 component for foreign-accented speech comprehension decreased across the experiment, suggesting the use of a higher level, lexical mechanism. Furthermore, during native speech comprehension, semantic violations in the critical words elicited an N400 effect followed by a late positivity. During foreign-accented speech comprehension, semantic violations only elicited an N400 effect. Overall, our results suggest that, despite a lack of improvement in phonetic discrimination, native listeners experience changes at lexical-semantic levels of processing after brief exposure to foreign-accented speech. Moreover, these results suggest that lexical access, semantic integration and linguistic re-analysis processes are permeable to external factors, such as the accent of the speaker.

Purpose: To determine whether children with specific language impairment (SLI) show deficits in lexical-semantic organization and, if so, whether these deficits are commensurate with their delay in vocabulary size and whether the deficits affect all children with SLI. Method: Fourteen children with SLI, 14 age matches (AM), and 14 expressive vocabulary matches (VM) generated 3 associations to each of 48 words. Associations were coded as semantic (e.g., \"dog\"-\"pet\"), clang (e.g., \"cow\"-\"how\"), or erroneous (e.g., \"spoon\"-\"Disney\"). Results: Relative to the AM children, children with SLI produced fewer semantic responses, more clangs, and more errors. Relative to the VM children, fewer semantic responses and more errors in the children with SLI were found in by-item analyses. Across elicitation trials, semantic responses decreased in the AM and VM children but remained stable in the SLI children. Examination of individual performance in the SLI group revealed that poor semantic performance was associated with a deficit in expressive vocabulary and a gap between receptive and expressive vocabularies. Conclusions: Significant variability in lexical-semantic organization skills exists among children with SLI. Deficits in lexical--semantic organization were demonstrated by a subgroup of children with SLI who likely had concomitant word-finding difficulties.

The current study investigates how second language auditory word recognition, in early and highly proficient Spanish–Basque (L1-L2) bilinguals, is influenced by crosslinguistic phonological-lexical interactions and semantic priming. Phonological overlap between a word and its translation equivalent (phonological cognate status), and semantic relatedness of a preceding prime were manipulated. Experiment 1 examined word recognition performance in noisy listening conditions that introduce a high degree of uncertainty, whereas Experiment 2 employed clear listening conditions, with low uncertainty. Under noisy listening conditions, semantic priming effects interacted with phonological cognate status: for word recognition accuracy, a related prime overcame inhibitory effects of phonological overlap between target words and their translations. These findings are consistent with models of bilingual word recognition that incorporate crosslinguistic phonological-lexical-semantic interactions. Moreover, they suggest an interplay between L2-L1 interactions and the integration of information across acoustic and semantic levels of processing in flexibly mapping the speech signal onto the spoken words, under adverse listening conditions.

Williams syndrome (WS) is a rare genetic disorder, characterised at the cognitive level by a phenotypic pattern of relative weaknesses (e.g., visuospatial skills) and strengths (e.g., some linguistic and nonverbal reasoning skills). In this study, we performed a systematic search and meta-analysis on lexical-semantic processing in WS, an area of knowledge in which contradictory results have been obtained. We found 42 studies matching our criteria, and, in total, 78 effect sizes were included in the meta-analysis. Results showed that individuals with WS have worse lexical-semantic skills than individuals with typical development, whether matched by chronological or mental age. However, people with WS have better lexical-semantic skills than people diagnosed with other cognitive disabilities. Finally, vocabulary skills seem to be relatively spared in WS, although they present some difficulties in semantic processing/integration, semantic memory organisation and verbal working memory skills. Taken together, these results support a neuroconstructivist approach, according to which the cognitive mechanisms involved in lexical-semantic processing may be modulated, even when performance in some tasks (i.e., vocabulary tasks) might be optimal.

The purpose of this study is to investigate the vernacular toponymy of Kazakhstan and the United Kingdom through analysis of their linguistic (phonetic, word-formation, lexical-semantic) and cognitive-communicative features. By considering the features of vernacular content, phonetic, word-formation, lexical, cognitive, and communicative resources in the Kazakh and English languages are compared. It was determined that the toponyms of Great Britain retained the phonetic nature of the English language and loanwords from French and other languages are rarely used. The examination of word-formation resources shows that in the toponyms of Great Britain, the word-formation elements of the English language were most often used; in the Kazakh toponyms, both Kazakh and Russian word-formation resources were used. In lexical-semantic terms, both Kazakh and English languages had approximately the same indicators. Lexical and semantic groups, such as lexemes associated with spatial relations, the association of people on national, social, and gender grounds, historical names, and people’s employment, are identified. Nominations pertaining to sarcastic and metaphorical linkages were also observed from a communicative and cognitive perspective. The statistics were given in tables. This study can be used to compare toponyms in different structural languages and examine the lexical-semantic, linguistic, and cultural nature of toponyms.

This study addresses the gap in understanding the lexico-grammatical-structural types of nouns, particularly how lexico-semantic variants gain new connotations during transposition. Drawing upon Babaytseva’s theory of transitivity phenomena and building on Mel’chuk’s text semantic theory, we identify the schemes and mechanisms of transposition relations concerning the lexical and grammatical categories of modern Russian nouns, by analyzing transposition phenomena and their semantic mechanisms in 660 Russian nouns with indefinite denotation and lexical and grammatical status. The research details all possible immigration transpositions of the lexical and grammatical categories of nouns at the minimal context level and their mechanisms. Findings reveal that approximately 27% of the examined nouns carry connotative meanings, encompassing functional-stylistic, cultural-ethnic, and emotional-evaluative facets. Additionally, the transposition of nouns can occur within or between categories. The principal mechanisms of transposition at the syntagmatic level include metaphors and metonymy. Transpositions at the lexical and semantic categories of nouns coincide with several phenomena: changes in the numerical paradigm, phraseologization, connotation, and the unveiling of the noun’s stylistic potential. Plain language summary This study analyzes transposition phenomena and their semantic mechanisms in a set of 660 Russian nouns. This study primarily seeks to identify the schemes and mechanisms of transposition relations regarding the lexical and grammatical categories of modern Russian nouns. Nouns with an indefinite denotation and lexical and grammatical status have been noted, and all possible immigration transpositions of the lexical and grammatical categories of nouns at the minimal context level and their mechanisms have been represented. It was discovered that the transposition of nouns can occur within or between categories. The main mechanisms of transposition at the syntagmatic level are metaphors and metonymy. Transpositions at the lexical and semantic categories of nouns are accompanied by the following phenomena: changes in the numerical paradigm, phraseologization, connotation, and disclosure of the stylistic potential of the noun.

We present a new corpus-based resource and methodology for the annotation of Latin lexical semantics, consisting of 2,399 annotated passages of 40 lemmas from the Latin diachronic corpus LatinISE. We also describe how the annotation was designed, analyse annotators’ styles, and present the preliminary results of a study on the lexical semantics and diachronic change of the 40 lemmas. We complement this analysis with a case study on semantic vagueness. As the availability of digital corpora of ancient languages increases, and as computational research develops new methods for large-scale analysis of diachronic lexical semantics, building lexical semantic annotation resources can shed new light on large-scale patterns in the semantic development of lexical items over time. We share recommendations for designing the annotation task that will hopefully help similar research on other less-resourced or historical languages.

Purpose: In this study, the authors investigated potential explanations for sparse lexical-semantic representations in children with specific language impairment (SLI) and typically developing peers. The role of auditory perception, phonological working memory, and lexical competition were investigated. Method: Participants included 32 children (ages 8;5-12;3 [years;months]): Sixteen children with SLI and 16 typically developing age- and nonverbal IQ-matched peers (CA). Children's word definitions were investigated. The words to be defined were manipulated for phonological neighborhood density. Nonword repetition and two lexical competition measures were tested as predictors of word definition abilities. Results: Children with SLI gave word definitions with fewer content details than children in the CA group. Compared with the CA group, the definitions of children in the SLI group were not disproportionately impacted by phonological neighborhood density. Lexical competition was a significant unique predictor of children's word definitions, but nonword repetition was not. Conclusions: Individual differences in richness of lexical semantic representations as well as differences between children with SLI and typically developing peers may--at least, in part--be explained by processes of competition. However, difficulty with auditory perception or phonological working memory does not fully explain difficulties in lexical semantics.

Recent evidence demonstrates that lexical-semantic connections emerge over the second year of life for monolingual children. Yet, little is known about the developing lexical-semantic organization of children acquiring two languages simultaneously. Two- to 4 year-old French–Spanish bilingual children completed a within-language auditory semantic priming task in both of their languages, while event-related potentials (ERPs) were recorded. The results revealed that bilingual children exhibited sensitivity to taxonomic relationships between words in each of their languages, but the pattern of brain activity varied across the dominant (DL) and the non-dominant (NDL) languages. While the N2 occurred for both languages, the N400 appeared for target words in the DL only and the late anterior negativity for target words in the NDL only. These findings indicate that words are organized taxonomically in the bilinguals’ lexicons. However, the patterns of brain activity suggest that common and distinct neural resources underlie lexical-semantic processing in each language.