The Affective Meaning of Words is Constrained by the Conceptual Meaning Abstract To directly investigate the reciprocal causal relationship of the conceptual and affective meaning of words, two priming experiments were conducted with the lexical decision task. In Experiment 1, the influence of semantic relatedness on the affective priming effect was explored by manipulating the semantic associative strength between the prime and target words (i.e., high vs. low) while keeping the affective association between them constant (i.e., affectively congruent). In Experiment 2, the influence of the affective meaning on the semantic priming effect was explored by manipulating the emotional congruency of the prime and target words (i.e., congruent vs. incongruent) while keeping the semantic association between them constant (i.e., high associative strength). The results of Experiment 1 showed that when the semantic associative strength between the prime and target words was high, there was a significant affective priming effect, while no significant affective priming effect was found when the associative strength was low. The results of Experiment 2 revealed that in both the emotionally congruent and incongruent conditions, a significant semantic priming effect was obtained. These findings suggest that conceptual meaning is a more obligatory representation in words and that the processing of the affective meaning is constrained by the conceptual meaning of words.

A Meta-analysis of L2 Willingness to Communicate and Its Three High-Evidence Correlates Abstract Willingness to communicate (WTC) has been considered an important part of the language learning and communication process, playing a pivotal role in the development of language learners’ communicative competence. Many studies have been conducted on the relationship between WTC and related variables in learning English as a foreign language. However, there is a lack of a comprehensive meta-analysis concerning the effect sizes of these studies. Thus, the present meta-analysis investigated the overall average correlation between L2 WTC and three key variables influencing foreign/second language learners’ WTC, specifically perceived communicative competence, language anxiety, and motivation. The results of the meta-analysis indicated that all three variables were moderately correlated with L2 WTC, with perceived communicative competence having the largest effect. Finally, tests of the heterogeneity of the effect sizes indicated the possibility of the presence of the moderators which might play an influential role in the relationship of WTC with anxiety, perceived communicative competence, and motivation.

Impact of Learning a Foreign Language on the Enhancement of Cognitive Functions Among Healthy Older Population Abstract The purpose of this article is to discuss to what extent foreign language learning may enhance cognitive functions among healthy older population. The methods used in this study included cognitive assessments using standardized tests, intervention through English language teaching and learning, and statistical analysis. Out of 60 older Czech citizens, 42 cognitively unimpaired participants were selected for the experiment. These participants were randomly divided into an experimental group (20 subjects) studying English for 12 weeks (three 45-min lessons per week) and a control group (22 subjects) whose members did not have any language training. The results of the research show that there has been a slight enhancement of cognitive skills in the experimental group. Nevertheless, on the whole, the scores of the experimental and control groups did not considerably differ. Despite this fact, the results indicate that cognitive functions among healthy older population can be maintained through regular foreign language training.

The Structure of the Concepts Related to Love Spectrum: Emotional Verbal Fluency Technique Application, Initial Psychometrics, and Its Validation Abstract Love has been thoroughly studied and a variety of definitions as well as types of love have been described in the literature. Given the data presenting natural language of love concept, the aim of the two present studies is to demonstrate a new technique which enables description of the structure of emotion concepts within love spectrum. This technique is based on emotional verbal fluency tasks. The procedure and the coding system used are reported in the article along with the data on reliability and standardization of the emotional verbal fluency technique. Construct validity is demonstrated by correlations of the emotional verbal fluency tasks with semantic and letter verbal fluency tasks, while discriminant validity is shown by correlations with other measures, such as the Triangular Love Scale, the Love Attitudes Scale, and the State-Trait Anxiety Inventory. The article also presents how the emotional verbal fluency technique can be used in exploring the structure of emotion concepts within love spectrum. This is based on a hierarchical cluster analysis. An examination of connections between semantic clusters identified in the emotional verbal fluency tasks allows describing a structure of the concepts within love spectrum, such as liking, infatuation, love, and show of its differentiation. The presented technique taking into account natural language is of value in assessments of the structure of emotion concepts.

Verbal Descriptions Accompanying Numeric Information About the Risk: The Valence of Message and Linguistic Polarity Abstract The aim of this study was to investigate the effect of presenting risk on decision making and evaluations with regard to the valence (positive vs. negative) and the linguistic polarity (direct vs. indirect). Participants were presented with a message in which patients were informed about risk associated with some diagnostic medical procedures. In the presented text, before obtaining statistical information about risk (e.g., 1 in 1000), four types of the verbal descriptions were used (risk is high/risk is not low/risk is low/risk is not high). The valence of information influenced the decision and respondent’s evaluation. Participants receiving a verbal description with a positive valence were more positive about the patient’ decision, and more positively evaluated the doctor and patient’s mood than participants receiving a description with a negative valence. Neither main nor interaction effects with linguistic polarity were found. The research does not support that indirect wording mitigates the meaning of a message on risk and highlights the strength and persistence of relying on the verbal description, particularly their affective valence.

The Effects of Meaning Dominance in the Time-Course of Activation of L2 Lexical Ambiguity Processing Abstract This paper investigates the effects of meaning dominance in the time-course of activation for ambiguous words out of context in a second language (L2) based on two models: the ordered access model, where the most frequent dominant meaning is always accessed first, and the multiple access model, where dominant and subordinate meanings are activated. Non-native speakers of English (divided into high and low proficiency groups) and native English speakers completed a lexical decision task. While both L2 high and low proficiency groups retrieved multiple meanings of the ambiguous words at different stimulus-onset asynchronies supporting the multiple access model, the move from the ordered access model to the multiple access model was confirmed for the native English speaker group. The findings indicated developmental change of sensitivity to meaning dominance. The results also demonstrated that the rate of facilitation differed among the groups due to slow and more transient L2 activation.

The Influence of Orthography on Phonemic Knowledge: An Experimental Investigation on German and Persian Abstract This study investigated whether the phonological representation of a word is modulated by its orthographic representation in case of a mismatch between the two representations. Such a mismatch is found in Persian, where short vowels are represented phonemically but not orthographically. Persian adult literates, Persian adult illiterates, and German adult literates were presented with two auditory tasks, an AX-discrimination task and a reversal task. We assumed that if orthographic representations influence phonological representations, Persian literates should perform worse than Persian illiterates or German literates on items with short vowels in these tasks. The results of the discrimination tasks showed that Persian literates and illiterates as well as German literates were approximately equally competent in discriminating short vowels in Persian words and pseudowords. Persian literates did not well discriminate German words containing phonemes that differed only in vowel length. German literates performed relatively poorly in discriminating German homographic words that differed only in vowel length. Persian illiterates were unable to perform the reversal task in Persian. The results of the other two participant groups in the reversal task showed the predicted poorer performance of Persian literates on Persian items containing short vowels compared to items containing long vowels only. German literates did not show this effect in German. Our results suggest two distinct effects of orthography on phonemic representations: whereas the lack of orthographic representations seems to affect phonemic awareness, homography seems to affect the discriminability of phonemic representations.

Uneven Linguistic Outcome in Extremely Preterm Children Abstract One primary problem in extremely preterm children is the occurrence of atypical language development. The aim of this study was to explore the components of language (articulatory phonetics, lexicon and syntax) in comprehension and production in extremely preterm children between the 4th and 5th year of age. The language section of the Preschool Neuropsychological Test was administered to 20 extremely preterm monolingual Italian children (GA < 28 weeks) and to a control sample of 40 full term children (GA > 37 weeks), matched for age and non-verbal IQ. Language comprehension was fully efficient in all of the components that we assessed. In the tasks of language production the clinical sample fared much worse than their age and IQ matched controls and the differences were highly significant (p < .001). Language acquisition in extremely preterm children may follow uneven developmental trajectories: language comprehension can be spared in the face of a selective impairment of language production at the level of articulatory phonetics and syntax.

Performance Differences in Hindi and English Speaking Bilinguals on Stroop Task Abstract Previous studies have found that bilinguals differ in their response times on the bilingual version of Stroop Task. Automaticity and control and Language proficiency have emerged as important factors that lead to differences in the response time. This study aimed to understand Stroop Effect in Hindi-English bilinguals on the computerized version of Hindi and English language Stroop task. The study was conducted on 42 Hindi–English bilinguals. All were more proficient in the Hindi language as compared to the English Language. Results of the study revealed greater Stroop Effect in the English language as compared to the Hindi language.

Speedy Metonymy, Tricky Metaphor, Irrelevant Compositionality: How Nonliteralness Affects Idioms in Reading and Rating Abstract It is widely acknowledged that fixed expressions such as idioms have a processing advantage over non-idiomatic language. While many idioms are metaphoric, metonymic, or even literal, the effect of varying nonliteralness in their processing has not been much researched yet. Theoretical and empirical findings suggest that metonymies are easier to process than metaphors but it is unclear whether this applies to idioms. Two self-paced reading experiments test whether metonymic, metaphoric, or literal idioms have a greater processing advantage over non-idiomatic control sentences, and whether this is caused by varying nonliteralness. Both studies find that metonymic and literal idioms are read significantly faster than controls, while the advantage for metaphoric idioms is only tenuous. Only experiment 2 finds literal idioms to be read fastest of all. As compositionality of the idioms cannot account for these findings, some effect of nonliteralness is suggested, together with idiomaticity and the sentential context.