Literaturnachweis - Detailanzeige
| Autor/inn/en | Kim, Hyunwoo; Shin, Gyu-Ho |
|---|---|
| Titel | Effects of Long-Term Language Use Experience in Sentence Processing: Evidence from Korean |
| Quelle | In: Journal of Psycholinguistic Research, 50 (2021) 3, S.523-541 (19 Seiten)
PDF als Volltext |
| Zusatzinformation | ORCID (Shin, Gyu-Ho) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0090-6905 |
| DOI | 10.1007/s10936-020-09737-0 |
| Schlagwörter | Language Processing; Korean; Language Usage; Grammar; College Students; Air Transportation; Employees; Sentences; Work Environment; Task Analysis; Decision Making; Psycholinguistics; Native Language |
| Abstract | Attraction effects arise when a comprehender erroneously retrieves a distractor instead of a target item during memory retrieval operations. In Korean, considerable processing difficulties occur in the agreement relation checking between a subject and an honorific-marked predicate when an intervening distractor carries a non-honorific feature. We investigate how attraction effects are managed during the processing of Korean subject-predicate honorific agreement by two Korean-speaking groups with different language use experience backgrounds: college students and airline workers. Results showed that both groups demonstrated stable knowledge of the honorific agreement in the acceptability judgment task. In the self-paced reading task, the airline group, who used honorifics extensively in their workplace, was less affected by the attraction effect than the student group. Our findings suggest that long-term language use experience can modulate how language users manage potential influence from attraction effects in real-time sentence processing. (As Provided). |
| Anmerkungen | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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