What's in a (Role) Name? Formal and Conceptual Aspects of Comprehending Personal Nouns

Autor/in	Irmen, Lisa
Titel	What's in a (Role) Name? Formal and Conceptual Aspects of Comprehending Personal Nouns
Quelle	In: Journal of Psycholinguistic Research, 36 (2007) 6, S.431-456 (26 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0090-6905
DOI	10.1007/s10936-007-9053-z
Schlagwörter	Cues; Nouns; Grammar; Testing; Vocational Education; Eye Movements; German; Gender Differences; Reading Fluency; Bias; Models + Suchen Sie Ihr Suchwort? Stichwort; Grammatik; Testdurchführung; Testen; Ausbildung; Berufsbildung; Augenbewegung; Deutscher; Geschlechterkonflikt; Analogiemodell
Abstract	Two eye-tracking studies assessed effects of grammatical and conceptual gender cues in generic role name processing in German. Participants read passages about a social or occupational group introduced by way of a generic role name(e.g., "Soldaten"/soldiers, "Kunstler"/artists). Later in the passage the gender of this group was specified by the anaphoric expression "diese Manner"/these men or "diese Frauen"/these women. Testing masculine generic role names of male, female or neutral conceptual gender (Exp. 1) showed that a gender mismatch between the role name's conceptual gender and the anaphor significantly slowed reading immediately before and after the anaphoric noun. A mismatch between the antecedent's grammatical gender and the anaphor slowed down the reading of the anaphoric noun itself. Testing grammatically gender-unmarked role names (Exp. 2) revealed a general male bias in participants' understanding, irrespective of grammatical or conceptual gender. The experiments extend previous findings on gender effects to non-referential role names and generic contexts. Theoretical aspects of gender and plural reference as well as gender information in mental models are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10