Contextual Effects on Spoken Word Processing: An Eye-Tracking Study of the Time Course of Tone and Vowel Activation in Mandarin

Autor/inn/en	Deng, Xizi; Farris-Trimble, Ashley; Yeung, H. Henny
Titel	Contextual Effects on Spoken Word Processing: An Eye-Tracking Study of the Time Course of Tone and Vowel Activation in Mandarin
Quelle	In: Journal of Experimental Psychology: Learning, Memory, and Cognition, 49 (2023) 7, S.1145-1160 (16 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Deng, Xizi) ORCID (Farris-Trimble, Ashley) ORCID (Yeung, H. Henny)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0278-7393
DOI	10.1037/xlm0001143
Schlagwörter	Oral Language; Word Recognition; Intonation; Vowels; Mandarin Chinese; Eye Movements; Phonology; Semantics; Context Effect; Phonemes; Language Processing; Language Research + Suchen Sie Ihr Suchwort? Oral interpretation; Mündlicher Sprachgebrauch; Worterkennung; Augenbewegung; Fonologie; Semantik; Fonem; Sprachverarbeitung; Sprachforschung
Abstract	Lexical access is highly contextual. For example, vowel (rime) information is prioritized over tone in the lexical access of isolated words in Mandarin Chinese, but these roles are flipped in constraining contexts. The time course of these contextual effects remains unclear, and so here we tracked the real-time eye gaze of native Mandarin speakers in a visual-world paradigm. While listening to a noun classifier, before the target noun was even uttered, gaze to the target noun was already greater than looking to phonologically unrelated distractors. Critically, there was also more distraction from a cohort competitor (tone information) than a segmental competitor (vowel information) in more semantically constraining contexts. Results confirm that phonological activation in Mandarin lexical access is highly sensitive to context, with tone taking priority over vowel information even before a target word is heard. Results suggest that phonological activation in real-time lexical access may be highly context-specific across languages. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01