A German-language replication study analysing the role of figurative speech in reasoning.
Ontology highlight
ABSTRACT:
SUBMITTER: Christmann U
PROVIDER: S-EPMC5079120 | biostudies-literature | 2016 Oct
REPOSITORIES: biostudies-literature
Publications
A German-language replication study analysing the role of figurative speech in reasoning.
Christmann Ursula U Göhring Anne-Louise AL
Scientific data 20161025
According to the metaphorical framing model, the use of metaphors in discussing an issue influences recipients' understanding and assessment of that issue. In a recent study, participants read a text referring to a city's crime problem either as a beast or a virus and then proposed counter-measures for that problem. Participants' suggestions differed depending on the metaphor they had read. This replication matched the original procedure regarding the content of the rhetorical figures (beast vs ...[more]
Similar Datasets
Project description:Many figurative expressions are fully conventionalized in everyday speech. Regarding the neural basis of figurative language processing, research has predominantly focused on metaphoric expressions in minimal semantic context. It remains unclear in how far metaphoric expressions during continuous text comprehension activate similar neural networks as isolated metaphors. We therefore investigated the processing of similes (figurative language, e.g., "He smokes like a chimney!") occurring in a short story. Sixteen healthy, male, native German speakers listened to similes that came about naturally in a short story, while blood-oxygenation-level-dependent (BOLD) responses were measured with functional magnetic resonance imaging (fMRI). For the event-related analysis, similes were contrasted with non-figurative control sentences (CS). The stimuli differed with respect to figurativeness, while they were matched for frequency of words, number of syllables, plausibility, and comprehensibility. Similes contrasted with CS resulted in enhanced BOLD responses in the left inferior (IFG) and adjacent middle frontal gyrus. Concrete CS as compared to similes activated the bilateral middle temporal gyri as well as the right precuneus and the left middle frontal gyrus (LMFG). Activation of the left IFG for similes in a short story is consistent with results on single sentence metaphor processing. The findings strengthen the importance of the left inferior frontal region in the processing of abstract figurative speech during continuous, ecologically-valid speech comprehension; the processing of concrete semantic contents goes along with a down-regulation of bilateral temporal regions.
| S-EPMC3776934 | biostudies-literature
Project description:The role of literal meaning during the construction of meaning that goes beyond pure literal composition was investigated by combining cross-modal masked priming and ERPs. This experimental design was chosen to compare two conflicting theoretical positions on this topic. The indirect access account claims that literal aspects are processed first, and additional meaning components are computed only if no satisfactory interpretation is reached. In contrast, the direct access approach argues that figurative aspects can be accessed immediately. We presented metaphors (These lawyers are hyenas, Experiment 1a and 1b) and producer-for-product metonymies (The boy read Böll, Experiment 2a and 2b) with and without a prime word that was semantically relevant to the literal meaning of the target word (furry and talented, respectively). In the presentation without priming, metaphors revealed a biphasic N400-Late Positivity pattern, while metonymies showed an N400 only. We interpret the findings within a two-phase language architecture where contextual expectations guide initial access (N400) and precede pragmatic adjustment resulting in reconceptualization (Late Positivity). With masked priming, the N400-difference was reduced for metaphors and vanished for metonymies. This speaks against the direct access view that predicts a facilitating effect for the literal condition only and hence would predict the N400-difference to increase. The results are more consistent with indirect access accounts that argue for facilitation effects for both conditions and consequently for consistent or even smaller N400-amplitude differences. This combined masked priming ERP paradigm therefore yields new insights into the role of literal meaning in the online composition of figurative language.
| S-EPMC4120764 | biostudies-literature
Project description:Neuroscience research has thoroughly studied how nonliteral language is processed during metaphor comprehension. However, it is not clear how the brain actually creates nonliteral language. Therefore, the present study for the first time investigates the neural correlates of metaphor production. Participants completed sentences by generating novel metaphors or literal synonyms during functional imaging. Responses were spoken aloud in the scanner, recorded, and subsequently rated for their creative quality. We found that metaphor production was associated with focal activity in predominantly left-hemispheric brain regions, specifically the left angular gyrus, the left middle and superior frontal gyri-corresponding to the left dorsomedial prefrontal (DMPFC) cortex-and the posterior cingulate cortex. Moreover, brain activation in the left anterior DMPFC and the right middle temporal gyrus was found to linearly increase with the creative quality of metaphor responses. These findings are related to neuroscientific evidence on metaphor comprehension, creative idea generation and episodic future thought, suggesting that creating metaphors involves the flexible adaptation of semantic memory to imagine and construct novel figures of speech. Furthermore, the left DMPFC may exert executive control to maintain strategic search and selection, thus facilitating creativity of thought.
| S-EPMC3951481 | biostudies-literature
Project description:Mastering the language of the destination country is key to immigrant and refugee children's educational success. Refugee children typically face the challenge of starting or continuing their educational carrier in a completely new context and in a completely new language. In this study, we examine the role of preschool attendance and formal language instruction in supporting young refugee children to acquire destination language competencies. We pursue three research objectives: First, we aim at identifying relevant conditions associated with German language acquisition in general. Second, we examine the (relative) importance of institutional learning support in preschool and language instruction. Third, we investigate whether the benefits of attending preschool are more pronounced for refugee children who have only limited exposure to the destination language outside of the institutional context, as compared to children who have more exposure to the language outside of preschool. Using data from the ReGES study, we analyze the early processes of destination language acquisition among a large population of refugee children of preschool age in Germany. Our findings indicate that conditions associated with motivation, exposure and efficiency of learning that were found in prior research to determine destination language competencies of children from other immigrant groups apply to refugee children in a similar manner. Additional conditions associated with the specific circumstances that refugees often experience, including possible consequences of insecure residence status, risk of post-traumatic stress disorders, and living in collective accommodation, do not significantly contribute to this outcome in our analysis. Furthermore, we find that there is a positive relationship between children's German language competency levels and both preschool attendance and formal language instruction. The findings indicate that the benefits of attending preschool are largely related to additional language instruction that refugee children receive within this context. Moreover, these benefits are particularly pronounced among refugee children who have only limited exposure to German at home and in their everyday lives. Overall, our findings emphasize the importance of preschool attendance and formal language instruction for refugee children's destination language acquisition.
| S-EPMC9125026 | biostudies-literature
Project description:INTRODUCTION:Frailty affects 15% of non-institutionalized older adults in the United States, yet confusion remains in defining and, in turn, assessing frailty. Figurative language, such as metaphor, can help to explain difficult scientific concepts and to form new theories. We aimed to examine the use of figurative language to describe frailty and to identify themes in the way figurative expressions are used. Understanding how frailty is described figuratively may offer insights for developing useful communication approaches in research settings. METHODS:We performed a comprehensive review of editorials in the scientific literature to explore figurative language used to describe frailty in older adults. We categorized themes among the figurative expressions, which may help to inform how to effectively communicate about frailty. RESULTS:We found 24 editorials containing 32 figurative expressions. The figurative expressions conceptualized frailty in six ways: 1) a complex, multifaceted concept; 2) an important issue in health and medicine; 3) indicative of something that is failing or faulty; 4) indicative of fragility; 5) representative of vulnerable, ignored persons; and 6) an opportunity for self-awareness and reflection. DISCUSSION:Our review highlights the heterogeneity in depictions of frailty, which is consonant with the lack of a standardized definition of frailty. We also found a novel aspect to the concept of frailty, which merits attention: frailty characterized as an opportunity for self-awareness and reflection. Figurative language, which often juxtaposes familiar with challenging, complex concepts, can offer insights on issues in frailty research and holds potential as a tool for researchers to improve communication about this important and debated medical condition.
| S-EPMC5997276 | biostudies-literature
Project description:BackgroundDespite a major research focus on clinical reasoning over the last several decades, a method of evaluating the clinical reasoning process that is both objective and comprehensive is yet to be developed.The aim of this study was to test whether a dual approach, using two measures of clinical reasoning, the Clinical Reasoning Problem (CRP) and the Script Concordance Test (SCT), provides a valid, reliable and targeted analysis of clinical reasoning characteristics to facilitate the development of diagnostic thinking in medical students.MethodsThree groups of participants, general practitioners, and third and fourth (final) year medical students completed 20 on-line clinical scenarios -10 in CRP and 10 in SCT format. Scores for each format were analysed for reliability, correlation between the two formats and differences between subject-groups.ResultsCronbach's alpha coefficient ranged from 0.36 for SCT 1 to 0.61 for CRP 2, Statistically significant correlations were found between the mean f-score of the CRP 2 and total SCT 2 score (0.69); and between the mean f-score for all CRPs and all mean SCT scores (0.57 and 0.47 respectively). The pass/fail rates of the SCT and CRP f-score are in keeping with the findings from the correlation analysis (i.e. 31% of students (11/35) passed both, 26% failed both, and 43% (15/35) of students passed one but not the other test), and suggest that the two formats measure overlapping but not identical characteristics. One-way ANOVA showed consistent differences in scores between levels of expertise with these differences being significant or approaching significance for the CRPs.ConclusionSCTs and CRPs are overlapping and complementary measures of clinical reasoning. Whilst SCTs are more efficient to administer, the use of both measures provides a more comprehensive appraisal of clinical skills than either single measure alone, and as such could potentially facilitate the customised teaching of clinical reasoning for individuals. The modest reliability of SCTs and CRPs in this study suggests the need for an increased number of items for testing. Further work is needed to determine the suitability of a combined approach for assessment purposes.
| S-EPMC4231458 | biostudies-literature
Project description:The results of a highly influential study that tested the predictions of the Rational Speech Act (RSA) model suggest that (a) listeners use pragmatic reasoning in one-shot web-based referential communication games despite the artificial, highly constrained, and minimally interactive nature of the task, and (b) that RSA accurately captures this behavior. In this work, we reevaluate the contribution of the pragmatic reasoning formalized by RSA in explaining listener behavior by comparing RSA to a baseline literal listener model that is only driven by literal word meaning and the prior probability of referring to an object. Across three experiments we observe only modest evidence of pragmatic behavior in one-shot web-based language games, and only under very limited circumstances. We find that although RSA provides a strong fit to listener responses, it does not perform better than the baseline literal listener model. Our results suggest that while participants playing the role of the Speaker are informative in these one-shot web-based reference games, participants playing the role of the Listener only rarely take this Speaker behavior into account to reason about the intended referent. In addition, we show that RSA's fit is primarily due to a combination of non-pragmatic factors, perhaps the most surprising of which is that in the majority of conditions that are amenable to pragmatic reasoning, RSA (accurately) predicts that listeners will behave non-pragmatically. This leads us to conclude that RSA's strong overall correlation with human behavior in one-shot web-based language games does not reflect listener's pragmatic reasoning about informative speakers.
| S-EPMC7968720 | biostudies-literature
Project description:Three groups of native English speakers named words aloud in Spanish, their second language (L2). Intermediate proficiency learners in a classroom setting (Experiment 1) and in a domestic immersion program (Experiment 2) were compared to a group of highly proficient English-Spanish speakers. All three groups named cognate words more quickly and accurately than matched noncognates, indicating that all speakers experienced cross-language activation during speech planning. However, only the classroom learners exhibited effects of cross-language activation in their articulation: Cognate words were named with shorter overall durations, but longer (more English-like) voice onset times. Inhibition of the first language during L2 speech planning appears to impact the stages of speech production at which cross-language activation patterns can be observed.
| S-EPMC5068572 | biostudies-literature
Project description:IntroductionAssessment of preclinical Alzheimer's disease (AD) requires reliable and validated methods to detect subtle cognitive changes. The battery of standardized cognitive assessments that is used for diagnostic criteria for mild cognitive impairment due to AD in the TOMMORROW study have only been fully validated in English-speaking countries. We conducted a validation and normative study of the German language version of the TOMMORROW neuropsychological test battery, which tests episodic memory, language, visuospatial ability, executive function, and attention.MethodsGerman-speaking cognitively healthy controls (NCs) and subjects with AD were recruited from a memory clinic at a Swiss medical center. Construct validity, test-retest, and alternate form reliability were assessed in NCs. Criterion and discriminant validities of the cognitive measures were tested using logistic regression and discriminant analysis. Cross-cultural equivalency of performance of the German language tests was compared with English language tests.ResultsA total of 198 NCs and 25 subjects with AD (aged 65-88 years) were analyzed. All German language tests discriminated NCs from persons with AD. Episodic memory tests had the highest potential to discriminate with almost twice the predictive power of any other domain. Test-retest reliability of the test battery was adequate, and alternate form reliability for episodic memory tests was supported. For most tests, age was a significant predictor of group effect sizes; therefore, normative data were stratified by age. Validity and reliability results were similar to those in the published US cognitive testing literature.DiscussionThis study establishes the reliability and validity of the German language TOMMORROW test battery, which performed similarly to the English language tests. Some variations in test performance underscore the importance of regional normative values. The German language battery and normative data will improve the precision of measuring cognition and diagnosing incident mild cognitive impairment due to AD in clinical settings in German-speaking countries.
| S-EPMC6076367 | biostudies-literature
Project description:While much support is found for embodied language processing in a first language (L1), evidence for embodiment in second language (L2) processing is rather sparse. In a recent study, we found support for L2 embodiment, but also an influence of L1 on L2 processing in adult learners. In the present study, we compared bilingual schoolchildren who speak German as one of their languages with monolingual German schoolchildren. We presented the German prepositions auf (on), über (above), and unter (under) in a Stroop-like task. Upward or downward responses were made depending on the font colour, resulting in compatible and incompatible trials. We found compatibility effects for all children, but in contrast to the adult sample, there were no processing differences between the children depending on the nature of their other language, suggesting that the processing of German prepositions of bilingual children is embodied in a similar way as in monolingual German children.
| S-EPMC5851577 | biostudies-literature