Dataset Information

Online-Processing of Grammatical Gender in Noun-Phrase Decoding: An Eye-Tracking Study With Monolingual German 3rd and 4th Graders.

ABSTRACT: Like many other languages, German employs a linguistic category called "grammatical gender." In gender-marking languages each noun is assigned to a particular gender-class (in German: masculine, feminine or neuter) and other words in a sentence which are grammatically controlled by the noun are marked by particular morphemes according to the noun's gender feature - so called gender agreement. Within psycholinguistic theories of language comprehension, it is often assumed that gender agreement might help to predict the continuation of a sentence on grammatical grounds and to reduce the lexical search space for the next words emerging within the speech signal. Thus, gender agreement relations may provide a means to make the comprehension process more effective and targeted. The aim of the current study was to assess whether monolingual German 3rd and 4th grade primary school children make use of gender agreement in online auditory comprehension and whether different gender cues interact with each other and with semantic information. A language-picture matching task was conducted in which 32 children looked at two pictures while listening to a noun phrase. Due to features of the German gender system, the target picture corresponding with the noun phrase could be predicted shortly after stimulus onset on account of gender agreement relations. The predictive impact of grammatical gender agreement on noun-phrase decoding was investigated by measuring the time course of eye-movements onto the target and distractor pictures. The results confirm and extend previous findings that gender plays a role in predictive online comprehension of gender-marking languages like German, and that even primary school children are able to make use of this grammatical device.

SUBMITTER: Cholewa J

PROVIDER: S-EPMC6873886 | biostudies-literature | 2019

REPOSITORIES: biostudies-literature

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Online-Processing of Grammatical Gender in Noun-Phrase Decoding: An Eye-Tracking Study With Monolingual German 3rd and 4th Graders.

Cholewa Jürgen J Neitzel Isabel I Bürsgens Annika A Günther Thomas T

Frontiers in psychology 20191115

Like many other languages, German employs a linguistic category called "grammatical gender." In gender-marking languages each noun is assigned to a particular gender-class (in German: masculine, feminine or neuter) and other words in a sentence which are grammatically controlled by the noun are marked by particular morphemes according to the noun's gender feature - so called gender agreement. Within psycholinguistic theories of language comprehension, it is often assumed that gender agreement mi ...[more]

PMID: 31803119

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Project description:BackgroundSolid organ transplant recipients have attenuated immune responses to SARS-CoV-2 vaccines. In this study, we report on immune responses to 3rd- (V3) and 4th- (V4) doses of heterologous and homologous vaccines in a kidney transplant population.MethodsWe undertook a single centre cohort study of 724 kidney transplant recipients prospectively screened for serological responses following 3 primary doses of a SARS-CoV2 vaccine. 322 patients were sampled post-V4 for anti-spike (anti-S), with 69 undergoing assessment of SARS-CoV-2 T-cell responses. All vaccine doses were received post-transplant, only mRNA vaccines were used for V3 and V4 dosing. All participants had serological testing performed post-V2 and at least once prior to their first dose of vaccine.Findings586/724 (80.9%) patients were infection-naïve post-V3; 141/2586 (24.1%) remained seronegative at 31 (21-51) days post-V3. Timing of vaccination in relation to transplantation, OR: 0.28 (0.15-0.54), p=0.0001; immunosuppression burden, OR: 0.22 (0.13-0.37), p<0.0001, and a diagnosis of diabetes, OR: 0.49 (0.32-0.75), p=0.001, remained independent risk factors for non-seroconversion. Seropositive patients post-V3 had greater anti-S if primed with BNT162b2 compared with ChAdOx1, p=0.001.Post-V4, 45/239 (18.8%) infection-naïve patients remained seronegative. De novo seroconversion post-V4 occurred in 15/60 (25.0%) patients. There was no difference in anti-S post-V4 by vaccine combination, p=0.50. T-cell responses were poor, with only 11/54 (20.4%) infection-naive patients having detectable T-cell responses post-V4, with no difference seen by vaccine type.InterpretationA significant proportion of transplant recipients remain seronegative following 3- and 4- doses of SARS-CoV-2 vaccines, with poor T-cell responses, and are likely to have inadequate protection against infection. As such alternative strategies are required to provide protection to this vulnerable group.FundingMW/PK received study support from Oxford Immunotec.

Project description:Childhood obesity remains a serious concern in the United States and in many other countries. Direct experience preparing and tasting healthful foods and increasing activity during the school day are promising prevention approaches. Engaging parents and families remains an important challenge. Fuel for Fun: Cooking with Kids Plus Parents and Play is a multi-component school- and family-based intervention for 4th graders and their families intended to promote positive food and activity environments, policies and behaviors at the individual, family and school levels. This paper describes the design and evaluation plan.Four cohorts of 4th-graders and their parents from 8 schools in 2 districts in the same Northern Colorado region are participating in a 4-arm cluster randomized controlled trial. Theory-based Fuel for Fun consists of 5 components delivered over 1 school year: 1) Cooking with Kids - Colorado; an experiential classroom-based cooking and tasting curriculum, 2) Cafeteria Connections; cafeteria-based reinforcements of classroom food experiences using behavioral economic strategies, 3) SPARK active recess; a playground intervention to engage children in moderate to vigorous activity, 4) Fuel for Fun Family; multi-element supports targeting parents to reinforce the 3 school-based components at home, and 5) About Eating; an online interactive program for parents addressing constructs of eating competence and food resource management. Outcomes include child and parent measures of fruit and vegetable preferences and intake, cooking, physical activity, sedentary behaviors and attitudes. School level data assess lunch plate waste and physical activity at recess. In-depth diet and accelerometry assessments are collected with a subsample of parent-child dyads. Data are collected at baseline, immediately post-intervention at 7 months, and at 12 month follow-up. We anticipate recruiting 1320-1584 children and their parents over the length of the project.The Fuel for Fun study design allows for impact assessment of school-, family- and online parent-based intervention components separately and in combination. Study strengths include use of theory- and evidence-based programs, valid child and parent self-report instruments, and objective measures of food, cooking, and physical activity behaviors at the individual, family and school levels. Parent involvement and engagement is examined through multiple strategies.Clinicaltrials.gov registration number NCT02491294 . Registered 7 July, 2015.

Dataset Information

Online-Processing of Grammatical Gender in Noun-Phrase Decoding: An Eye-Tracking Study With Monolingual German 3rd and 4th Graders.

Publications

Online-Processing of Grammatical Gender in Noun-Phrase Decoding: An Eye-Tracking Study With Monolingual German 3rd and 4th Graders.

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