Coreference processing of Control constructions and their pronoun-containing counterparts can be studied experimentally using priming or interference paradigms. We replicate findings in a priming study on non-finite Control constructions in Norwegian (Larsen & Johansson, 2020) and contrast them with their finite counterparts using interference effects in a grammatical maze (G-maze) design. We asked participants to read sentences word-by-word and to select the grammatically correct continuation from two options. When the ungrammatical option was a potential antecedent from within the sentence, we predicted interference, i.e., longer reaction times compared to an unrelated baseline. We observed a trend towards significant interference effects when a participant was presented with either of the potential noun phrase (NP) antecedents of PRO in competition with the infinitive marker (test position zero) during the processing of a Control sentence. This indicates reactivation of potential antecedents at the infinitive marker, and a reactivation position (PRO) near or at the infinitive marker. We also observed significant differences between Control constructions and their pronoun counterparts. A significant interference effect was recorded for Subject Pronoun constructions when either potential NP antecedent of the pronoun was presented in competition with the pronoun itself. A similar trend was recorded for Object Pronoun sentences.
Background School climate is recognized as important for adolescent mental wellbeing. However, there is a lack of longitudinal studies, and most research focus on school climate as an antecedent of mental wellbeing while the relation could be in the opposite direction or bidirectional. Further, no study has examined this relation with analyses that separate between- from within-person variability to properly assess intraindividual developmental processes. Methods Using a random-intercept cross-lagged panel model we investigated the longitudinal reciprocal relations of perceptions of a caring school climate and mental wellbeing across three time points (T1, T2, T3) in adolescence, and if socioeconomic position (SEP) predicted perceptions of a caring school climate and mental wellbeing at each time point. The sample consisted of 1508 Norwegian adolescents (60.7% female; baseline mean age = 16.33, SD = .62). Results Results showed positive cross-lagged effects at the within-person level from mental wellbeing to later perceptions of a caring school climate across all time points (T1->T2 b=.12* [.01, .22], T2->T3 b=.12* [.01, .23]), but no similar effects in the opposite direction. Positive concurrent effects from SEP were observed at one time point for mental wellbeing (T1 b=.10* [.01, .19]), and all time points for perceptions of a caring school climate (T1 b=.12* [.02, .22], T2 b=.11* [.02, .20], T3 b=.12* [.02, .22]), indicating SEP to be related to intraindividual fluctuations mainly in perceptions of a caring school climate. Conclusions The findings support a unidirectional temporal relationship from mental wellbeing to perceptions of a caring school climate and underscore the importance of investigating the subject longitudinally and as a function of within-person fluctuations. From a public health view, the findings support the importance of systematic efforts to promote mental wellbeing to facilitate positive school experiences of adolescents of all social classes. Key messages • The study found a unidirectional temporal relation at the within-person level in adolescents where mental wellbeing predicted perceptions of a caring school climate, but not the other way around. • The findings underline the importance of systematic public health efforts to promote mental wellbeing as one avenue to facilitate positive school experiences of adolescents of all social.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.
customersupport@researchsolutions.com
10624 S. Eastern Ave., Ste. A-614
Henderson, NV 89052, USA
Copyright © 2024 scite LLC. All rights reserved.
Made with 💙 for researchers
Part of the Research Solutions Family.