Multi-Talker Speech Promotes Greater Knowledge-Based Spoken Mandarin Word Recognition in First and Second Language Listeners

Wiener, Seth; Lee, Chao‐Yang

doi:10.3389/fpsyg.2020.00214

Cited by 20 publications

(8 citation statements)

References 89 publications

(157 reference statements)

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“…Wiener and colleagues (Liu & Wiener, 2020;Wiener, 2020;Wiener et al, 2018Wiener et al, , 2019Wiener & Lee, 2020) present a slightly different view of L2 tone learning, though in many ways it seems complimentary to the ASP model. They frame L2 tone-learning under the umbrella of dimension-based statistical learning (Idemaru & Holt, 2011, drawing a distinction between signal-based and knowledge-based (or probability-based) processing.…”

Section: Processing Biases Could Drive L2 Tone Word Errorsmentioning

confidence: 99%

Even in the Best-Case Scenario L2 Learners Have Persistent Difficulty Perceiving and Utilizing Tones in Mandarin

Pelzl

Lau

Guo

et al. 2020

Stud Second Lang Acquis

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Lexical tones are widely believed to be a formidable learning challenge for adult speakers of nontonal languages. While difficulties—as well as rapid improvements—are well documented for beginning second language (L2) learners, research with more advanced learners is needed to understand how tone perception difficulties impact word recognition once learners have a substantial vocabulary. The present study narrows in on difficulties suggested in previous work, which found a dissociation in advanced L2 learners between highly accurate tone identification and largely inaccurate lexical decision for tone words. We investigate a “best-case scenario” for advanced L2 tone word processing by testing performance in nearly ideal listening conditions—with words spoken clearly and in isolation. Under such conditions, do learners still have difficulty in lexical decision for tone words? If so, is it driven by the quality of lexical representations or by L2 processing routines? Advanced L2 and native Chinese listeners made lexical decisions while an electroencephalogram was recorded. Nonwords had a first syllable with either a vowel or tone that differed from that of a common disyllabic word. As a group, L2 learners performed less accurately when tones were manipulated than when vowels were manipulated. Subsequent analyses showed that this was the case even in the subset of items for which learners showed correct and confident tone identification in an offline written vocabulary test. Event-related potential results indicated N400 effects for both nonword conditions in L1, but only vowel N400 effects in L2, with tone responses intermediate between those of real words and vowel nonwords. These results are evidence of the persistent difficulty most L2 learners have in using tones for online word recognition, and indicate it is driven by a confluence of factors related to both L2 lexical representations and processing routines. We suggest that this tone nonword difficulty has real-world implications for learners: It may result in many toneless word representations in their mental lexicons, and is likely to affect the efficiency with which they can learn new tone words.

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Section: Processing Biases Could Drive L2 Tone Word Errorsmentioning

confidence: 99%

Even in the Best-Case Scenario L2 Learners Have Persistent Difficulty Perceiving and Utilizing Tones in Mandarin

Pelzl

Lau

Guo

et al. 2020

Stud Second Lang Acquis

View full text Add to dashboard Cite

show abstract

“…To check the robustness of our results, following the suggestion of previous studies ( Wiener and Lee, 2020 ; Chin et al, 2021 ), we conducted supplementary analysis with random effects models to test our hypotheses. The results are presented in Table 4 .…”

Section: Resultsmentioning

confidence: 99%

What Influences Physicians’ Online Knowledge Sharing? A Stimulus–Response Perspective

Zhang

Dong

et al. 2022

Front. Psychol.

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During the COVID-19 pandemic, online health platforms and physicians’ online knowledge sharing played an important role in public health crisis management and disease prevention. What influences physicians’ online knowledge sharing? From the psychological perspective of stimulus–response, this study aims to explore how patients’ visit and patients’ consultation influence physicians’ online knowledge sharing considering the contingent roles of physicians’ online expertise and online knowledge sharing experience. Based on 6-month panel data of 45,449 physician–month observations from an online health platform in China, the results indicate that both patients’ visit and patients’ consultation are positive related to physicians’ online knowledge sharing. Online expertise weakens the positive effect of patients’ consultation on physicians’ online knowledge sharing. Online knowledge sharing experience weakens the positive relationship between visit of patient and physicians’ online knowledge sharing, and enhances the positive relationship between patients’ consultation and physicians’ online knowledge sharing. This study contributes to the literatures about stimulus–response in psychology and knowledge sharing, and provides implications for practice.

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“…We further conducted random effects regression models as supplementary analysis following previous studies ( 66 , 67 ). The results are demonstrated in Table 4 .…”

Section: Resultsmentioning

confidence: 99%

Is physician online information sharing always beneficial to patient education? An attention perspective

Guo

Zhou

Chang

et al. 2022

Front. Public Health

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AimsWith the development of information technology, online health platforms and physician online information sharing play an important role in public health management and patient education. Is physician online information sharing always beneficial to patient education? From the attention perspective, this study aims to explore how physician online information sharing influences patient education, considering the contingent roles of physician online reputation and offline expertise.MethodsA 6-month panel data of 61,566 physician-month observations from an online health platform in China was used to tested the proposed hypotheses. Considering the inefficiency and estimated bias of the ordinary least squares regression model, this study conducted the fixed models to test the direct and moderating effects.ResultsThe results indicate that physician online information sharing is positively related to potential patient education, while the relationship between physician online information sharing and realized patient education is an inverted U-shape. Physician online reputation enhances the positive relationship between physician online information sharing and potential patient education, but physician offline expertise weakens the abovementioned relationship. In addition, physician offline expertise flattens the curvilinear effect of physician online information sharing on realized patient education.ConclusionThis study contributes to the literature about attention theory and information sharing for patient education, and provides implications for practice.

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Multi-Talker Speech Promotes Greater Knowledge-Based Spoken Mandarin Word Recognition in First and Second Language Listeners

Cited by 20 publications

References 89 publications

Even in the Best-Case Scenario L2 Learners Have Persistent Difficulty Perceiving and Utilizing Tones in Mandarin

Even in the Best-Case Scenario L2 Learners Have Persistent Difficulty Perceiving and Utilizing Tones in Mandarin

What Influences Physicians’ Online Knowledge Sharing? A Stimulus–Response Perspective

Is physician online information sharing always beneficial to patient education? An attention perspective

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