Procura-PALavras (P-Pal): uma nova medida de frequência lexical do português europeu contemporâneo

Soares, Ana Paula; Iriarte, Álvaro; Almeida, José João; Simões, Alberto; Costa, Ana; França, Patrícia das Dores Marques da Silva Cunha; Machado, João; Comesaña, Montserrat

doi:10.1590/s0102-79722014000100013

Cited by 25 publications

(17 citation statements)

References 39 publications

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“…The sentences in each emotional category were matched for length (mean number of words and mean number of letters within words in the sentence) and per-million word frequency, considering the part of speech (PoS) of each word in the sentence, obtained from the Procura-PALavras lexical database (P-PAL; Soares et al, 2014, available at http://p-pal.di. uminho.pt/tools).…”

Section: Methodsmentioning

confidence: 99%

Minho Affective Sentences (MAS): Probing the roles of sex, mood, and empathy in affective ratings of verbal stimuli

et al. 2016

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During social communication, words and sentences play a critical role in the expression of emotional meaning. The Minho Affective Sentences (MAS) were developed to respond to the lack of a standardized sentence battery with normative affective ratings: 192 neutral, positive, and negative declarative sentences were strictly controlled for psycholinguistic variables such as numbers of words and letters and per-million word frequency. The sentences were designed to represent examples of each of the five basic emotions (anger, sadness, disgust, fear, and happiness) and of neutral situations. These sentences were presented to 536 participants who rated the stimuli using both dimensional and categorical measures of emotions. Sex differences were also explored. Additionally, we probed how personality, empathy, and mood from a subset of 40 participants modulated the affective ratings. Our results confirmed that the MAS affective norms are valid measures to guide the selection of stimuli for experimental studies of emotion. The combination of dimensional and categorical ratings provided a more finegrained characterization of the affective properties of the sentences. Moreover, the affective ratings of positive and negative sentences were not only modulated by participants' sex, but also by individual differences in empathy and mood state. Together, our results indicate that, in their quest to reveal the neurofunctional underpinnings of verbal emotional processing, researchers should consider not only the role of sex, but also of interindividual differences in empathy and mood states, in responses to the emotional meaning of sentences.

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Section: Methodsmentioning

confidence: 99%

Minho Affective Sentences (MAS): Probing the roles of sex, mood, and empathy in affective ratings of verbal stimuli

et al. 2016

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“…The EP words from the three conditions (O-P+, O-P-, O+P+) were also matched in logarithm frequency, biphone frequency, contextual diversity, length, and orthographic neighbors (all ps > .39) (see Table 2). The values of logarithm word frequency and contextual diversity for EP words were taken from ESCOLEX (Soares et al, 2014; an EP grade-level lexical database that gives numerous word frequency statistics for 1st to 6th grade children [6to 11-year-olds] computed from elementary textbooks) and the values of biphone frequency and length were retrieved from P-PAL (Soares et al, 2015; an EP lexical database that gives numerous word frequency statistics and the computation of several other lexical and sublexical objective and subjective metrics for adults).…”

Section: <Insert Here the Table 1>mentioning

confidence: 99%

“…In recent decades, the way in which different languages are represented and processed in the bilingual memory has been studied extensively (e.g., Comesaña, Perea, Piñeiro, & Fraga, 2009;Comesaña et al, 2015;Dijkstra el al., 2010;Kroll, Van Hell, Tokowicz & Green, 2010;Van Heuven & Dijkstra, 2010). Most of these studies have shown a simultaneous activation of words from both languages, that is, a non-selective language activation due to the existence of a common representation for both languages, at least at some level (Dijkstra et al, 2010).…”

Section: Introductionmentioning

confidence: 99%

“…Accordingly, cognates are acquired (e.g., Comesaña, Soares, Sánchez-Casas, & Lima, 2012a; de Groot & Keijzer, 2000;Lotto & De Groot, 1998;Comesaña, Moreira, Valente, Hernández & Soares, under review;Rogers, Webb, & Nakata, 2014;Tonzar, Lotto, & Job, 2009), recognized (e.g., Dijkstra, Grainger, & Van Heuven, 1999;Dijkstra, Van Jaarsveld, & Ten Brinke, 1998) and translated (e.g., De Groot, 1992;De Groot, Dannenburg, & Van Hell, 1994; Kroll & Stewart, 1994) faster than non-cognates. However, when studies on cognate processing take into consideration the role played by orthographic (O) and phonological (P) information (Comesaña et al, 2012a(Comesaña et al, , 2015Dijkstra et al, 2010;Schwartz, Kroll, & Diaz, 2007), the results are inconsistent, either regarding the direction of the cognate effect (facilitation vs. inhibition) or regarding the interplay of O and P (see Comesaña et al, 2015, for a recent overview). This raises the question as to the precise representation and processing of cognate words in the bilingual memory.…”

Section: Introductionmentioning

confidence: 99%

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Does phonological overlap of cognate words modulate cognate acquisition and processing in developing and skilled readers?

Valente

Ferré

Soares

et al. 2018

Language Acquisition

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Very few studies exist on the role of cross-language similarities in cognate word acquisition. Here we sought to explore, for the first time, the interplay of orthography (O) and phonology (P) during the early stages of cognate word acquisition, looking at children and adults with the same level of foreign language proficiency, and by using two variants of the word-association learning paradigm (auditory learning method vs. auditory + written method). Eighty participants (forty children and forty adults, native speakers of European Portuguese [EP]), learned a set of EP-Catalan cognate words and non-cognate words. Among the cognate words, the degree of orthographic and phonological similarity was manipulated. Half of the children and adult participants learned the new words via an L2 auditory and written-L1 word association method, while the other half learned the same words only through an L2 auditory-L1 word association method. Both groups were tested in an auditory recognition task and a go/no-go lexical decision task. Results revealed a disadvantage for children in comparison to adults, which was reduced in the auditory learning method. Furthermore, there was an advantage for cognates relative to non-cognates regardless of the age of participants. Importantly, there were modulations in cognate word processing as a function of the degree of O and P overlap which were restricted to children. The findings are discussed in light of the most relevant bilingual models of word recognition.

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“…Each Basque word was paired with three EP words: (i) a correct translation (e.g., zuhaitz [tree] -árvore [tree]), (ii) a semantically related word (e.g., zuhaitz [tree] -folhas [leaves]), and (iii) an unrelated word (e.g., zuhaitz [tree] -faixas [sashes]; see Appendix A). Semantically related words were selected from the EP word association database for children (Comesaña, Fraga, Moreira, Frade, & Soares, 2014) whereas unrelated words were taken from the Procura-PALavras lexical database (P-PAL; Soares et al, 2014). Related and unrelated words were matched in length (5.8 and 5.9, respectively, p = .67), frequency per million (67.7 and 65.2, respectively, p = .87), number of orthographic neighbours (4.3 and 4.6, respectively, p = .72) and phonological neighbours (5.1 and 4.5, respectively, p = .54), as well as in grammatical category (note that most of the selected words were nouns [85%]).…”

Section: Stimulimentioning

confidence: 99%

List composition effect on cognate and non-cognate word acquisition in children

Comesaña

Moreira

Valente

et al. 2018

LAB

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Previous studies on second language (L2) vocabulary acquisition with children showed that the use of a picture learning method favours the creation of direct links between the semantic system and new lexical representations at early stages of L2 acquisition (Comesaña et al., 2009). However, recent studies found that this influence seems to vary according to the cognate status of the words being learned (Comesaña et al., 2012), raising the question of how the type of words involved can modulate the lexical-semantic connections between the words of both languages in the bilingual memory. The main goal of the present study was to explore list composition effects in the establishment of L2 word-to-concept connections in Portuguese children by using a picture-based method. Results showed no influence of list composition in the establishment of L2 lexical-semantic connections when cognates have to be learned. Findings are discussed in light of relevant models of bilingual memory.

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Procura-PALavras (P-Pal): uma nova medida de frequência lexical do português europeu contemporâneo

Cited by 25 publications

References 39 publications

Minho Affective Sentences (MAS): Probing the roles of sex, mood, and empathy in affective ratings of verbal stimuli

Minho Affective Sentences (MAS): Probing the roles of sex, mood, and empathy in affective ratings of verbal stimuli

Does phonological overlap of cognate words modulate cognate acquisition and processing in developing and skilled readers?

List composition effect on cognate and non-cognate word acquisition in children

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