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Hintz, F., Voeten, C. C., McQueen, J. M., & Scharenborg, O. (2021). Effects of masking position on the time course of spoken word comprehension in noise. Talk presented at the 43rd Annual Meeting of the Cognitive Science Society (CogSci 2021). Vienna, Austria. 2021-07-26 - 2021-07-29.
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Hintz, F., Wolf, M. C., Rowland, C. F., & Meyer, A. S. (2021). Evidence for shared knowledge and access processes across comprehension and production: Literacy enhances spoken word comprehension and word production. Poster presented at the 27th Architectures and Mechanisms for Language Processing Conference (AMLaP 2021), Paris, France.
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Hintz, F. (2021). Which questions can studies on individual differences in language skills address? How so?. Talk presented at 'Individual Differences in Language Learning' workshop. Fribourg (CH). 2021-10-14 - 2021-10-15.
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Hintz, F. (2021). Individual differences in language ability: Quantifying the relationships between linguistic experience, general cognitive skills and linguistic processing skills. A new tool and preliminary data [Keynote lecture]. Talk presented at 'Individual Differences in Language Learning' workshop. Fribourg (CH). 2021-10-14 - 2021-10-15.
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Hintz, F., Voeten, C. C., Isakoglou, C., McQueen, J. M., & Meyer, A. S. (2021). Individual differences in language ability: Quantifying the relationships between linguistic experience, general cognitive skills and linguistic processing skills. Talk presented at the 34th Annual CUNY Conference on Human Sentence Processing (CUNY 2021). Philadelphia, USA. 2021-03-04 - 2021-03-06.
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Hintz, F., Voeten, C. C., & Scharenborg, O. (2021). The presence of background noise reduces interlingual phonological competition during non-native speech recognition. Talk presented at the 34th Annual CUNY Conference on Human Sentence Processing (CUNY 2021). online. 2021-03-04 - 2021-03-06.
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Hintz, F., Jongman, S. R., Dijkhuis, M., Van 't Hoff, V., McQueen, J. M., & Meyer, A. S. (2019). Assessing individual differences in language processing: A novel research tool. Talk presented at the 21st Meeting of the European Society for Cognitive Psychology (ESCoP 2019). Tenerife, Spain. 2019-09-25 - 2019-09-28.
Abstract
Individual differences in language processing are prevalent in our daily lives. However, for decades, psycholinguistic research has largely ignored variation in the normal range of abilities. Recently, scientists have begun to acknowledge the importance of inter-individual variability for a comprehensive characterization of the language system. In spite of this change of attitude, empirical research on individual differences is still sparse, which is in part due to the lack of a suitable research tool. Here, we present a novel battery of behavioral tests for assessing individual differences in language skills in younger adults. The Dutch prototype comprises 29 subtests and assesses many aspects of language knowledge (grammar and vocabulary), linguistic processing skills (word and sentence level) and general cognitive abilities involved in using language (e.g., WM, IQ). Using the battery, researchers can determine performance profiles for individuals and link them to neurobiological or genetic data. -
Hintz, F., Ostarek, M., De Nijs, M., Joosen, D., & Huettig, F. (2019). N’Sync or A’Sync? The role of timing when acquiring spoken and written word forms in a tonal language. Poster presented at the 21st Meeting of the European Society for Cognitive Psychology (ESCoP 2019), Tenerife, Spain.
Abstract
Theories of reading propose that the quality of word form representations affects reading comprehension. One claim is that synchronous retrieval of orthographic and phonological representations leads to better performance than asynchronous retrieval. Based on this account, one may hypothesize that synchronous rather than asynchronous presentation of orthographic and phonological forms should be beneficial when establishing the mapping between both, as it should lead to tighter couplings. We tested this hypothesis in two multi-session experiments, where participants studied isolated words of a tonal language unknown to them, Chinese. During study, written (using Pinyin transcription) and spoken word forms were presented simultaneously or in asynchronous fashion (audio-first, written-first). In both experiments, we observed an advantage for asynchronous over synchronous presentation at test, with audio-first presentation being most beneficial. These results suggest that the timing of written and spoken word forms has profound effects on the ease of learning a new tonal language.
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