Displaying 1 - 10 of 10
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Bethke, S., Meyer, A. S., & Hintz, F. (2024). Developing the Individual Differences in Language Skills (IDLaS-DE) Test Battery—A new tool for German. Talk presented at Psycholinguistics in Flanders (PiF 2024). Brussels, Belgium. 2024-05-27 - 2024-05-28.
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Bethke, S., Meyer, A. S., & Hintz, F. (2024). Developing the Individual Differences in Language Skills (IDLaS-DE) Test Battery – A new tool for German. Poster presented at the IMPRS Conference 2024, Nijmegen, the Netherlands.
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Bethke, S., Meyer, A. S., & Hintz, F. (2024). Developing the Individual Differences in Language Skills (IDLaS-DE) Test Battery – A new tool for German. Poster presented at the Highlights in the Language Sciences Conference 2024, Nijmegen, The Netherlands.
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Bethke, S., Meyer, A. S., & Hintz, F. (2024). Developing the Individual Differences in Language Skills (IDLaS-DE) Test Battery — A new tool for German. Poster presented at the 29th Architectures and Mechanisms for Language Processing Conference (AMLaP 2024), Edinburgh, Scotland.
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Funk, J., Huettig, F., & Hintz, F. (2024). The role of presentational timing in acquiring novel written and spoken word forms. Poster presented at the Highlights in the Language Sciences Conference 2024, Nijmegen, The Netherlands.
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McConnell, K., Bethke, S., Hintz, F., & Meyer, A. S. (2024). Demonstration language battery. Poster presented at the Highlights in the Language Sciences Conference 2024, Nijmegen, The Netherlands.
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McConnell, K., Hintz, F., & Meyer, A. S. (2024). Individual differences in online research: Comparing lab-based and online administration of a psycholinguistic battery of linguistic and domain-general skills. Poster presented at the 29th Architectures and Mechanisms for Language Processing Conference (AMLaP 2024), Edinburgh, Scotland.
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Szilagyi, I. A., Vino, A., De boer, J., Eising, E., Hintz, F., Meyer, A. S., & Fisher, S. E. (2024). Polygenic profile of individual differences in language skills in a Dutch cohort. Poster presented at the Highlights in the Language Sciences Conference 2024, Nijmegen, The Netherlands.
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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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