Journal articles: 'Italien (langue) – Psychologie'

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Mikhaylova, M. V. "The Peculiarities of the Reception of the Literary Works of F.M. Dostoevsky in the European Cinematography of the 1 st Third of the XXth Century (on the Example of the German and Italian Cinematography)." Язык и текст 6, no. 4 (2019): 24–31. http://dx.doi.org/10.17759/langt.2019060404.

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The article discusses the main features of the interpretation of the works of F.M. Dostoevsky in the German and Italian cinematography of the 1st third of the XXth century. The author explores the films of the era in question, based on the works of F.M. Dostoevsky, in the context of the history of the development of European cinema. The specification of the reception of the writer's literary works in the era of silent cinema is characterized, the ability to convey the psychologism of the literary works and the peculiarities of the characters of the heroes without dialogues is investigated.

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Nocera, A. "Casts, Quotes, Parodies: the Italian Reception of Fyodor Mikhailovich Dostoevsky's Work." Язык и текст 8, no. 2 (2021): 28–40. http://dx.doi.org/10.17759/langt.2021080203.

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This article aims to provide a preliminary picture on the complex phenomenon of the reception of the work of F. M Dostoevsky in Italy starting from the diffusion of the first translations of the novels. Dostoevsky was not well received by the first critics and writers who criticized its style, excess morbidity and “drama”. He was considered a writer excessively related to the disturbances of the human soul, and in this regard the label of “psychologism”was used. Beyond this apparent negativity, the writers who were influenced and who admitted openly to consider Dostoevsky's not only a teacher of writing, but also an inexhaustible source of ideas and suggestions to delineate the characters of the novels were so many of them and go through all the panorama of the literature of the last twenty years of the Nineteenth century and throughout the Twentieth century: D'annunzio, Oriani, Moravia, Gadda, Tozzi, Sciascia, Landolfi, Piovene. Each of them declines a particular aspect of Dostoevskij’s poetics, using quotes, casts, parodies or real rewrites of the Dostoevsky text.

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MACKAY, IAN R. A., and JAMES E. FLEGE. "Effects of the age of second language learning on the duration of first and second language sentences: The role of suppression." Applied Psycholinguistics 25, no. 3 (June 2004): 373–96. http://dx.doi.org/10.1017/s0142716404001171.

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The primary aim of this study was to account for the finding that late bilinguals produce longer English sentences than early bilinguals. In Experiment 1, Italians who immigrated to Canada either between the age of 2–13 years (“early bilinguals”) or 15–28 years (“late bilinguals”) repeated matched English and Italian sentences following an aural model. The early bilinguals produced shorter English than Italian sentences, whereas the late bilinguals showed the opposite pattern. The same countervailing pattern was evident in Experiment 2, where bilinguals shortened sentences by 20% when instructed to repeat sentences as rapidly as possible. Subgroups of bilinguals who reported using Italian oftenM=46% Italian use) but not seldom (M=8%) were found to have produced significantly longer English sentences than native English (NE) speakers did. The results were interpreted to mean that the late bilinguals produced longer English sentences than the early bilinguals because they needed to expend more resources to suppress their Italian subsystem than the early bilinguals. The perceptual effect of sentence duration was evaluated in Experiment 3, where pairs of English sentences differing in duration were presented to NE-speaking listeners for foreign accent ratings. A 10% shortening caused sentences spoken by late bilinguals to sound less foreign accented but it caused sentences spoken by early bilinguals to sound more foreign accented.

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VALENZUELA CASTELLETTO, Adrián. "L’influence de l’Italie dans la pensée critique de Paul Bourget : du dilettantisme à la psychologie systématique." Çédille, no. 23 (2023): 417–36. http://dx.doi.org/10.25145/j.cedille.2023.23.22.

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"The trips to Italy that Paul Bourget made throughout his life seem to have influenced his literary career and his intellectual, from the dilettante to the successful novelist and critic. How these Italian artistic sensations conditioned Bourget to establish psychological criticism that was increasingly systematic? How is this italianisation reflected in his novels and what are the artistic references that determined this inclination? Following the course of this pilgrimage and the development of his writings, Italy seems a point of inflection in the evolution of Paul Bourget’s psychological thought. The purpose of this article is precisely to shed light on this hypothesis and to contribute to a better understanding and reading of Bourget’s psychological criticism."

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DEVESCOVI, ANTONELLA, MARIA CRISTINA CASELLI, DANIELA MARCHIONE, PATRIZIO PASQUALETTI, JUDY REILLY, and ELIZABETH BATES. "A crosslinguistic study of the relationship between grammar and lexical development." Journal of Child Language 32, no. 4 (November 2005): 759–86. http://dx.doi.org/10.1017/s0305000905007105.

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The relationship between grammatical and lexical development was compared in 233 English and 233 Italian children aged between 1;6 and 2;6, matched for age, gender, and vocabulary size on the MacArthur Communicative Development Inventories (CDI). Four different measures of Mean Length of Utterance were applied to the three longest utterances reported by parents, and to corrected/expanded versions representing the ‘target’ for each utterance. Italians had longer MLUs on most measures, but the ratio of actual to target MLUs did not differ between languages. Age and vocabulary both contributed significant variance to MLU, but the contribution of vocabulary was much larger, suggesting that vocabulary size may provide a better basis for crosslinguistic comparisons of grammatical development. The relationship between MLU and vocabulary size was non-linear in English but linear in Italian, suggesting that grammar ‘gets off the ground’ earlier in a richly inflected language. A possible mechanism to account for this difference is discussed.

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Russo Cardona, Tommaso. "Metaphors in sign languages and in co-verbal gesturing." Dimensions of gesture 8, no. 1 (May 15, 2008): 62–81. http://dx.doi.org/10.1075/gest.8.1.06rus.

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In analyses of the grammatical structure of sign languages (Liddell, 2003), “classifier forms” which play a major role in these spatialised grammars, are looked upon as a “gestural” component of sign language. Kendon (2004) pointed out that some of the organizational principles of co-verbal gesturing can be compared to “classifiers” in sign languages. In this paper drawing on previous analyses of LIS (Italian Sign Language) metaphors in discourse (Russo, 2004a, 2005) the role of “classifier forms” in SL metaphors is examined and compared with some aspects of gestural metaphors produced during academic lectures in Italian. It is shown that similarities and differences between the two communicative devices can be pointed out only if the multimodal organization of both face-to-face speech activity and face-to-face sign language communication is taken into account. The gestural actions produced by speakers and the non-manual gestures produced by signers are interpreted as framing a speech act unit in this way providing a perspective for the interpretation of the lexical items within it. The distinction between langue and parole proposed by Ferdinand de Saussure (1916) is discussed and reframed by this analysis.

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FLEGE, JAMES EMIL, IAN R. A. MACKAY, and THORSTEN PISKE. "Assessing bilingual dominance." Applied Psycholinguistics 23, no. 4 (November 19, 2002): 567–98. http://dx.doi.org/10.1017/s0142716402004046.

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This study used two methods to assess bilingual dominance in four groups of 18 Italian–English bilinguals, who were selected on the basis of age of arrival (AOA) in Canada (early: 2–13 years; late: 15–26 years) and percentage use of the first language (L1), Italian (low L1 use: 1–15%; high L1 use: 25–85%). Ratios were derived from the bilinguals' self-ratings of ability to speak and understand Italian compared to English (the “verbal” self-rating ratios) and to read and write Italian compared to English (the “written” self-rating ratios). The ratio of the mean duration of English and Italian sentences produced by each bilingual was also computed. AOA and L1 use had the same effect on the self-rating and sentence duration ratios, which were correlated. The bilinguals who arrived in Canada as young adults and continued to use Italian often were the most likely to be Italian dominant. Dominance in Italian was associated with a relatively high level of performance in Italian (assessed in a translation task) and relatively poor performance in English (assessed by measuring strength of foreign accents). Both groups of late bilinguals (late low, late high) and both groups of early bilinguals (early low, early high) were found to produce English sentences with detectable accents. However, a group of 18 bilinguals (all early bilinguals) selected from the original sample of 72 based on their dominance in English did not have detectable foreign accents. This suggested that interlingual interference effects may not be inevitable.

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Laudanna, Alessandro, and Virginia Volterra. "Order of words, signs, and gestures: A first comparison." Applied Psycholinguistics 12, no. 2 (June 1991): 135–50. http://dx.doi.org/10.1017/s0142716400009115.

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ABSTRACTThe present study evaluates the contribution of visuo-gestural modality versus linguistic factors in determining the order of elements in sign language. The same picture description task was given to 12 hearing subjects using spoken Italian, 12 deaf subjects using Italian Sign Language, and 12 hearing subjects using pantomime. Nonreversible, reversible, and locative productions with two elements were elicited. The results showed that Italian Sign Language differs along significant lines from both spoken Italian and pantomime. The pattern of similarities and differences found among the three experimental conditions allows us to argue that the order of signs in the sentence is sensitive to modality as well as linguistic factors depending on the particular sentence structures considered.

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Paladino, Maria Paola, and Mara Mazzurega. "One of Us: On the Role of Accent and Race in Real-Time In-Group Categorization." Journal of Language and Social Psychology 39, no. 1 (November 11, 2019): 22–39. http://dx.doi.org/10.1177/0261927x19884090.

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In the present research, we investigated the combined role of accent (native vs. nonnative) and race (European native or White vs. nonnative or Black) in real-time in-group categorization among Italian participants. We found that targets presenting mixed cues (i.e., Black persons with a native accent and White persons with a nonnative accent) led to the simultaneous and parallel activation of in-group and out-group representation in the early stage of person perception, showing that both accent and appearance were initially processed. However, later in the process, when accent and appearance did not match, the first played a major role in the participants’ construal of the target as “one of us.” Finally, we examined the role of social identification, beliefs on the importance of language and race, prejudice, social dominance, and contacts with first-generation Italians in the categorization process. Theoretical and applied implications of the findings are discussed.

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Pizzuto, Elena, and Maria Cristina Caselli. "The acquisition of Italian morphology: implications for models of language development." Journal of Child Language 19, no. 3 (October 1992): 491–557. http://dx.doi.org/10.1017/s0305000900011557.

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ABSTRACTThis study explores the spontaneous acquisition of Italian inflectional morphology by three children (age range 1;4–3;0). Longitudinal, free speech samples are examined, focusing on the development of the morphological paradigms of Italian verbs, pronouns and articles. Data analysis is conducted using criteria appropriate to allow reliable cross-linguistic comparisons with data from English. By this means we evaluate the plausibility of a nativist, parameter-setting account of language development in Italian and English, as recently proposed for these two languages. Results show that the general developmental patterns observed in Italian are not significantly different from those found in English. These findings are not consistent with current interpretations of parameter-setting accounts of language development. Alternative explanatory models are discussed.

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MAYR, ROBERT, and SIMONA MONTANARI. "Cross-linguistic interaction in trilingual phonological development: the role of the input in the acquisition of the voicing contrast." Journal of Child Language 42, no. 5 (October 21, 2014): 1006–35. http://dx.doi.org/10.1017/s0305000914000592.

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AbstractThis paper examines the production of word-initial stops by two simultaneous trilingual sisters, aged 6;8 and 8;1, who receive regular input in Italian and English from multiple speakers, but in Spanish from only one person. The children's productions in each language were analyzed acoustically and compared to those of their main input providers. The results revealed consistent cross-linguistic differences by both children, including between Italian and Spanish stops, although these have identical properties in the speech of Italian- and Spanish-speaking adults. While the children's English stops were largely target-like, their Italian stops exhibited non-target-like realizations in the direction of English, suggesting interactions. Interestingly, their Spanish productions were largely unaffected by cross-linguistic interactions, with target-like voiceless stops, and voiced stops predominantly realized as spirants. These findings raise interesting questions about phonological development in multilingual settings and demonstrate that the number and type of input providers may crucially affect cross-linguistic interactions.

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Dowker, Ann, and Giuliana Pinto. "Phonological devices in poems by English and Italian children." Journal of Child Language 20, no. 3 (October 1993): 697–706. http://dx.doi.org/10.1017/s0305000900008540.

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ABSTRACTPoems were elicited from 133 English children between two and six and 171 Italian children between three and seven, using a similar technique, and the results were compared. Both groups produced large numbers of poems. There were great similarities and some differences. The majority of poems in both samples contained phonological devices (mostly rhyme and alliteration) and the proportion was higher (87%) in the Italian sample than in the English sample (59%). The proportion of poems that contained rhyme was close to 45% in each sample, with no consistent age difference in either sample. About one-third of Italian poems and just over a fifth of English poems contained alliteration. The frequency of alliteration declined with age in the English sample but not in the Italian sample. Possible reasons for the differences between the samples are considered. It is argued that the similarities are more important, and their theoretical implications are discussed.

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SANSAVINI, ALESSANDRA, ANNALISA GUARINI, ROSINA ALESSANDRONI, GIACOMO FALDELLA, GIULIANA GIOVANELLI, and GIANPAOLO SALVIOLI. "Early relations between lexical and grammatical development in very immature Italian preterms." Journal of Child Language 33, no. 1 (February 2006): 199–216. http://dx.doi.org/10.1017/s0305000905007208.

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This study aimed to investigate early lexical and grammatical development and their relations in a sample of very immature healthy preterms, in order to assess whether their linguistic development was typical, at risk or atypical. The effects of biological factors and parental level of education on preterms' linguistic development were also investigated. Seventy-three Italian preterms and 22 Italian fullterms (control sample) were assessed at 2;6 with an Italian test of repetition of sentences (TRF). Their mothers completed the Italian version of the MacArthur questionnaire (PVB). Our results showed that most of the preterm sample displayed a typical development, compared with the fullterms, with lexicon and grammar within the normal range and a normal relation between these competencies. However, preterms characterized by an extremely low birthweight (ELBW), a very low gestational age and male gender were at risk, with slight delays in the lexicon and grammar, but still retaining the normal relation between the two.

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MACIZO, PEDRO, AMPARO HERRERA, DANIELA PAOLIERI, and PATRICIA ROMÁN. "Is there cross-language modulation when bilinguals process number words?" Applied Psycholinguistics 31, no. 4 (August 27, 2010): 651–69. http://dx.doi.org/10.1017/s0142716410000184.

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ABSTRACTThis study explores the possibility of cross-language activation when bilinguals process number words in their first language (Italian) and their second language (German). Italian monolinguals (Experiment 1), German monolinguals (Experiment 2), and Italian/German bilinguals (Experiment 3) were required to decide the larger of two number words while the unit–decade compatibility effect was examined. For compatible trials the decade and unit comparisons lead to the same response (e.g., 24–67), whereas for incompatible trials the decade and unit comparisons lead to different responses (e.g., 27–64). The regular unit–decade compatibility effect was significant when bilinguals and monolinguals performed the comparison in German. However, this effect was not found when bilinguals and monolinguals performed the task in Italian. In addition, the decade distance played a major role when bilinguals processed in their first language, whereas the unit distance was more important when they worked in their second language. These results indicate that the processing of number words in one language is not modulated by the way bilinguals process number words in their alternative language.

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Contemori, Carla, and Elisa Di Domenico. "Microvariation in the division of labor between null- and overt-subject pronouns: the case of Italian and Spanish." Applied Psycholinguistics 42, no. 4 (June 11, 2021): 997–1028. http://dx.doi.org/10.1017/s0142716421000199.

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AbstractIn Italian, null pronouns are typically interpreted toward antecedents in a prominent syntactic position, whereas overt pronouns prefer antecedents in lower positions. Interpretation preferences in Spanish are less clear. While comprehension and production have never been systematically compared in Italian and Spanish, here we look at the preferences for overt- and null-subject pronouns in the two languages using the same production and comprehension materials. Using an offline comprehension task with a group of Spanish and Italian speakers, we tested sentences where the type of pronoun (null vs. explicit) and position of the pronoun (anaphoric vs. cataphoric) are manipulated, to determine how context affects speakers’ interpretations in the two languages. With two production tasks, we measured referential choice in controlled discourse contexts, linking the production patterns to the differences observed in comprehension. Our results indicate microvariation in the two null-subject languages, with Spanish following the Position of Antecedent Hypothesis but to a lesser degree than Italian. More specifically, in Spanish, the weaker object bias for overt pronouns parallels with a higher use of overt pronouns (and with fewer null pronouns) in contexts of topic maintenance.

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Tagliapietra, Lara, R. Fanari, S. Collina, and P. Tabossi. "Syllabic Effects in Italian Lexical Access." Journal of Psycholinguistic Research 38, no. 6 (April 28, 2009): 511–26. http://dx.doi.org/10.1007/s10936-009-9116-4.

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MURPHY, VICTORIA A., ERNESTO MACARO, SONIA ALBA, and CLAUDIA CIPOLLA. "The influence of learning a second language in primary school on developing first language literacy skills." Applied Psycholinguistics 36, no. 5 (May 15, 2014): 1133–53. http://dx.doi.org/10.1017/s0142716414000095.

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ABSTRACTThis study investigated whether learning a second language (L2) has a facilitative effect on first language (L1) literacy and whether there is an advantage to learning an L2 with transparent grapheme–phoneme correspondences. One hundred fifty Year 3 children were randomly assigned into one of three groups: L2 Italian, L2 French, and control. Children were pretested on measures of English (L1) spelling, reading and phonological processing. The L2 groups then received 15 weeks of L2 instruction in Italian or French, respectively. The L2 groups outperformed the control group on posttest measures of English reading accuracy and different aspects of phonological processing. In addition, there was an advantage for the L2 Italian group as their scores were higher than the L2 French group on English reading accuracy and phonological processing.

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Arciniega, Luis M., Luis González, Vítor Soares, Stefania Ciulli, and Marco Giannini. "Cross-Cultural Validation of the Work Values Scale EVAT Using Multi-Group Confirmatory Factor Analysis and Confirmatory Multidimensional Scaling." Spanish journal of psychology 12, no. 2 (November 2009): 767–72. http://dx.doi.org/10.1017/s1138741600002134.

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The Work Values Scale EVAT (based on its initials in Spanish: Escala de Valores hacia el Trabajo) was created in 2000 to measure values in the work context. The instrument operationalizes the four higher-order-values of the Schwartz Theory (1992) through sixteen items focused on work scenarios. The questionnaire has been used among large samples of Mexican and Spanish individuals reporting adequate psychometric properties. The instrument has recently been translated into Portuguese and Italian, and subsequently used in a large-scale study with nurses in Portugal and in a sample of various occupations in Italy. The purpose of this research was to demonstrate the cross-cultural validity of the Work Values Scale EVAT in Spanish, Portuguese, and Italian. Our results suggest that the original Spanish version of the EVAT scale and the new Portuguese and Italian versions are equivalent.

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Wilcox, Sherman. "Symbol and Symptom." Annual Review of Cognitive Linguistics 7 (November 16, 2009): 89–110. http://dx.doi.org/10.1075/arcl.7.04wil.

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This study examines the developmental routes by which gesture is codified into a linguistic system in the context of the natural signed languages of the deaf. I suggest that gestures follow two routes as they codify, and thus that signed languages provide evidence of how material which begins its developmental life external to the conventional linguistic system, as spontaneous or conventional gestures, is codified as language. The Italian Sign Language modal form ‘impossible’ is studied in detail, exploring the developmental route that led from Roman gestures, through liturgical gestures as depicted in medieval Italian art, through everyday Italian and Neapolitan gestures to its modal meaning.

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Poggi, Isabella. "Symbolic gestures." Gesture 2, no. 1 (December 31, 2002): 71–98. http://dx.doi.org/10.1075/gest.2.1.05pog.

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The paper describes some aspects of symbolic gestures, by providing examples from the Italian symbolic gestures, the autonomous culturally codified gestures used by Italian hearing people in everyday communication. It shows how the signal, the meaning and the norms of use of each gesture can be analyzed. The semantic aspects of symbolic gestures (context of use, synonyms, verbal formulation, meaning, grammatical and pragmatic classification) are illustrated in detail, a semantic typology of Italian symbolic gestures is presented, and it is shown how rhetorical figures are at work in their meanings as a source for synchronic polysemy and diachronic evolution. The paper finally presents the structure of the Italian gestionary, a dictionary in progress of Italian symbolic gestures.

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Stolova, Natalya I. "Italian split intransitivity and image schemas." Annual Review of Cognitive Linguistics 5 (November 29, 2007): 77–106. http://dx.doi.org/10.1075/arcl.5.05sto.

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This paper explores the choice between the auxiliaries BE and HAVE with Italian intransitive verbs. Most attempts to account for split intransitivity in Italian, as well as in other Romance languages, can be roughly grouped into two categories: the syntactic perspective and the semantic view. In this article I propose that instead of attempting to identify one single parameter responsible for the choice between BE and HAVE, the Romanists should, as our colleagues in other language families have already done, consider the auxiliary selection in terms of a combination of motivations related to the speakers’ conceptualization of the event and to their access to the relevant image schema. This proposition prompts us to reassess the conclusions previously reached by researchers working with aphasic subjects. In addition, it fosters integration between cognitive linguistics and neuroscience by providing a solution to the so-called “Granularity Mismatch Problem.”

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Negri, Attà, and Martino Ongis. "Stimulus Features of the Object Relations Technique Affecting the Linguistic Qualities of Individuals’ Narratives." Journal of Psycholinguistic Research 50, no. 1 (January 22, 2021): 65–83. http://dx.doi.org/10.1007/s10936-021-09764-5.

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AbstractPrevious studies on projective techniques have investigated the effects of variation in stimulus features on individuals’ response behavior. In particular, the influence of chromatic colors and form definition on the images elicited by the stimuli has been tested. Most studies have focused on the Rorschach and TAT and have examined effects in terms of variables such as reality testing and reactions to perceptual details. This is the first study to examine the effects of variation in visual stimuli as represented in features of the Object Relations Technique (ORT) cards on linguistic indicators of connection to emotional experience using measures of the referential process. The ORT was administered to 207 Italian non-clinical participants to explore effects of color, form and content variation on language style. The sample was stratified by age, gender, marital status and education to be representative of the Italian population. The stories told in response to the card images were rated using computerized linguistic measures, including the Weighted Referential Activity Dictionary—Italian version (IWRAD) which indicates the degree to which language is connected to nonverbal experience, and the Weighted Reflection/Reorganization List—Italian version (IWRRL) which detects a linguistic style of personal re-elaboration of emotional experience. The results provide support for the color-affect and form-reality testing hypotheses. Cards with better form definition, including color definition, and with fewer silhouettes of people elicited responses that were higher in IWRAD and lower in IWRRL, and also higher in the degree to which the two measures varied together. Implications of the results for use of ORT in clinical assessment and intervention are discussed.

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Baker, Gordon P. "Italics in Wittgenstein." Language & Communication 19, no. 3 (July 1999): 181–211. http://dx.doi.org/10.1016/s0271-5309(99)00002-6.

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Calamai, Silvia, and Fabio Ardolino. "Italian With an Accent: The Case of “Chinese Italian” in Tuscan High Schools." Journal of Language and Social Psychology 39, no. 1 (November 2, 2019): 132–47. http://dx.doi.org/10.1177/0261927x19883899.

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Two experiments test the existence of prejudicial attitudes toward nonnative Italian speech (specifically Chinese-accented Italian) within Tuscany’s high schools, among teachers and student samples. The research explores and integrates different methodologies: explicit inquiry (overt questionnaires) as well as implicit tests (Implicit Association Test protocol). The results outlined the existence of significant implicit negative attitudes toward Chinese-accented Italian and established the discrepancy between explicit and implicit attitudes. The discussion focuses on the sociolinguistic implications of these results, with respect to educational aspects and to future directions for research.

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Pagliarini, Elena, Stephen Crain, and Maria Teresa Guasti. "The Compositionality of Logical Connectives in Child Italian." Journal of Psycholinguistic Research 47, no. 6 (July 30, 2018): 1243–77. http://dx.doi.org/10.1007/s10936-018-9596-1.

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Le, Thuy Hien. "Translating humorous literature from Vietnamese into Italian language: an empirical study of humour reception." European Journal of Humour Research 10, no. 1 (April 14, 2022): 199–217. http://dx.doi.org/10.7592/ejhr2022.10.1.615.

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The empirical study presented in this article aims to determine some of the linguistic and cultural elements that can influence the production process and the reception of humour and to verify the applicability of the General Theory of Verbal Humor (GTVH) to humorous literary translation. 60 Vietnamese and 60 Italian participants had to read and rate the level of humorousness of excerpts taken from the Vietnamese novel Số Đỏ (Vũ Trọng Phụng, 1936) and its correspondent Italian translation (Il gioco indiscreto di Xuan, 2012). By comparing their feedback, it was possible to observe that one is more likely to appreciate humour when one is not part of the categories subject to ridicule/irony/satire; and that a direct contact with the original language and culture constitutes an important role in humour understanding and appreciating. Also, a comparison between the rating that the Italian participants assigned to the official Italian translation and an alternative version allowed us to analyze the role of Language Knowledge Resource (GTVH). According to the Italian participants, although the two versions of the translation, which share the first five levels of Knowledge Resources, were remarkably similar (as predicted by the GTVH), they were dissimilar in terms of humour and in readers' preferences. I therefore argue that, although the GTVH is a useful tool for analyzing and verifying the similarity between the source and target text, it has proved to be impractical and not always reliable if we want to use it as a parameter of the translation of literary humorous texts.

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Orsolini, Margherita, Franca Rossi, and Clotilde Pontecorvo. "Re-introduction of referents in Italian children's narratives." Journal of Child Language 23, no. 2 (June 1996): 465–86. http://dx.doi.org/10.1017/s0305000900008886.

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ABSTRACTIn this study we investigate the re-introduction of referents in the Frog stories told by Italian children aged 4–10 (N = 100). We found that for every age group full nouns are the most frequent forms used for reference re-introduction. Null forms, such as clitic pronouns or person/number inflection on the verb, are the second most frequent forms. A detailed analysis of null forms shows that children of different ages exploit different properties of the verbal and non-verbal context which can make a referent predictable. Compared to preschoolers, elementary school children are more likely to use null forms when the semantic content of the verb, or the structure of the preceding text make referents inferrable. On the other hand, preschoolers tend to exploit the importance of a character in the story plot, or the visual availability of the referent in the non-verbal context, as properties that make an entity salient enough to prevent the speaker from using overt linguistic forms such as full nouns. Our study confirms results of previous research, showing that elementary school children are more competent than preschoolers in integrating the semantic content of the current utterance into the context generated by previous discourse.

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Munro, Murray J., James Emil Flege, and Ian R. A. Mackay. "The effects of age of second language learning on the production of English vowels." Applied Psycholinguistics 17, no. 3 (July 1996): 313–34. http://dx.doi.org/10.1017/s0142716400007967.

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ABSTRACTThis study examined the English vowel productions of 240 native speakers of Italian who had arrived in Canada at ages ranging from 2 to 23 years and 24 native English speakers from the same community. The productions of 11 vowels were rated for degree of foreign accent by 10 listeners. An increase in perceived accentedness as a function of increasing age of arrival was observed on every vowel. Not one of the vowels was observed to be produced in a consistently native-like manner by the latest-arriving learners, even though they had been living in Canada for an average of 32 years. However, high intelligibility (percent correct identification) scores were obtained for the same set of productions. This was true even for English vowels that have no counterpart in Italian.

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Musatti, Tullia, and Margherita Orsolini. "Uses of past forms in the social pretend play of Italian children." Journal of Child Language 20, no. 3 (October 1993): 619–39. http://dx.doi.org/10.1017/s0305000900008515.

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ABSTRACTIn different languages children have been found to use past verb forms to express the meaning of ‘unreality’ during social pretend play. In this study, the verb forms used by 14 four-year-old Italian children in their pretend play were investigated. Results show that different Italian past verb forms tend to co-occur with different play activities. The imperfect occurs mainly when children plan and negotiate their pretend activities and marks the transition from a real to a pretend frame of reference. The present perfect occurs mainly when children implement their plans and communicate within a pretend frame that has already been established. Results of this study are discussed in comparison with findings on the pretend language of children speaking other languages.

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CACCIARI, CRISTINA, and ROBERTO PADOVANI. "Further evidence of gender stereotype priming in language: Semantic facilitation and inhibition in Italian role nouns." Applied Psycholinguistics 28, no. 2 (March 1, 2007): 277–93. http://dx.doi.org/10.1017/s0142716407070142.

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Two experiments tested the activation of gender stereotypes for Italian role nouns (e.g.,teacher). The experimental paradigm was modeled on the one proposed by a study by Banaji and Hardin: participants were shown a prime word followed by a target pronoun (heorshe) on which they performed a gender decision task. The prime words were Italian role nouns that had an associated female stereotype, an associated male stereotype, or no associated stereotype (control condition). The results of Experiment 1 showed no influence of stereotypes on the gender decision response to personal pronouns. However, when, in Experiment 2, the prime-target interval and the prime presentation times were prolonged, a stereotypical gender priming effect did emerge. A different inhibition pattern was found when the pronoun was preceded by a noun associated with a male stereotype instead of a female one.

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Rossi, E., and R. Bastiaanse. "Clitic production in Italian agrammatism." Brain and Language 95, no. 1 (October 2005): 159–60. http://dx.doi.org/10.1016/j.bandl.2005.07.087.

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Pizzuto, Elena, and Maria Cristina Caselli. "The acquisition of Italian morphology: a reply to Hyams." Journal of Child Language 20, no. 3 (October 1993): 707–12. http://dx.doi.org/10.1017/s0305000900008552.

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In Pizzuto & Caselli (1992, hereafter: P&C) we provided an overview of morphological development in Italian, focusing on three aspects of free speech production (verbs, pronouns and articles), in the longitudinal records of three children. We analysed our data using criteria appropriate to allow reliable cross-linguistic comparisons with data from English. By this means we evaluated the plausibility of a nativist, parameter-setting account of language development in Italian and English, as proposed for these two languages by Hyams (1986a b; 1987; 1988). We concluded that our data did not support the strong predictions made within such a parameter-setting account, and that the developmental patterns observed were best explained by a combination of cognitive, perceptual and distributional factors of the sort that are proposed in most other models of language acquisition.

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Orsolini, Margherita, and William Marslen-Wilson. "Universals in Morphological Representation: Evidence from Italian." Language and Cognitive Processes 12, no. 1 (February 1997): 1–47. http://dx.doi.org/10.1080/016909697386899.

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Ascone, Laura. "The computer-mediated expression of surprise." Expressing and Describing Surprise 13, no. 2 (December 30, 2015): 383–414. http://dx.doi.org/10.1075/rcl.13.2.05asc.

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This paper investigates how Italian native speakers express surprise in English as their second language on Facebook. A qualitative study was conducted on a corpus of forty English utterances by Italian native speakers conveying surprise and two control corpora composed of forty Italian and forty English native speakers’ expressions. First, a systemic approach will be adopted: by analysing the order in which the speaker reacts to, comments on, and wonders about new information, the objective is to determine a pattern peculiar to the verbal expression of surprise, and to ascertain how the mother tongue and the language-learning background are influential when expressing an instinctive reaction such as surprise in a foreign language. Attention will then be paid to the lexical expression of surprise. In particular, the analysis will focus on the features specific to non-native speakers (i.e. use of verbs and code-switching), on the codes peculiar to CMC (i.e. smileys and punctuation), and on how these codes are employed to convey surprise disruption, valence and intensity. By examining all these aspects, this research examines how English non-native speakers express surprise in chats.

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Caselli, M. Cristina, Laurence B. Leonard, Virginia Volterra, and M. Grazia Campagnoli. "Toward mastery of Italian morphology: a cross-sectional study." Journal of Child Language 20, no. 2 (June 1993): 377–93. http://dx.doi.org/10.1017/s0305000900008333.

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ABSTRACTThe use of Italian morphology was examined in 34 children ranging in age from 2;6 to 5;0. By the age of 3;6–4;0, high percentages of use in obligatory contexts were seen for a number of grammatical morphemes. Children age 2;6–3;0 showed percentages of use that were somewhat lower than those seen for the older children. In this age range, singular forms were used with higher percentages in obligatory contexts than plural forms, for several different types of grammatical morphemes. Greater control over singular forms in these younger children was corroborated by data from a comprehension task. Even at the younger ages studied, use of grammatical morphemes did not seem influenced by whether phonological eues to agreement were present, or whether the grammatical morphemes were homonymous. Percentages for grammatical morphemes in the form of free-standing morphemes were somewhat lower than percentages for morphemes taking the form of inflections, suggesting that the obligatory nature of inflections in Italian may be a more influential factor than the amount of morphological information contained in a grammatical morpheme.

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Artuso, Caterina, Elena Fratini, and Carmen Belacchi. "Implicit Representation of Grammatical Gender in Italian Children with Developmental Language Disorder: An Exploratory Study on Phonological and/or Syntactic Sensitivity." Journal of Psycholinguistic Research 50, no. 5 (July 19, 2021): 1013–30. http://dx.doi.org/10.1007/s10936-021-09788-x.

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AbstractChildren with Developmental Language Disorder (DLD) display impaired phonological and/or morpho-syntactic skills. To detect these impairments, it would be of value to devise tasks that assess specific markers of implicit linguistic competence. We administered a forced choice semantic categorization task developed in Italian (Belacchi and Cubelli in Journal of psycholinguistic research 41:295–310, 2012) for detecting the implicit use of grammatical gender markers in classifying epicenes names of animals: phonological and/or syntactic. Seventy Italian children with expressive-phonological DLD (mean age: 61.20 months) were compared with a same-size control group. Overall, the children with DLD performed more poorly than the control group. Also, the DLD participants used the phonological index to a significantly lesser extent, confirming their specific impairment in the phonological processing of words. The current study provided evidence for the status of phonological discrimination skills as a precursor of language development, and the value of using categorization tasks to assess implicit linguistic competence in children with DLD.

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SERRATRICE, LUDOVICA. "The role of discourse pragmatics in the acquisition of subjects in Italian." Applied Psycholinguistics 26, no. 3 (July 2005): 437–62. http://dx.doi.org/10.1017/s0142716405050241.

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This longitudinal study investigates the distribution of null and overt subjects in the spontaneous production of six Italian-speaking children between the ages of 1 year, 7 months and 3 years, 3 months. Like their peers acquiring other Romance null-subject languages, the children in this sample produced more overt subjects as their mean length of utterance in words (MLUW) increased. Pronominal subjects, and specifically first person pronouns, accounted for an increasingly larger proportion of the overt subjects used. The distribution of both pronominal and lexical subjects was further investigated as a function of the informativeness value of a number of pragmatically relevant features. The results showed that as early as MLUW 2.0 Italian-speaking children can use null and overt subjects in a pragmatically appropriate way. The relevance of these findings is discussed with reference to performance limitation and syntactic accounts of subject omission, and implications are drawn for a model of language development that incorporates the mastery of pragmatics in the acquisition of syntax.

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de Carvalho Maia, Jefferson, Mirta Vernice, Carlos Gelormini-Lezama, Maria Luiza Cunha Lima, and Amit Almor. "Co-referential Processing of Pronouns and Repeated Names in Italian." Journal of Psycholinguistic Research 46, no. 2 (August 30, 2016): 497–506. http://dx.doi.org/10.1007/s10936-016-9450-2.

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VIHMAN, MARILYN, and MARINELLA MAJORANO. "The role of geminates in infants' early word production and word-form recognition." Journal of Child Language 44, no. 1 (January 15, 2016): 158–84. http://dx.doi.org/10.1017/s0305000915000793.

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AbstractInfants learning languages with long consonants, or geminates, have been found to ‘overselect’ and ‘overproduce’ these consonants in early words and also to commonly omit the word-initial consonant. A production study with thirty Italian children recorded at 1;3 and 1;9 strongly confirmed both of these tendencies. To test the hypothesis that it is the salience of the medial geminate that detracts attention from the initial consonant we conducted three experiments with 11-month-old Italian infants. We first established baseline word-form recognition for untrained familiar trochaic disyllables and then tested for word-form recognition, separately for words with geminates and singletons, after changing the initial consonant to create nonwords from both familiar and rare forms. Familiar words with geminates were recognized despite the change, words with singletons were not. The findings indicate that a feature occurring later in the word affects initial consonant production and perception, which supports the whole-word phonology model.

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D'ODORICO, LAURA, and MIRCO FASOLO. "Nouns and verbs in the vocabulary acquisition of Italian children." Journal of Child Language 34, no. 4 (October 24, 2007): 891–907. http://dx.doi.org/10.1017/s0305000907008240.

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ABSTRACTThe vocabulary development of 24 Italian children aged between 1 ; 4 and 1 ; 6 at the beginning of the study was longitudinally monitored on a monthly basis using the Italian version of the MacArthur Communicative Development Inventory drawn up by their mothers. This study analyzes data from children for whom two sampling stages were available; the first corresponding to a vocabulary size as close as possible to 200 words (mean 217, range 167–281), the second to a vocabulary size ranging from 400 to 650 words (mean 518, range 416–648). The children's vocabulary composition was analyzed by calculating, for each sampling stage, the percentage of common nouns, verbs and closed-class words. The increase in percentage points of the various lexical items between the first and second sampling stages was also analyzed. Data confirmed the predominance of nouns over verbs and closed-class words at both sampling stages, while verbs and closed-class words showed a higher percentage increase than nouns. The results provide evidence that children who reached the first sampling point at an earlier age had a higher percentage of nouns than children who reached the same stage at an older age. However, in the passage from the first to the second sampling point no relationship emerged between a style of acquisition based on the acquisition of nouns and an increase in the rate of vocabulary growth.

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Fernández, Juan, Mª Ángeles Quiroga, Isabel Del Olmo, Chiara Buizza, and Antonio Imbasciati. "Temporal Stability and Cross-National Consistency of the Dimensional Structure of the Sexual Attraction Questionnaire (SAQ)." Spanish journal of psychology 12, no. 2 (November 2009): 725–36. http://dx.doi.org/10.1017/s1138741600002092.

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The Sexual Attraction Questionnaire (SAQ) was designed to measure sexual attraction (Fernández, Quiroga, & Rodríguez, 2006), because the current questionnaires were considered inadequate. The purpose of this research was to test whether the SAQ factors remain meaningful after several years (stability) and whether the Italian version is equivalent to the Spanish one (consistency). Three groups of university students participated: two from Spain (n = 182 and 255, respectively) and one from Italy (n = 293). The Spanish groups were tested with a 7-year interval (2001-2008). The Italian group was tested in 2008. The main hypotheses were to test, across time interval and countries: (a) factor congruence, (b) predictive power of factors (proportion of variance accounted for), and (c) scale reliability. Sexual attraction typology also was analyzed, within and between countries, to test the validity of the underlying theoretical model. The results obtained show that the SAQ factor structure remains the same, the resulting factors have high predictive power, and the SAQ scales are highly reliable. Sexual dimorphism and sexual attraction typology are highly associated, thus validating the underlying theoretical model.

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Butterworth, Brian, Marta Panzeri, Carlo Semenza, and Tiziana Ferreri. "Paragrammatisms: A longitudinal study of an Italian patient." Language and Cognitive Processes 5, no. 2 (April 1990): 115–40. http://dx.doi.org/10.1080/01690969008402101.

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Bencini, G., R. Biundo, C. Semenza, and V. Valian. "Subject drop in Italian Alzheimer’s disease." Brain and Language 95, no. 1 (October 2005): 133–34. http://dx.doi.org/10.1016/j.bandl.2005.07.075.

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Tomasuolo, Elena, Chiara Bonsignori, Pasquale Rinaldi, and Virginia Volterra. "The representation of action in Italian Sign Language (LIS)." Cognitive Linguistics 31, no. 1 (February 25, 2020): 1–36. http://dx.doi.org/10.1515/cog-2018-0131.

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AbstractThe present study investigates the types of verb and symbolic representational strategies used by 10 deaf signing adults and 13 deaf signing children who described in Italian Sign Language 45 video clips representing nine action types generally communicated by five general verbs in spoken Italian. General verbs, in which the same sign was produced to refer to several different physical action types, were rarely used by either group of participants. Both signing children and adults usually produced specific depicting predicates by incorporating, through a representational strategy, the object and/or the modality of the action into the sign. As for the different types of representational strategies, the adults used the hand-as-object strategy more frequently than the children, who, in turn, preferred to use the hand-as-hand strategy, suggesting that different degrees of cognitive complexity are involved in these two symbolic strategies. Addressing the symbolic iconic strategies underlying sign formation could provide new insight into the perceptual and cognitive processes of linguistic meaning construction. The findings reported here support two main assumptions of cognitive linguistics applied to sign languages: there is a strong continuity between gestures and language; lexical units and depicting constructions derive from the same iconic core mechanism of sign creation.

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Leonard, Laurence B., Letizia Sabbadini, Virginia Volterra, and Jeanette S. Leonard. "Some influences on the grammar of English- and Italian-speaking children with specific language impairment." Applied Psycholinguistics 9, no. 1 (March 1988): 39–57. http://dx.doi.org/10.1017/s0142716400000448.

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ABSTRACTThe spontaneous speech of both English-speaking (E) and Italian-speaking (I) children with specific language impairment (SLI) was examined to determine (a) whether phonological factors influence the grammatical morpheme use of ISLI children, as has been found for ESLI children, and (b) whether ESLI and ISLI children show similar syntactic abilities at the same level of mean utterance length as measured in words. The results indicated that word-final consonants adversely influenced the ISLI children's tendency to use articles – the only Italian grammatical morphemes in which word-final consonants are required. There was no evidence of syntactic differences between the ESLI and ISLI children. However, both groups of children seemed to have a problem using morphemes that constituted unstressed elements in a sentence even though the grammatical and semantic function of these elements varied across the two languages. The findings suggest that a speech production or perception component may be playing a greater role than previously believed in contributing to SLI children's well-documented expressive grammatical difficulties, though the specific effects of this factor will vary as a function of the surface characteristics of the language being acquired.

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D’Antoni, Federica, and Elwys De Stefani. "On Being Known: Displays of Familiarity in Italian Café Encounters." Research on Language and Social Interaction 55, no. 1 (January 2, 2022): 79–100. http://dx.doi.org/10.1080/08351813.2022.2026167.

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Scarcella, Ilaria, Letizia Michelazzo, and Patricia McCabe. "A Pilot Single-Case Experimental Design Study of Rapid Syllable Transition Treatment for Italian Children With Childhood Apraxia of Speech." American Journal of Speech-Language Pathology 30, no. 3S (June 18, 2021): 1496–510. http://dx.doi.org/10.1044/2021_ajslp-20-00133.

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Background The Rapid Syllable Transition (ReST) treatment is an effective intervention designed to address the planning and programming disorder found in childhood apraxia of speech. To date, no study has considered its use with children who speak languages other than English. Aim This pilot study aimed to examine the use of ReST treatment with Italian children. We hypothesized that the ReST approach would improve the overall accuracy of the targeted behaviors of lexical stress, smoothness, and phonemic accuracy, whereas phonemic and phonetic accuracy of untreated items would remain stable. Method Two monolingual Italian-speaking children with childhood apraxia of speech received therapy in 12 one-hour sessions, 2–3 times per week, using a single-case experimental design. The treatment procedures used in English were replicated in Italian with one change: In English, two stress patterns are treated. Italian commonly uses three stress patterns; therefore, the stimuli were modified accordingly. Accuracy of articulation, lexical stress, and smoothness were assessed at pretreatment and 1 day, 1 week, and 4 months posttreatment in treated and untreated pseudowords and in real words and sentences. Results Both children improved on treated pseudowords and real words with moderate effect sizes, but only one child generalized to untreated pseudowords. Maintenance of treatment results was observed in both participants. Articulation of control phonemes did not change. Conclusions ReST treatment in Italian is feasible, and a treatment effect was found, showing that its use may be valid in languages other than English. Further research is required. Supplemental Material https://doi.org/10.23641/asha.14348060

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KEREN-PORTNOY, TAMAR, MARINELLA MAJORANO, and MARILYN M. VIHMAN. "From phonetics to phonology: The emergence of first words in Italian*." Journal of Child Language 36, no. 2 (September 15, 2008): 235–67. http://dx.doi.org/10.1017/s0305000908008933.

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ABSTRACTThis study assesses the extent of phonetic continuity between babble and words in four Italian children followed longitudinally from 0 ; 9 or 0 ; 10 to 2 ; 0 – two with relatively rapid and two with slower lexical growth. Prelinguistic phonetic characteristics, including both (a) consistent use of specific consonants and (b) age of onset and extent of consonant variegation in babble, are found to predict rate of lexical advance and to relate to the form of the early words. In addition, each child's lexical profile is analyzed to test the hypothesis of non-linearity in phonological development. All of the children show the expected pattern of phonological advance: Relatively accurate first word production is followed by lexical expansion, characterized by a decrease in accuracy and an increase of similarity between word forms. We interpret such a profile as reflecting the emergence of word templates, a first step in phonological organization.

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Rispoli, Matthew. "The mosaic acquisition of grammatical relations." Journal of Child Language 18, no. 3 (October 1991): 517–51. http://dx.doi.org/10.1017/s0305000900011235.

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ABSTRACTThe view that grammatical relations have substantial essence, designated as ‘subject’ or ‘object’ has difficulty in accounting for the variety of naturally acquirable grammatical relations. The acquisition of grammatical relations is examined from a theoretical framework, ROLE AND REFERENCE GRAMMAR, in which grammatical relations are decomposed into two separate types of structure: logical (semantic) structure and information (pragmatic) structure. The acquisition of grammatical relations from four languages is compared: (1) the definite accusative suffix and pragmatically motivated word order of Turkish; (2) Kaluli verb agreement, case and focus marking postpositions, and pragmatically motivated word order; (3) Hungarian definite and indefinite verb conjunction; and (4) Italian participial agreement and anaphoric, accusative case pronouns. Two conditions on structures are found to cause difficulty: the neutralization of a semantic or pragmatic distinction by interfering structures (e.g. Kaluli and Italian), and global case marking which forces the child to discover relevant semantic characteristics of both the actor and the undergoer (e.g. Hungarian and Kaluli). Structures that encode semantic or pragmatic distinctions independently are more easily acquired (e.g. Turkish). Piecing together discrete structures in a mosaic fashion, the child can acquire the great variety of grammatical relations that exist in human languages.

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MARCOLINI, STEFANIA, DANIELA TRAFICANTE, PIERLUIGI ZOCCOLOTTI, and CRISTINA BURANI. "Word frequency modulates morpheme-based reading in poor and skilled Italian readers." Applied Psycholinguistics 32, no. 3 (June 1, 2011): 513–32. http://dx.doi.org/10.1017/s0142716411000191.

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ABSTRACTA previous study reported that, similar to young and adult skilled readers, Italian developmental dyslexics read pseudowords made up of a root and a derivational suffix faster and more accurately than simple pseudowords. Unlike skilled readers, only dyslexic and reading-matched younger children benefited from morphological structure in reading words aloud. In this study, we show that word frequency affects the probability of morpheme-based reading, interacting with reading ability. Young skilled readers named low- but not high-frequency morphologically complex words faster than simple words. By contrast, the advantage for morphologically complex words was present in poor readers irrespective of word frequency. Adult readers showed no facilitating effect of morphological structure. These results indicate that young readers use reading units (morphemes) that are larger than the single-grapheme grain size. It is argued that morpheme-based reading is important for obtaining reading fluency (rather than accuracy) in transparent orthographies and is useful particularly in children with limited reading ability who do not fully master whole-word processing.

Journal articles on the topic 'Italien (langue) – Psychologie'

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