A guide for social science journal editors on easing into open science.

Journal editors have a large amount of power to advance open science in their respective fields by incentivising and mandating open policies and practices at their journals. The Data PASS Journal Editors Discussion Interface (JEDI, an online community for social science journal editors: www.dpjedi.org ) has collated several resources on embedding open science in journal editing ( www.dpjedi.org/resources ). However, it can be overwhelming as an editor new to open science practices to know where to start. For this reason, we created a guide for journal editors on how to get started with open science. The guide outlines steps that editors can take to implement open policies and practices within their journal, and goes through the what, why, how, and worries of each policy and practice. This manuscript introduces and summarizes the guide (full guide: https://doi.org/10.31219/osf.io/hstcx ).

Learning the phonological forms of new words: effects of orthographic and auditory input.

We investigated the relationship between the phonological and orthographic representations of new words for adult learners. Three groups of native English speakers learned a set of auditorily-presented pseudowords along with pictures indicating their "meanings". They were later tested on their memory of the words via an auditory word-picture matching test. While all three groups of participants heard the same auditory stimuli and saw the same pictures, the groups differed with respect to the written stimuli that accompanied each item during training. Some participants were presented with written forms for the auditory labels that were consistent with English spelling conventions (e.g., spelled form , auditory form [kamed]), while others saw written forms that were not consistent with English spelling conventions (e.g., spelled form , auditory form [kamed]), and a third group of participants was presented with no written forms. Participants who saw written forms that were not consistent with English spelling conventions showed interference from the words' spelled forms at test. This finding provides evidence for a relationship between orthographic and phonological representations for newly-learned words.

Orthographic Input and the Acquisition of German Final Devoicing by Native Speakers of English.

We present an artificial lexicon study designed to test the hypothesis that native English speakers experience interference from written input when acquiring surface voicing in German words. Native English speakers were exposed to German-like words (e.g., /ʃtɑit/ and /ʃtɑid/, both pronounced [ʃtɑit]) along with pictured meanings, and in some cases, their written forms (e.g., and ). At test, participants whose input included the written forms were more likely to produce final voiced obstruents when naming the pictures, indicating that access to the written forms in the input interfered with their acquisition of target-like surface forms. In a separate experiment, we attempted to moderate this negative impact of the written input by explicitly telling participants about the misleading nature of the words' written forms, with no beneficial effect on their pronunciation accuracy. Together these findings indicate a powerful influence of orthographic input on second language lexical-phonological development that is not readily overcome by a simple intervention.

The Influence of the Pinyin and Zhuyin Writing Systems on the Acquisition of Mandarin Word Forms by Native English Speakers.

The role of written input in second language (L2) phonological and lexical acquisition has received increased attention in recent years. Here we investigated the influence of two factors that may moderate the influence of orthography on L2 word form learning: (i) whether the writing system is shared by the native language and the L2, and (ii) if the writing system is shared, whether the relevant grapheme-phoneme correspondences are also shared. The acquisition of Mandarin via the Pinyin and Zhuyin writing systems provides an ecologically valid opportunity to explore these factors. We first asked whether there is a difference in native English speakers' ability to learn Pinyin and Zhuyin grapheme-phoneme correspondences. In Experiment 1, native English speakers assigned to either Pinyin or Zhuyin groups were exposed to Mandarin words belonging to one of two conditions: in the "congruent" condition, the Pinyin forms are possible English spellings for the auditory words (e.g., < nai> for [nai]); in the "incongruent" condition, the Pinyin forms involve a familiar grapheme representing a novel phoneme (e.g., < xiu> for [ɕiou]). At test, participants were asked to indicate whether auditory and written forms matched; in the crucial trials, the written forms from training (e.g., < xiu>) were paired with possible English pronunciations of the Pinyin written forms (e.g., [ziou]). Experiment 2 was identical to Experiment 1 except that participants additionally saw pictures depicting word meanings during the exposure phase, and at test were asked to match auditory forms with the pictures. In both experiments the Zhuyin group outperformed the Pinyin group due to the Pinyin group's difficulty with "incongruent" items. A third experiment confirmed that the groups did not differ in their ability to perceptually distinguish the relevant Mandarin consonants (e.g., [ɕ]) from the foils (e.g., [z]), suggesting that the findings of Experiments 1 and 2 can be attributed to the effects of orthographic input. We thus conclude that despite the familiarity of Pinyin graphemes to native English speakers, the need to suppress native language grapheme-phoneme correspondences in favor of new ones can lead to less target-like knowledge of newly learned words' forms than does learning Zhuyin's entirely novel graphemes.

The interlanguage speech intelligibility benefit for native speakers of Mandarin: Production and perception of English word-final voicing contrasts.

This study investigated the intelligibility of native and Mandarin-accented English speech for native English and native Mandarin listeners. The word-final voicing contrast was considered (as in minimal pairs such as `cub' and `cup') in a forced-choice word identification task. For these particular talkers and listeners, there was evidence of an interlanguage speech intelligibility benefit for listeners (i.e., native Mandarin listeners were more accurate than native English listeners at identifying Mandarin-accented English words). However, there was no evidence of an interlanguage speech intelligibility benefit for talkers (i.e., native Mandarin listeners did not find Mandarin-accented English speech more intelligible than native English speech). When listener and talker phonological proficiency (operationalized as accentedness) was taken into account, it was found that the interlanguage speech intelligibility benefit for listeners held only for the low phonological proficiency listeners and low phonological proficiency speech. The intelligibility data were also considered in relation to various temporal-acoustic properties of native English and Mandarin-accented English speech in effort to better understand the properties of speech that may contribute to the interlanguage speech intelligibility benefit.