Neural basis of language familiarity effects on voice recognition: An fNIRS study.

Recognizing talkers' identity via speech is an important social skill in interpersonal interaction. Behavioral evidence has shown that listeners can identify better the voices of their native language than those of a non-native language, which is known as the language familiarity effect (LFE). However, its underlying neural mechanisms remain unclear. This study therefore investigated how the LFE occurs at the neural level by employing functional near-infrared spectroscopy (fNIRS). Late unbalanced bilinguals were first asked to learn to associate strangers' voices with their identities and then tested for recognizing the talkers' identities based on their voices speaking a language either highly familiar (i.e., native language Chinese), or moderately familiar (i.e., second language English), or completely unfamiliar (i.e., Ewe) to participants. Participants identified talkers the most accurately in Chinese and the least accurately in Ewe. Talker identification was quicker in Chinese than in English and Ewe but reaction time did not differ between the two non-native languages. At the neural level, recognizing voices speaking Chinese relative to English/Ewe produced less activity in the inferior frontal gyrus, precentral/postcentral gyrus, supramarginal gyrus, and superior temporal sulcus/gyrus while no difference was found between English and Ewe, indicating facilitation of voice identification by the automatic phonological encoding in the native language. These findings shed new light on the interrelations between language ability and voice recognition, revealing that the brain activation pattern of the LFE depends on the automaticity of language processing.

The effects of watching subtitled videos on the perception of L2 connected speech by L1 Chinese-L2 English speakers.

The current study explores whether watching subtitled videos could facilitate L1 Chinese-L2 English speakers' perception of L2 English connected speech. Three hundred ninty seven Chinese college students of L2 English completed a video-based spot dictation task after watching English videos with or without L1/L2 subtitles, featuring various connected speech types (e.g., linking, deletion, and their combinations). Results suggested an overall facilitation effect of watching videos on L2 connected speech perception, which was modulated by proficiency, subtitle form, and the complexity of connected speech. First, subtitled videos were more facilitative than non-subtitled videos in L2 perception. Second, participants with higher L2 proficiency better perceived English connected speech than those with lower proficiency. Third, the more connective devices an item used, the more difficult it was for L2 perception. When this complexity was controlled, the L2 perception was not influenced by connected speech type. Finally, the complexity of connected speech also mediated the subtitle facilitation effects. When the connected speech involved triple connective devices, L2 speakers benefited more from L1 subtitles than L2 subtitles. The findings can provide insights into multi-modal speech perception and English connected speech learning.

Motor strength as a feature of concepts and visual representations.

In this article, we define motor strength as the extent to which a concept is associated with body movements and the motor system that guides body movements. We extend this notion to one of the features of visual representations of some concepts and discuss the role of the motor system in understanding concepts and visual representations that have a significant degree of motor strength. It is suggested that when a concept is understood in its literal sense, the employment of the motor system and gestures in processing that concept depends on its degree of motor strength. If a concept is understood in its metaphorical sense, the employment of the motor system and gestures is dependent on the degree of motor strength of the base of the metaphor through which that concept is understood. The degree of motor strength of a concept relies on its motor affordances and its associations with people's past experiences. Because the motor system plays an essential role in the grounding of many abstract concepts in the physical environment, the notion of motor strength can help psychologists acquire a clearer understanding of how concepts with varying degrees of motor strength are grounded in the physical environment.

Schematic Embodiment of Perseverance in Persian.

A group of Persian speakers were asked to talk about the concept of perseverance in semi-structured interviews. Gestures that participants used to talk about this concept were analyzed. The results showed that the concept of perseverance was primarily embodied in upward head gestures, fist-shaped hand gestures, forward hand gestures, and forward leg gestures. In a significant number of cases, these four elements occurred together. This suggests that the embodiment of perseverance can be distributed in several gestures in several body parts. Although these gestures had different directions in various body parts, the pattern of occurrence of these gestures was the same in a significant number of cases. We call this process schematic embodiment. These four elements create a gestural scheme that represents the embodied realization of perseverance. We define gestural scheme as a set of dynamic, sequential, and coordinated gestures that collectively represent a concept or an event.

The role of Mathematical Semiotic Signs in Enhancing Working Memory and Inhibition as the Components of Executive Functions.

In this paper, we draw on Charles Sanders Pierce's typology of semiotic signs and suggest that the three types of signs (icon, index, and symbol) enhance working memory and inhibition through three different mechanisms: icons support the process of embodiment; indexes strengthen focus of attention; symbols enhance the process of generalization. Mathematical icons enhance the process of embodying mathematical entities. They help the individual hold the information associated with a mathematical entity in the visual working memory and suppress information that is irrelevant to the task. Indexes strengthen focus of attention by directly referring to the place of mathematical entities and disregarding contextually-irrelevant stimuli. Symbols enhance the process of generalization by suppressing low-level information and reducing the load on working memory. Since cognitive flexibility as the third component of executive functions builds on working memory and inhibition, it can be hypothesized that mathematical signs contribute to this component as well.

Embodiment and gestural realization of ergative verbs.

In this study, we examined the gestural embodiment of active, passive, and active-form/passive-sense voices of ergative verbs in English. We analyzed gestures produced by presenters talking about a variety of subjects in a set of videos. We used several Chi-square tests to find out what type of gesture (representational, beat, and pointing gestures) co-occurred more frequently with active, passive, and active-form/passive-sense voices of ergative verbs. The results showed that representational gestures occurred more frequently with active than passive and active-form/passive-sense voices of ergative verbs. Furthermore, representational gestures occurred more frequently with active voices of ergative verbs having human subjects than non-human subjects. This was also the case with active-form/passive-sense sentences. Based on these results, it is suggested that form of a sentence is an influential factor in the process of embodying the situation that is described by that sentence. Active voice of an English ergative verb is more likely to be accompanied by representational gestures and is embodied more strongly than passive and active-form/passive-sense voices of that verb.

The role of perceptual and action effector strength of graphs and bases of mathematical metaphors in the metaphorical processing of mathematical concepts.

Metaphors that describe an abstract concept in terms of a motion concept are widely used to enhance our understanding of abstract concepts. These metaphors are used not only in our daily language but also in learning mathematics. As an example, in the process of understanding the abstract representation of a mathematical concept, a graphical representation may play the role of a mediatory domain. This graphical representation could have a high degree of perceptual and action effector strength. This is particularly the case when a gestures (as a motion) is used to depict the graphical representation. After looking at this example, we discuss perceptual and action effector strength of the base domains of several mathematical metaphors that describe mathematical concepts in terms of spatial and motion concepts. Then, based on the data in the Lancaster Sensorimotor Norms, it is suggested that high degrees of perceptual and action effector strength of the base domains of these metaphors play an important role in the grounding of abstract mathematical concepts in the physical environment.

A Review of Studies Supporting Metaphorical Embodiment.

This paper presents a review of studies that have provided evidence supporting metaphorical embodiment. These studies are divided into three categories of behavioral, neuroimaging, and corpus studies. After summing up the findings of these studies, it is concluded that metaphorical embodiment is supported by these three lines of research. This is followed by a review of a number of studies that have measured sensorimotor and action effector strengths of various concepts. Then, the idea of sensorimotor and action effector strength of concepts is linked to metaphorical embodiment to present the main idea of the paper. Based on the findings of studies that have measured sensorimotor and action effector strengths of concepts, it is suggested that the degree of involvement of sensorimotor systems in mental simulation of metaphoric actions may not be at the same level in all metaphors. It depends on the sensorimotor strength of the base of the metaphor in various modalities. If the base of a metaphor has a high degree of perceptual strength in a certain modality, that modality plays the most important role in the processing of that metaphor, while other modalities take less important roles. In other words, depending on the sensorimotor strengths of the base of a metaphor in various modalities, those modalities have various levels of importance in the processing of that metaphor. If the base of the metaphor is weak in all modalities, modal resources can come into play to process that metaphor.

Brain potentials reveal how emotion filters native language access when bilinguals read words in their second language.

It is now well established that reading words in a second language (L2) automatically activates native language (L1) translations in bilinguals. Although there is evidence that access to such representations is inhibited when words have a negative emotional valence, the mechanism underlying such inhibition is elusive, and it is unknown whether inhibition arises online as L2 is being processed or whether negative valence affects subsequent L1 processing. Here, we recorded event-related brain potentials in Chinese-English bilinguals engaged in an implicit translation-priming paradigm involving L2 (English) word pairs. Participants performed a semantic relatedness task, unaware that word pairs could conceal a sound repetition if translated into Chinese. When emotional valence was manipulated in prime position (first word), we observed form repetition priming through L1 translations for positive but not for negative words. However, when emotional valence was manipulated in target position (second word), priming occurred for both positive and negative word valences. This result begins to elucidate the mechanism by which emotion regulates language processing in bilinguals: Negative words in L2 induce a refractory period during which cross-language lexical access is blocked. These findings show that despite being neuroanatomically distinct in the human brain, emotional (limbic) regulation systems can penetrate language processing.

Distributed embodiment of metaphorical hope in hand, head, and eyebrow gestures.

This study aimed to examine the embodied conceptualization of hope through metaphors. We asked a group of participants to discuss their hopes in a semi-structured interview. We examined the types of hand, head, and eyebrow gestures produced when they were talking about their future hopes. The obtained results showed that when participants talked about their future hopes, they mainly used forward hand gestures, rightward head gestures, and upward eyebrow gestures. Based on these results, it is suggested that various semantic components and emotional associations of hope are metaphorically embodied in different manners in various parts of the body. The future aspect of hope is conceptualized as a forward movement and is embodied as a forward hand gesture. The good or positive emotional aspect associated with future hopes is metaphorically conceptualized as a rightward head gesture or an upward eyebrow gesture. We call this process distributed embodiment of a metaphorical concept. Our proposal is supported by the findings of past studies that have found future is metaphorically embodied as something in front of us (or forward movement), and good is metaphorically embodied as upper space (or upward movement) or right side (or rightward movement).

How emotions are metaphorically embodied: measuring hand and head action strengths of typical emotional states.

This study measured hand and head action strengths of eight typical emotional states using an authentic but implicit emotion elicitation task. Participants listened to and then retold five stories in which eight typical emotional states were experienced by the narrators. The number of hand and head gestures that occur naturally while experiencing an emotional state was used as an index to determine the hand and head action strength of that emotional state. Results showed a larger number of head gestures than hand gestures, suggesting that head action strengths of the eight emotional states are stronger than their hand action strengths. These findings are consistent with the data extracted from Lancaster Sensorimotor Norms (LSN), although the two sets of data were gathered in two completely different experimental conditions and in two different languages. Furthermore, our data showed a prototypical directionality effect for the typical emotional states, specifically, happiness, anger and pride were primarily accompanied by upward gestures but downward gestures for sadness and shame; surprise was primarily accompanied by forward gestures but backward gestures for fear and disgust.

The Impact of Manner Adverb on the Gestural Embodiment of Actions Described by Literal and Metaphoric Sentences.

The aim of this study was to examine the impact of manner adverbs on the gestural embodiment of actions that are described by literal and metaphoric sentences. We asked a group of participants to read and then orally retell four stories. Each story had two versions. In one version, literal and metaphoric sentences describing literal and metaphorical actions did not include manner adverbs. In the other version of each story, the same sentences included a manner adverb that provided more information about literal or metaphoric actions. Participants' reproductions of stories were recorded with a camera and were analyzed to make a comparison between gestures that accompanied sentences that included a manner adverb and sentences that did not include a manner adverb. The results showed that when literal and metaphoric sentences included a manner adverb, there was a higher probability of using a gesture than when these sentences were used without a manner adverb. In other words, using a manner adverb increases the probability of using a gesture with literal and metaphorical sentences. Therefore, it is suggested that adding a manner adverb to a literal or metaphoric sentence can strengthen the process of embodiment of the action described in that sentence. We present two explanations for this observation.

Gestural Embodiment of Intensifiers in Iconic, Metaphoric, and Beat Gestures.

This study aimed to examine the gestural embodiment of intensifiers in iconic and metaphoric gestures when these words are used with literal and metaphoric statements. We asked a group of Persian native speakers to listen to and then retell a set of Persian stories. In these stories, a number of intensifiers were used with literal and metaphoric sentences. The results showed that when an intensifier was used with a literal sentence, there was a higher probability of using an iconic or beat gesture than when there was no intensifier in the sentence. Also, when an intensifier was used with a metaphoric sentence, there was a higher probability of using a metaphoric or beat gesture than when the sentence contained no intensifier. These results suggested that an intensifier in a literal or metaphoric sentence can strengthen the mental simulation and the embodiment of objects, ideas, or situations. When an intensifier is used with a literal or metaphoric sentence, the strength of activation in the premotor areas may be amplified and spread to motor areas. In contrast, when no such intensifier is used in a literal or metaphoric sentence, there is a higher probability of simulation in premotor areas without spreading to the primary motor areas. The production of an internal force and expressing emphasis are two other possibilities that may explain the higher use of gestures with intensifiers.

The Roles of Gestural and Symbolic Schematizations in Inhibition as a Component of Executive Functions.

The role of gestural schematization in enhancing thinking processes has been the subject of a large body of works. In this process, contextually unimportant or irrelevant information related to a concept (or a system of concepts) is deleted or ignored, while relevant spatial information is maintained. This process is a special type of inhibition, which is one of the key components of executive functions. In this short paper, it is suggested that gestural schematization is a special type of symbolic schematization, a much more general process through which irrelevant information related to features of a concept (or a system of concepts) is suppressed, while relevant information (spatial and non-spatial) is maintained. Through symbolic schematization, abstract structural similarity between two concepts or between two systems of concepts can be discovered. In this way, an individual's knowledge about the first situation can be generalized to the second situation. Symbolic schematization is the basis of abstraction, knowledge generalization, and knowledge development. This is particularly the case with abstract mathematical thinking. This proposal offers a picture of cognitive mechanisms through which knowledge of abstract mathematical concepts is created and developed in the mind.

More Exposure to Childhood Trauma Associates with Reduced Displeasure at Self-Referential Criticism.

Childhood trauma has been shown to contribute to low self-concept, potentially affecting trauma survivors' perception of social evaluations from others. However, there is little evidence for the association between traumatic experience in childhood and adult processing of evaluative verbal cues related to self. Therefore, the present study aimed to address whether and how cognitive and affective responses to self-referential praise and criticism would vary with different forms of childhood trauma. We engaged undergraduates and postgraduates in completing the Childhood Trauma Questionnaire (CTQ) and an evaluation task in which participants rated self-related praising and criticizing sentences for pleasantness and truthfulness. These ratings and CTQ scores were subjected to correlation and regression analyses. Positive correlations were found between the pleasantness ratings for criticism and the scores of the CTQ full scale (r 90 = .314, p = 0.0011) and two subscales for physical abuse (r 90 = .347, p = 0.0004) and physical neglect (r 90 = .335, p = 0.0005), indicating that higher scores in the scales were associated with reduced unpleasantness for self-related criticism. The regression analysis further revealed that 14.2% variances of emotional response to criticism could be explained by experience in physical abuse (ß = .452, p = .022) and physical neglect (ß = .387, p = .027). These findings suggest that childhood exposure to traumatic experience, particularly physical abuse and neglect, leads to attenuated emotional responses to self-referential criticism possibly via the mediation of self-concept.

Discourse-Level Information Recall in Early and Late Bilinguals: Evidence From Single-Language and Cross-Linguistic Tasks.

Bilingualism research indicates that verbal memory skills are sensitive to age of second language (L2) acquisition (AoA). However, most tasks employ disconnected, decontextualized stimuli, undermining ecological validity. Here, we assessed whether AoA impacts the ability to recall information from naturalistic discourse in single-language and cross-linguistic tasks. Twenty-four early and 25 late Chinese-English bilinguals listened to real-life L2 newscasts and orally reproduced their information in English (Task 1) and Chinese (Task 2). Both groups were compared in terms of recalled information (presence and correctness of idea units) and key control measures (e.g., attentional skills, speech rate). Across both tasks, information completeness was higher for early than late bilinguals. This occurred irrespective of attentional speed, speech rate, and additional relevant factors. Such results bridge the gap between classical memory paradigms and ecological designs in bilingualism research, illuminating how particular language profiles shape information processing in daily communicative scenarios.

EFL Students' Preferences for Written Corrective Feedback: Do Error Types, Language Proficiency, and Foreign Language Enjoyment Matter?

Using both quantitative and qualitative approaches, this study investigated the preference of learners of English as a foreign language (EFL) for four types of written corrective feedback (WCF), which are often discussed in the literature, on grammatical, lexical, orthographic, and pragmatic errors. In particular, it concerned whether such preference is influenced by two learner variables, namely, foreign language enjoyment (FLE) and proficiency level. The preference for selective vs. comprehensive WCF was also examined. The participants in the study were 117 University students in a Thai EFL context. Analysis of questionnaire data revealed a tendency for learners to prefer more explicit types of WCF (i.e., metalinguistic explanation and overt correction) for most error types, irrespective of their proficiency and FLE level. High proficiency level learners rated less explicit WCF types (i.e., underlining and error code) as useful to some degree, whereas their low proficiency level counterparts did not. Similar results were found for the two FLE groups. Besides, the FLE level seemed to play a role in perceiving the value of WCF in terms of scope. The results of follow-up interviews showed that the linguistic features of learners' first language, existing knowledge of the target language, affective feelings, and teacher's role were the main factors contributing to variation in learners' preferences. Possible pedagogical implications are discussed.

Sex-dependent neural effect of oxytocin during subliminal processing of negative emotion faces.

In line with animal models indicating sexually dimorphic effects of oxytocin (OXT) on social-emotional processing, a growing number of OXT-administration studies in humans have also reported sex-dependent effects during social information processing. To explore whether sex-dependent effects already occur during early, subliminal, processing stages the present pharmacological fMRI-study combined the intranasal-application of either OXT or placebo (n = 86-43 males) with a backward-masking emotional face paradigm. Results showed that while OXT suppressed inferior frontal gyrus, dorsal anterior cingulate and anterior insula responses to threatening face stimuli in men it increased them in women. In women increased anterior cingulate reactivity during subliminal threat processing was also positively associated with trait anxiety. On the network level, sex-dependent effects were observed on amygdala, anterior cingulate and inferior frontal gyrus functional connectivity that were mainly driven by reduced coupling in women following OXT. Our findings demonstrate that OXT produces sex-dependent effects even at the early stages of social-emotional processing, and suggest that while it attenuates neural responses to threatening social stimuli in men it increases them in women. Thus in a therapeutic context OXT may potentially produce different effects on anxiety disorders in men and women.

Oxytocin, the peptide that bonds the sexes also divides them.

Facilitation of social attraction and bonding by the evolutionarily conserved neuropeptide oxytocin is well-established in female mammals. However, accumulating behavioral evidence suggests that oxytocin may have evolved sex-specific functional roles in the domain of human social cognition. A critical question is how oxytocin differentially modulates neural processing of social information in men and women, leading to divergent behavioral responses. Here we show that intranasal oxytocin treatment produces sex- and valence-dependent increases in amygdala activation when women view individuals identified as praising others but in men those who criticize them. Women subsequently show increased liking for the faces of these individuals, whereas in men it is reduced. Thus, oxytocin may act differentially via the amygdala to enhance the salience of positive social attributes in women but negative ones in men. We hypothesize that oxytocin may have evolved different but complementary roles to help ensure successful reproduction by encouraging mothers to promote a prosocial rearing environment for offspring and fathers to protect against antisocial influences.

[LC-MS/MS method for determination of tripterine in plasma： pharmacokinetic study in Beagles].

To establish a LC-MS/MS method for determination of tripterine in Beagle plasma and study its pharmacokinetics after oral administration of tripterygium tablet. Plasma samples were extracted with dichloromethane and separated on a Phenomenex Luna C8 (2.0 mm×50 mm, 3 µm) column with methanol-acetonitrile isopropanol(1∶1)-1‰formic acid (15∶55 ∶30) as the mobile phase. Tripterine ([M+H] ⁺, m/z 451.3/201.1) and internal standard prednisolone ([M+H] ⁺, m/z 361.1/147.1) were monitored in multiple reaction monitoring (MRM). The concentration-time curves were simulated by drug and statistic software 1.0 and the pharmacokinetic parameters were calculated. There was a good linear relationship between peak area ratio and concentration of tripterine and internal standard prednisolone within range of 0.680 0-136.0 µg•L⁻¹. The limit of quantitation was 0.680 0 µg•L⁻¹ and the intra- and inter-day precision was within 6.15%. The absolute recovery rate was between 50.42% to 51.65%. The concentration-time curves were consistent with the one-compartment model(w=1/cc). The main pharmacokinetic parameters after a single dose were as follows： Cmax (35.64±9.540) µg •L⁻¹,Tmax(2.62±0.69) h,T1/2(2.93±0.29) h, CL (0.308±0.056) L•kg⁻¹â€¢h⁻¹, AUC0-12 (131.16±31.94) µg•L•h⁻¹, AUC0-∞ (142.83±37.57) µg•L•h⁻¹. The established LC-MS/MS method was proved to be sensitive, accurate and convenient, suitable for the pharmacokinetic study of Tripterygium tablet in Beagle dogs.