Psychological Development and Education ›› 2020, Vol. 36 ›› Issue (4): 440-448.doi: 10.16187/j.cnki.issn1001-4918.2020.04.07

Previous Articles     Next Articles

A Comparison of Language Similarity between Two Sides of Communicative Learning in Different Contexts

ZHANG Hengchao   

  1. Department of Psychology, School of Law, Tianjin University of Commerce, Tianjin 300134
  • Published:2020-07-21

RichHTML

PDF (PC)

Abstract: In the study, communicative learning task and individual task were designed. The communicative paradigm was used to explore the language similarity between both sides of communicative learning in different contexts. The results showed that: (1)The language similarity level between the two sides was the highest under the way of language communication, followed by the object visual way, and finally the expression and object visual way. (2)The language similarity between both sides showed an inverted U-shaped with the process of communication, and the language similarity was relatively stable from the block 6 only under the way of expression. (3)In the block 10 of the communication task, the communicative context effect of similarity was significant, but that of the individual task was not significant. The main effect of task type was not significant in the way of expression. The results suggested that: with the increase of non-language factors in the communication context, the cognitive coordination of language gradually diminished. Expression visibility promoted the formation efficiency of language referential convention. Only under the expression and object visual context the similarity showed consistency between communication task and individual task.

Key words: communication, language, context, similarity

CLC Number: 

  • G442
Alibali, M. W., & Nathan, M. J. (2012). Embodiment in mathematics teaching and learning: Evidence from students’ and teachers’ gestures. Journal of the Learning Sciences, 21, 207-215.
Arnold, J. E., Kahn, J. M., & Pancani, G. C. (2012). Audience design affects acoustic reduction via production facilitation. Psychonomic Bulletin & Review, 19(3), 505-512.
Barnett, M, D., & Johnson, D, M. (2016). The perfectionism social disconnection model: The mediating role of communication styles. Personality and Individual Differences, 94, 200-205.
Beyer, H., & Liebe, U. (2015). Three experimental approaches to measure the social context dependence of prejudice communication and discriminatory behavior. Social Science Research, 49, 343-355.
Bezuidenhout, A. (2013). Perspective taking in conversation: a defense of speaker non-egocentricity. Journal of Pragmatics 48, 4-16.
Brennan, S. E., Chen, X., Dickinson, C. A., Neider, M. B., & Zelinsky, G. J. (2008). Coordinating cognition: The costs and benefits of shared gaze during collaborative search. Cognition, 106(3), 1465-1477.
Brown-Schmidt, S. (2009). Partner-specific interpretation of maintained referential precedents during interactive dialog. Journal of Memory and Language, 61(2), 171-190.
Brown-Schmidt, S., & Heller, D. (2014). What language processing can tell us about perspective taking: A reply to Bezuidenhout (2013). Journal of Pragmatics, 60, 279-284.
Buz, E., Tanenhaus, M. K., & Jaeger, T. F. (2016). Dynamically adapted context-specific hyper-articulation: Feedback from interlocutors affects speakers’ subsequent pronunciations. Journal of Memory and Language, 89, 68-86.
Clark, H. H., & Wilkes-Gibbs, D. (1986). Referring as a collaborative process. Cognition, 22(1), 1-39.
Crossley, L., Woodworth, M., Black, P. J., & Hare, R. (2016). The dark side of negotiation: Examining the outcomes of face-to-face and computer-mediated negotiations among dark personalities. Personality and Individual Differences, 91, 47-51.
De Ruiter, J. P., Bangerter, A., & Dings, P. (2012). The interplay between gesture and speech in the production of referring expressions: Investigating the tradeoff hypothesis. Topics in Cognitive Science, 4(2), 232-248.
Duran, N. D., & Dale, R. (2014). Perspective-taking in dialogue as self-organization under social constraints. New Ideas in Psychology, 32, 131-146.
Gahl, S., & Strand, J. F. (2016). Many neighborhoods: Phonological and perceptual neighborhood density in lexical production and perception. Journal of Memory and Language, 89, 162-178.
Galati, A. (2009). Assessing common ground in conversation: The effect of linguistic and physical co-presence on early planning (doctorial dissertation). State University of New York at Stony Brook.
Galati, A., & Avraamides, M. N. (2013). Collaborating in spatial tasks: how partners coordinate their spatial memories and descriptions. Cognitive Processing,14(2), 1-3.
Goldin-Meadow, S. (2015). From action to abstraction: Gesture as a mechanism of change. Developmental Review, 38, 167-184.
Goldin-Meadow, S., & Alibali, M. W. (2013). Gesture’s role in speaking, learning, and creating. Annual Review of Psychology, 64, 257-283.
Graziano, M., & Gullberg, M. (2013). Gesture production and speech fluency in competent speakers and language learners. In Tilburg Gesture Research Meeting (TiGeR) 2013. Tilburg University.
Hanna, J. E., Tanenhaus, M. K., & Trueswell, J. C. (2003). The effects of common ground and perspective on domains of referential interpretation. Journal of Memory and Language, 49, 43-61.
Heller, D., Gorman, K. S., & Tanenhaus, M. K. (2012). To name or to describe: shared knowledge affects referential form. Topics in Cognitive Science, 4(2), 290-305.
Jacquette, D. (2014). Collective referential intentionality in the semantics of dialogue. Studies in Logic, Grammar and Rhetoric, 36 (49), 143-159.
Keysar, B., Barr, D. J., Balin, J. A., & Brauner, J. S. (2000). Taking perspective in conversation: The role of mutual knowledge in comprehension. Psychological Science, 11(1), 32-38.
Koppensteiner, M., Stephan, P., & Jäschke, J. P. M. (2016). Moving speeches: Dominance, trustworthiness and competence in body motion. Personality and Individual Differences, 94, 101-106.
Krauss, R. M., & Weinheimer, S. (1964). Changes in reference phrases as a function of frequency of usage in social interaction: A preliminary study. Psychonomic Science, 1, 113-114.
Kronmüller, E., & Barr, D. J. (2015). Referential precedents in spoken language comprehension: a review and meta-analysis. Journal of Memory and Language, 83, 1-19.
Lewis, D. (1979). Scorekeeping in a language game. Journal of Philosophical Logic, 8(1), 339-359.
Malt, B. C., & Sloman, S. A. (2004). Conversation and convention: Enduring influences on name choice for common objects. Memory & Cognition, 32(8), 1346-1354.
Markman, A. B., & Makin, V. S. (1998). Referential communication and category acquisition. Journal of Experimental Psychology: General, 127(4), 331-354.
Nappa, R., & Arnold, J. E. (2014). The road to understanding is paved with the speaker’s intentions: Cues to the speaker’s attention and intentions affect pronoun comprehension. Cognitive Psychology, 70, 58-81.
Novack, M., & Goldin-Meadow, S. (2015). Learning from gesture: How our hands change our minds. Educational Psychology Review, 27(3), 405-412.
O’Carroll, S., Nicoladis, E., & Smithson, L. (2015). The effect of extroversion on communication: Evidence from an interlocutor visibility manipulation. Speech Communication, 69, 1-8.
Overall, N. C., & McNulty, J. K. (2017). What type of communication during conflict is beneficial for intimate relationships? Current Opinion in Psychology, 13, 1-5.
Roberts, G., Langstein, B., & Galantucci, B. (2016). (In)sensitivity to incoherence in human communication. Language & Communication, 47, 15-22.
Rogers, S. L., Fay, N., & Maybery, M. (2013). Audience design through social interaction during group discussion. PloS one, 8(2), e57211.
Sidera, F., Serrat, E., Serrano, J., Rostan, C., Caño, A., & Amadó, A. (2013). Let’s share perspectives! Mentalistic skills involved in cooperation. International Journal of Educational Psychology, 2(3), 325-352.
Vanlangendonck, F., Willems, R. M., Menenti, L., & Hagoort, P. (2013). The role of common ground in audience design: Beyond an all or nothing story. In the Workshop on the Production of Referring Expressions: Bridging the Gap between Computational and Empirical Approaches to Reference the (PRE-CogSci 2013).
Vesper, C., Schmitz, L., Safra, L., Sebanz, N., & Knoblich, G. (2016). The role of shared visual information for joint action coordination. Cognition, 153, 118-123.
Yoon, S. O., Koh, S., & Brown-Schmidt. (2012). Influence of perspective and goals on reference production in conversation. Psychonomic Bulletin & Review, 19, 699-707.
Yu, C., Schermerhorn, P., & Scheutz, M. (2012). Adaptive eye gaze patterns in interactions with human and artificial agents. Transactions on Interactive Intelligent Systems, 1(2), 13-43.
Zwaan, R. A.(2014). Embodiment and language comprehension: reframing the discussion. Trends in Cognitive Sciences, 18(5), 229-234.
张恒超. (2013). 参照性交流中的“听者设计”. 心理发展与教育, 29(5), 552-560.
张恒超. (2017a). 共享因素对参照性交流双方学习的影响. 心理学报, 49(2), 197-205.
张恒超. (2017b). 参照性交流学习中语言参照惯例的形成特点. 西南大学学报(自然科学版), 39(10), 133-138.
张恒超. (2018a). 交流语言认知特征. 心理科学进展, 26(2), 270-282.
张恒超. (2018b). 交流手势的认知特征. 心理科学进展, 26(5), 796-809.
张恒超, 阴国恩. (2012). 关系复杂性对关系类别间接性学习的影响. 心理发展与教育, 28(2), 193-200.
张恒超, 阴国恩. (2014). 参照性交流中的非策略性认知过程. 心理研究, 7(5), 7-14.
[1] LIANG Dandan, YAN Xiaomin, GE Zhilin. The Development of Emotion Recognition Ability in 4~8 Years Old Chinese Children with High-functioning Autism Based on Language Cues [J]. Psychological Development and Education, 2024, 40(2): 169-175.
[2] HE Can, WEI Hua, DING Qian, GUI Yong. The Influence of Parents’ Working through Information and Communication Technologies after Hours on Harsh Parenting: Mediating Effect of Anxiety/Depression and Moderating Effect of Perceived Supervisor Support [J]. Psychological Development and Education, 2023, 39(6): 903-912.
[3] MA Xing, LIU Wenli. The Mechanism of Vowel Influence on Stops Identification in Chinese Monosyllables [J]. Psychological Development and Education, 2023, 39(4): 513-521.
[4] HU Yihao, XU Luyan, BIAN Xiaohua, ZHOU Ying, LIU Junsheng. Peer Victimization and Depression among Chinese Adolescents: The Moderating Effects of Classroom Norm Salience for Aggression [J]. Psychological Development and Education, 2023, 39(4): 542-549.
[5] LIN Yao, ZHANG Baoshan, XU Ran, ZHANG Heyating. The Relationship between Sleep Quality and Family Communication and Its Mechanism among the Older Adults [J]. Psychological Development and Education, 2023, 39(2): 200-209.
[6] LI Jun, WANG Yue, CHEN Xiani, LI Ying. The Effects of Second Language Learning on Cognitive Control and Lexical Access in School-age Children: The Influence of Age and Second Language Proficiency [J]. Psychological Development and Education, 2023, 39(2): 219-227.
[7] XIANG Cheng, JIANG Yali, PENG Kaiping, LIU Xiaoshi. Technoference and Relationship Satisfaction: A Moderated Mediation Model [J]. Psychological Development and Education, 2023, 39(1): 48-57.
[8] ZHENG Wanting, WANG Wei, XU Limin, LI Mohan, XU Zhiqi, LI Yongxin, ZHAO Jing, LIANG Ziyan, LIU Jingjia. Characteristics of Environmental Print Reading of Children with Autism Spectrum Disorder Aged 5 to 7 Years [J]. Psychological Development and Education, 2022, 38(6): 822-829.
[9] TONG Yuguang, LI Yaping, LIU Zhiguo, SONG Yaowu. The Influence of Different Context Shift on the Recall of Category-example Words under the Condition of Repetitive Learning [J]. Psychological Development and Education, 2022, 38(3): 305-314.
[10] WU Guojing, CHENG Xuelin, LI Ye, BAI Rong, XING Shufen, LI Yuhua. The Reciprocal Relations between Executive Functions and Language Ability: The Moderating Effects of Socioeconomic Status [J]. Psychological Development and Education, 2022, 38(2): 186-194.
[11] LIU Chunhui, LIU Sijia, GUO Xiaolin, LUO Liang. Relationship between Mother's Son Preference and Parent-child Communication: The Moderating Role of Children's Gender [J]. Psychological Development and Education, 2022, 38(1): 64-71.
[12] SHEN Yijia, ZHANG Guohua, HE Jiankang, LUO Lilan, HAN Jintao, JIANG Bo. The Relationship between Parental Learning Companionship and Children's Academic Underachievement: The Mediating Effect of Parent-child Academic Communication and the Moderating Effect of Learning Burden [J]. Psychological Development and Education, 2021, 37(6): 826-833.
[13] ZHAN Shuwei, YANG Ning, ZHAO Bihua. Receptive Language Skills and Social Withdrawal among Chinese Left-behind Preschool Children: A Moderated Mediation Model [J]. Psychological Development and Education, 2021, 37(6): 834-844.
[14] LIU Wen, WANG Yining, ZHANG Jiaqi, CHE Hanbo. The Relationship Between Creative Personality and Deceptive Behaviors in Children Aged 9~11: The Moderating Effect of Parent-child Communication Quality [J]. Psychological Development and Education, 2021, 37(4): 508-516.
[15] YUAN Keman, LI Bailu, LIANG Lichan, BIAN Yufang. Cumulative Contextual Risk and Subjective Well-being in Migrant Children: The Compensatory Effect and Protective Effect of Individual Protective Factors [J]. Psychological Development and Education, 2021, 37(4): 546-557.
Viewed
Full text


Abstract

Cited
  Shared   
  Discussed   
No Suggested Reading articles found!
Copyright 2018 © Editorial office of Psychological Development and Education
Supported by Beijing Magtech Co.Ltd