RESUMO
Objectives: This study aimed to examine age-related differences in the comprehension of Korean comparative sentences with varying word orders by employing both offline and online measures, and to investigate how variations in word order affect sentence processing across different age groups. Methods: A total of 52 monolingual native Korean speakers, 26 young adults, and 26 older adults, completed a sentence-picture-matching task under two word order conditions: comparative-first and nominative-first. Offline measures included accuracy and response time, while an online method involved eye-tracking within the Visual World Paradigm. Data analyses were performed using linear and generalized linear mixed-effects models. Results: Older adults demonstrated lower accuracy and longer response times compared to younger individuals. Distinctive fixation patterns were observed, particularly in the sentential-final phrase, across different age groups. Specifically, nominative-first sentences elicited greater target advantage scores among younger adults, whereas older adults showed higher scores in comparative-first sentences. Conclusion: The study highlights the potential of comparative sentences in elucidating age-related changes in sentence comprehension. These differences were evident not only in offline tasks but also in real-time processing, as evidenced by eye-tracking data. The findings suggest distinct processing strategies employed by young and older adults and underscore the importance of considering both syntactic and semantic cues in sentence comprehension.
RESUMO
This study aimed to chronicle and understand the emergency online teaching experience of five faculty members in a liberal arts college located in Tokyo, Japan during the COVID-19 pandemic of 2020, adopting the autoethnographic method. It explored the nature and dimensions of problems the faculty members faced, resources used to make sense of problems encountered, and actions they took to solve the problems as reflective practitioners in emergency online teaching. It also examined differences between faculty members over time. Analysis of seven weeks of autobiographic reflective journals during a 10-week academic term revealed that the faculty members encountered a range of problems during the classes, especially student-related and technology-related issues. When encountering problems, faculty members utilized references such as their past experience in face-to-face classroom teaching. Faculty members with more online teaching experience were more adaptable and flexible in mobilizing other references to solve problems. Overall, all members worked as reflective learners and practitioners who continued to reflect on the problems they faced and find solutions. These findings suggest that engaging in reflection-in-action and reflection-on-action can be effective ways for faculty members to develop their competencies to solve problems in emergency online teaching situations when responding to unprecedented challenges and issues is continuously needed.
RESUMO
The present study examines the articulation and acoustics of the typologically rare and understudied 'whistled' fricative sound in Xitsonga, a Southern Bantu language. Using ultrasound imaging and video recording, we examine the lingual and labial articulation of the whistled fricative. For the acoustic analysis, we employ the multitaper spectral analysis, which ensures reliable spectral estimates. The results revealed an interplay between multiple articulators involved in the production of the sound: the retroflex lingual gesture and the narrowing of the lower lip toward the upper teeth. Acoustically, the spectra of the whistled fricative are more peaked and compact than the acoustically similar palatoalveolar fricative, and the differences manifest themselves most clearly in two acoustic parameters, dynamic amplitude (Ad) and M2 (variance). The acoustic differences are also manifested in F2 and F3 in the surrounding vowels. Additionally, the 'whistled' fricative in Xitsonga is not quite whistled, contrary to the label given to the sound in previous studies. Building on the current articulatory and acoustic results, we discuss two different aerodynamic models for the whistled fricatives in Southern Bantu languages and conclude that the whistled fricative in Xitsonga is best characterized as a retroflex segment accompanied by weak whistling.
