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1. Individual differences in comprehension of contextualized metaphors

   https://doi.org/10.1080/10926488.2020.1821203  

   Stamenković, D. ; Ichien, N. ; Holyoak, K. J. ( January 2020 , Metaphor and symbol)

   null (Ed.)

   We report a study examining the role of linguistic context in modulating the influences of individual differences in fluid and crystalized intelligence on comprehension of literary metaphors. Three conditions were compared: no context, metaphor-congruent context, and literal-congruent context. Relative to the baseline no-context condition, the metaphor-congruent context facilitated comprehension of the metaphorical meaning whereas the literal-congruent context impaired it. Measures of fluid and crystalized intelligence both made separable contributions to predicting metaphor comprehension. The metaphor-congruent context selectively increased the contribution of crystalized verbal intelligence. These findings support the hypothesis that a supportive linguistic context encourages use of semantic integration in interpreting metaphors. 

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2. Work in Progress: An Exploration of Students’ Conceptualization of Research after Participating in an Undergraduate Research Experience

   https://doi.org/10.18260/1-2--32361  

   Tise, J. ; Zappe, S.E. ; Gomez, E.W. ; Kumar, M. ; Croninger, R.M.V. ; Cutler, S. ( January 2019 , American Society for Engineering Education)

   This Work-in-Progress paper investigates how students participating in a chemical engineering (ChE) Research Experience for Undergraduates (REU) program conceptualize and make plans for research projects. The National Science Foundation has invested substantial financial resources in REU programs, which allow undergraduate students the opportunity to work with faculty in their labs and to conduct hands-on experiments. Prior research has shown that REU programs have an impact on students’ perceptions of their research skills, often measured through the Undergraduate Research Student Self-Assessment (URSSA) survey. However, few evaluation and research studies have gone beyond perception data to include direct measures of students’ gains from program participation. This work-in-progress describes efforts to evaluate the impact of an REU on students’ conceptualization and planning of research studies using a pre-post semi-structured interview process. The construct being investigated for this study is planning, which has been espoused as a critical step in the self-regulated learning (SRL) process (Winne & Perry, 2000; Zimmerman, 2008). Students who effectively self-regulate demonstrate higher levels of achievement and comprehension (Dignath & Büttner, 2008), and (arguably) work efficiency. Planning is also a critical step in large projects, such as research (Dvir & Lechler, 2004). Those who effectively plan their projects make consistent progress and are more likely to achieve project success (Dvir, Raz, & Shenhar, 2003). Prior REU research has been important in demonstrating some positive impacts of REU programs, but it is time to dig deeper into the potential benefits to REU participation. Many REU students are included in weekly lab meetings, and thus potentially take part in the planning process for research projects. Thus, the research question explored here is: How do REU participants conceptualize and make plans for research projects? The study was conducted in the ChE REU program at a large, mid-Atlantic research-oriented university during the summer of 2018. Sixteen students in the program participated in the study, which entailed them completing a planning task followed by a semi-structured interview at the start and the end of the REU program. During each session, participants read a case statement that asked them to outline a plan in writing for a research project from beginning to end. Using semi-structured interview procedures, their written outlines were then verbally described. The verbalizations were recorded and transcribed. Two members of the research team are currently analyzing the responses using an open coding process to gain familiarity with the transcripts. The data will be recoded based on the initial open coding and in line with a self-regulatory and project-management framework. Results: Coding is underway, preliminary results will be ready by the draft submission deadline. The methods employed in this study might prove fruitful in understanding the direct impact on students’ knowledge, rather than relying on their perceptions of gains. Future research could investigate differences in students’ research plans based on prior research experience, research intensity of students’ home institutions, and how their plans may be impacted by training. 

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3. Engineering creativity: Prior experience modulates electrophysiological responses to novel metaphors

   https://doi.org/10.1111/psyp.13630  

   Jończyk, Rafal ; Kremer, Gül E. ; Siddique, Zahed ; van Hell, Janet G. ( July 2020 , Psychophysiology)

   Novel metaphorical language use exemplifies human creativity through production and comprehension of meaningful linguistic expressions that may have never been heard before. Available electrophysiological research demonstrates, however, that novel metaphor comprehension is cognitively costly, as it requires integrating information from distantly related concepts. Herein, we investigate if such cognitive cost may be reduced as a factor of prior domain knowledge. To this end, we asked engineering and nonengineering students to read for comprehension literal, novel metaphorical, and anomalous sentences related to engineering or general knowledge, while undergoing EEG recording. Upon reading each sentence, participants were asked to judge whether or not the sentence was original in meaning (noveltyjudgment) and whether or not it made sense (sensicalityjudgment). When collapsed across groups, our findings demonstrate a gradual N400 modulation with N400 being maximal in response to anomalous, followed by metaphorical, and literal sentences. Between‐group comparisons revealed a mirror effect on the N400 to novel metaphorical sentences, with attenuated N400 in engineers and enhanced N400 in non‐engineers. Critically, planned comparisons demonstrated reduced N400 amplitudes to engineering novel metaphors in engineers relative to non‐engineers, pointing to an effect of prior knowledge on metaphor processing. This reduction, however, was observed in the absence of a sentence type × knowledge × group interaction. Altogether, our study provides novel evidence suggesting that prior domain knowledge may have a direct impact on creative language comprehension.

    

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4. Flexible semantic network structure supports the production of creative metaphor

   https://doi.org/10.1080/10400419.2021.1879508  

   Li, Yangping ; Kenett, Yoed N. ; Hu, Weiping ; Beaty, Roger E. ( January 2021 , Creativity Research Journal)

   null (Ed.)

   Metaphors are a common way to express creative language, yet the cognitive basis of figurative language production remains poorly understood. Previous studies found that higher creative individuals can better comprehend novel metaphors, potentially due to a more flexible semantic memory network structure conducive to remote conceptual combination. The present study extends this domain to creative metaphor production and examined whether the ability to produce creative metaphors is related to variation in the structure of semantic memory. Participants completed a creative metaphor production task and two verbal fluency tasks. They were divided into two equal groups based on their creative metaphor production score. The semantic networks of these two groups were estimated and analyzed based on their verbal fluency responses using a computational network science approach. Results revealed that the semantic networks of high-metaphor producing individuals were more flexible, clustered, and less rigid than that of the low-metaphor producing individuals. Importantly, these results replicated across both semantic categories. The findings provide the first evidence that a flexible, clustered, and less rigid semantic memory structure relates to people’s ability to produce figurative language, extending the growing literature on the role of semantic networks in creativity to the domain of metaphor production. 

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5. Facilitating Global Team Meetings Between Language-Based Subgroups: When and How Can Machine Translation Help?

   https://doi.org/10.1145/3512937  

   Zhang, Yongle ; Asamoah Owusu, Dennis ; Carpuat, Marine ; Gao, Ge ( March 2022 , Proceedings of the ACM on Human-Computer Interaction)

   Global teams frequently consist of language-based subgroups who put together complementary information to achieve common goals. Previous research outlines a two-step work communication flow in these teams. There are team meetings using a required common language (i.e., English); in preparation for those meetings, people have subgroup conversations in their native languages. Work communication at team meetings is often less effective than in subgroup conversations. In the current study, we investigate the idea of leveraging machine translation (MT) to facilitate global team meetings. We hypothesize that exchanging subgroup conversation logs before a team meeting offers contextual information that benefits teamwork at the meeting. MT can translate these logs, which enables comprehension at a low cost. To test our hypothesis, we conducted a between-subjects experiment where twenty quartets of participants performed a personnel selection task. Each quartet included two English native speakers (NS) and two non-native speakers (NNS) whose native language was Mandarin. All participants began the task with subgroup conversations in their native languages, then proceeded to team meetings in English. We manipulated the exchange of subgroup conversation logs prior to team meetings: with MT-mediated exchanges versus without. Analysis of participants' subjective experience, task performance, and depth of discussions as reflected through their conversational moves jointly indicates that team meeting quality improved when there were MT-mediated exchanges of subgroup conversation logs as opposed to no exchanges. We conclude with reflections on when and how MT could be applied to enhance global teamwork across a language barrier. 

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