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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Page: 1 2 3 4 5 Hits 1 – 20 of 91 1 Writing Difference: Student Ideologies and Translingual Possibilities Vaneyk, Kristin. - 2021 BASE Show details 2 Leveraging African American English Knowledge: Cognition and Multidialectal Processing Weissler, Rachel Elizabeth. - 2021 Abstract: This dissertation uses theories and methodologies from sociolinguistics, neurolinguistics, and psycholinguistics to investigate how American English-speaking listeners cognitively interact with voices from Black and White individuals. For so long, social and cognitive subfields in linguistics have been pursued independently. Sociolinguistics focuses on where language comes from; living, breathing, diverse individuals. Sociolinguistic methods span a variety of modes, providing nuanced insight into communities, variation, and change. However, most sociolinguistic methods are offline, and this can be limiting when considering not only how language exists within individuals and interpersonally, but how language is processed in real time. Psycholinguistics provides a range of methods and theories that evidence how speakers and listeners process language in real time. However, psycholinguistic methods have historically looked at standard or colonizing languages, rather than minoritized ones. Incorporating study of minoritized language varieties is paramount to broaden and refine our knowledge of how human language is processed. In this dissertation, I investigate how different parts of grammar modulate variation in perception from a sociolinguistic frame of reference. The data presented come from over 90 sociolinguistic interviews, four online surveys, a virtual eye-tracking study, and two EEG neurolinguistic experiments. In Chapter 2, I investigate the relationship between perception of race and perception of emotion by operationalizing the Angry Black Woman Trope through a survey including stimuli from one Black woman and one White woman. Results showed that the Black voice was most correctly identified racially in the Angry and Neutral conditions, while the white voice was correctly identified in the Happy condition. However, low base rate correctness overall in race identification did not coincide with free-write responses from participants, indicating their perception of “lax” voices sounding Black and “enunciated” voices sounding White. This disagreement between the audio identification and the free-write responses formed the impetus for Chapter 3, in which virtual eye-tracking was incorporated to better understand listener’s implicit perceptions of emotional speech from Black and White women. Participant experiential linguistic knowledge was measured through exposure and familiarity surveys, and usage through virtual sociolinguistic interviews. It was hypothesized that listeners with higher experiential linguistic knowledge of African American English (AAE) would show less bias, determined by identifying emotional speech with emotional and racialized image stimuli correctly, as recorded through the virtual eye-tracker. The results from this study indicate that participants have a broad range of experiential linguistic knowledge with AAE, and trends in the data suggest that higher usage can predict less bias. Chapter 3 shows the benefit of using implicit processing models to probe cognition and variation. Chapter 4 extends the findings of emotional prosody perception to syntactic prediction during processing. Two electroencephalography (EEG) experiments focus on syntactic variation between AAE and Standardized American English (SdAE), probing variation in listener expectations. Results show that AAE and SdAE are processed differently when produced by a so-called Black bidialectal speaker and a white speaker. This dissertation contributes to further understanding how social information interfaces with online processing, and expectations that may be formed depending on the perceived identity of a voice. Future research will build upon these findings to investigate broader claims about languages as they exist and vary in context, from person to person, further contributing to a multidialectal cognitive model of language. ; PHD ; Linguistics ; University of Michigan, Horace H. Rackham School of Graduate Studies ; http://deepblue.lib.umich.edu/bitstream/2027.42/169661/1/racheliw_1.pdf Keyword: African American English; bidialectalism; Humanities; intersectionality; Linguistics; sociolinguistics URL: https://doi.org/10.7302/2706 https://hdl.handle.net/2027.42/169661 BASE Hide details 3 Reading with Others in Mind: What Are the Content Knowledge Demands for Teaching the Reading of Literature? Blais, Ann. - 2020 BASE Show details 4 Media Influence on Implicit and Explicit Language Attitudes Heaton, Hayley. - 2018 BASE Show details 5 Ideologies of Language, Authority, and Disability in College Writing Peer Review Keating, Benjamin. - 2018 BASE Show details 6 "Discussion is the Laboratory": A Cross-Comparative Analysis of Four Secondary ELA Teachers' Discussion-Leading Practices Bomphray, Alistair. - 2018 BASE Show details 7 Efficiency, Correctness, and the Authority of Automation: Technology in College Basic Writing Instruction Gibson, Gail. - 2017 BASE Show details 8 Understanding the Literacies of Working Class First-Generation College Students Schiavone, Aubrey. - 2017 BASE Show details 9 Languages, Literacies, and Translations: Examining Deaf Students' Language Ideologies through English-to-ASL Translations of Literature. Spooner, Ruth Anna. - 2016 BASE Show details 10 Linguistic and Rhetorical Ideologies in the Transition to College Writing: A Case Study of Southern Students. Swofford, Sarah Catherine. - 2015 BASE Show details 11 Beyond Good and Bad: The Linguistic Construction of Walter White’s Masculinity in Breaking Bad Peters, Andrew. - 2015 BASE Show details 12 An Investigation of Transfer in the Literacy Practices of Religiously Engaged Christian College Students. Pugh, Melody C.. - 2015 BASE Show details 13 Engaging Students in the Margins: A Mixed-Methods Case Study Exploring Student and Instructor Response to Feedback in the First-Year Writing Classroom. Neiderhiser, Justine A.. - 2015 BASE Show details 14 DARE Newsletter, Vol. 18, Nos. 2/3, Spring/Summer 2015 DARE; Curzan, Anne; Goebel, George. - : Dictionary of American Regional English, 2015 BASE Show details 15 Fixing English : prescriptivism and language history Curzan, Anne. - Cambridge : Cambridge Univ. Press, 2014 BLLDB UB Frankfurt Linguistik Show details 16 In Your Own Words: Ideological Dilemmas in English Teachers' Talk about Plagiarism. Engel, Steven John. - 2014 BASE Show details 17 Developing Meta-Awareness about Composition through New Media in the First-Year Writing Classroom. VanKooten, Crystal L.. - 2014 BASE Show details 18 DARE Newsletter, Vol. 17, No. 1, Winter 2014 Schnebly, Julie; Hall, Joan Houston; Curzan, Anne. - : Dictionary of American Regional English, 2014 BASE Show details 19 Linguistics matters: Resistance and relevance in teacher education Curzan, Anne. In: Language. - Washington, DC : Linguistic Society of America 89 (2013) 1, e1 OLC Linguistik Show details 20 Explicit and Meaningful: An Exploration of Linguistic Tools for Supporting ELLs’ Reading and Analytic Writing in the English Language Arts. Moore, Jason Patrick. - 2013 BASE Show details Page: 1 2 3 4 5

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