A large part of psychology has become an empirical science that assumes that there might exist one set of research methods suitable for psychological research in all human cultures. Research questions, methods, and theories formulated from one cultural perspective are not thoroughly introspectively examined when being used in another cultural environment. This leads to research that answers questions that are not meaningful in such environments. Research coming from the lexical hypothesis tradition is given as an example. The original research in English language decided that the lexicon was enough to represent language structures for the purpose of examining how language reflects personality; however, some languages might use specific grammatical structures to reflect personality, so the lexicon is not enough to adequately represent these languages. Despite this, researchers still follow the research method developed for the English language. The Czech and Korean languages are examples of this approach. A solution to this problem is the thorough use of introspection during the formulation of research questions.

• Klíčová slova
• Big five, Copypasting fallacy, Czech, Empirical research, Introspection, Korean, Lexical hypothesis,
• MeSH
• jazyk (prostředek komunikace) * MeSH
• kultura MeSH
• lidé MeSH
• psychologie metody   MeSH
• výzkumný projekt * MeSH
• Check Tag
• lidé MeSH
• Publikační typ
• časopisecké články MeSH
• Geografické názvy
• Česká republika MeSH
• Korejská republika MeSH

The present study addresses the main contention of the Noticing Hypothesis that conscious attention is necessary for successful learning. Arguments are given against the strong version of the hypothesis, under which one cannot acquire new language forms without conscious attention. Foreign learners were tested on their familiarity with formulaic expressions especially selected for their low salience. Additionally, the expressions used were tested for the likelihood of attracting attention. The results suggest that despite their inconspicuousness, such expressions are part of learners' lexical representations. Students' performance was found to correlate with usage patterns found in the input, a strong indication that their lexical representations are shaped by numerous encounters with specific uses of these expressions. It is argued that conscious attention is unlikely in even most, let alone all encounters. While the importance of awareness is not debated here, this study questions conscious attention as a default condition for learning.

• Klíčová slova
• Formulaic language, Incidental learning, Irreversible binomials, Noticing hypothesis,
• MeSH
• jazyk (prostředek komunikace) * MeSH
• lidé MeSH
• mladý dospělý MeSH
• pozornost * fyziologie   MeSH
• rozpoznávání (psychologie) fyziologie   MeSH
• učení fyziologie   MeSH
• uvědomování si fyziologie   MeSH
• Check Tag
• lidé MeSH
• mladý dospělý MeSH
• mužské pohlaví MeSH
• ženské pohlaví MeSH
• Publikační typ
• časopisecké články MeSH

According to one theory, synaesthesia develops, or is preserved, because it helps children learn. If so, it should be more common among adults who faced greater childhood learning challenges. In the largest survey of synaesthesia to date, the incidence of synaesthesia was compared among native speakers of languages with transparent (easier) and opaque (more difficult) orthographies. Contrary to our prediction, native speakers of Czech (transparent) were more likely to be synaesthetes than native speakers of English (opaque). However, exploratory analyses suggested that this was because more Czechs learned non-native second languages, which was strongly associated with synaesthesia, consistent with the learning hypothesis. Furthermore, the incidence of synaesthesia among speakers of opaque languages was double that among speakers of transparent languages other than Czech, also consistent with the learning hypothesis. These findings contribute to an emerging understanding of synaesthetic development as a complex and lengthy process with multiple causal influences.

• Klíčová slova
• Bilingualism, Orthographic depth hypothesis, Second language learning, Synaesthesia, Synesthesia,
• MeSH
• dospělí MeSH
• lidé MeSH
• mladý dospělý MeSH
• mnohojazyčnost * MeSH
• percepční poruchy epidemiologie   MeSH
• prevalence MeSH
• synestezie MeSH
• učení fyziologie   MeSH
• Check Tag
• dospělí MeSH
• lidé MeSH
• mladý dospělý MeSH
• mužské pohlaví MeSH
• ženské pohlaví MeSH
• Publikační typ
• časopisecké články MeSH
• Geografické názvy
• Česká republika epidemiologie   MeSH
• Kanada epidemiologie   MeSH

INTRODUCTION: According to the strong version of the orthographic depth hypothesis, in languages with transparent letter-sound mappings (shallow orthographies) the reading of both familiar words and unfamiliar nonwords may be accomplished by a sublexical pathway that relies on serial grapheme-to-phoneme conversion. However, in languages such as English characterized by inconsistent letter-sound relationships (deep orthographies), word reading is mediated by a lexical-semantic pathway that relies on mappings between word-specific orthographic, semantic, and phonological representations, whereas the sublexical pathway is used primarily to read nonwords. METHODS: In this study, we used functional magnetic resonance imaging to elucidate neural substrates of reading in Czech, a language characterized by a shallo worthography. Specifically, we contrasted patterns of brain activation and connectivity during word and nonword reading to determine whether similar or different neural mechanisms are involved. Neural correlates were measured as differences in simple whole-brain voxel-wise activation, and differences in visual word form area (VWFA) task-related connectivity were computed on the group level from data of 24 young subject. Trial-to-trial reading reaction times were used as a measure of task difficulty, and these effects were subtracted from the activation and connectivity effects in order to eliminate difference in cognitive effort which is naturally higher for nonwords and may mask the true lexicality effects. RESULTS: We observed pattern of activity well described in the literature mostly derived from data of English speakers - nonword reading (as compared to word reading) activated the sublexical pathway to a greater extent whereas word reading was associated with greater activation of semantic networks. VWFA connectivity analysis also revealed stronger connectivity to a component of the sublexical pathway - left inferior frontal gyrus (IFG), for nonword compared to word reading. DISCUSSION: These converging results suggest that the brain mechanism of skilled reading in shallow orthography languages are similar to those engaged when reading in languages with a deep orthography and are supported by a universal dual-pathway neural architecture.

• Klíčová slova
• VWFA, fMRI, lexical-semantic, phonology, reading, shallow orthography, visual word form area,
• Publikační typ
• časopisecké články MeSH