ORCID Profile
0000-0002-0806-1081
Current Organisations
University of Aberdeen
,
University of Glasgow
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Publisher: Informa UK Limited
Date: 03-09-2012
Publisher: Elsevier BV
Date: 06-2010
Publisher: Elsevier BV
Date: 08-2011
Publisher: Public Library of Science (PLoS)
Date: 10-2020
Publisher: Center for Open Science
Date: 14-06-2022
Abstract: The role of social identity, and specifically gender, in people’s attitudes towards swearing has been heavily studied and debated, but this research takes a mostly quantitative approach and the experiences of transgender people have not yet been considered. The current study used an online mixed methods survey to explore the role of social identity in swearing, with a focus on transgender experiences. 433 cisgender and 47 transgender participants completed self-report measures assessing swearing frequency and attitudes towards swearing, as well as open-ended questions exploring the role of social identity in their attitudes and frequency. Results showed no significant differences between men, women, and nonbinary people, supporting research suggesting that gender differences in swearing have diminished. Transgender people had significantly more liberal attitudes towards swearing than cisgender people, but there was no significant difference in frequency. Inductive thematic analysis on transgender participants’ responses produced three themes describing the factors determining their attitudes towards swearing: perceived threat, swearing as a progressive act, and fear of causing offense. Inductive thematic analysis on all responses produced three themes describing the motivations behind swearing to perform identity: swearing to fit in, swearing to form identity-based bonds, and swearing to express beliefs. Findings support the theory that people perform their social identities through language, and that the way in which people perform their identities through swearing is a product of self-categorization theory, but is mediated by the likelihood of causing offense, and the swearer’s perceived associated risk from this.
Publisher: Wiley
Date: 29-08-2017
DOI: 10.1111/BJDP.12204
Publisher: Center for Open Science
Date: 31-07-2023
Abstract: After the return to on-c us teaching post-Covid, reports of student disengagement and low attendance are common and anxieties over the relationship between lecture recordings and attendance have re-emerged, leading some educators to remove recordings. To understand the potential impact of such decisions, this study explored how neuro ergent and disabled students use recordings using a mixed-method approach. Thematic analysis emphasised the need for learning flexibility and questioned traditional lectures. Neuro ergent and disabled students raised concerns over accessibility, highlighting the crucial nature of recordings beyond attendance. Quantitative results aligned, showing disabled and neuro ergent students more likely to report watching recordings in full and missing in-person lectures due to health or sensory concerns. Although no differences were found in behaviours such as pausing or speed adjustment, these features were described as vital for managing learning among disabled and neuro ergent participants. Our findings do not support an uncritical view of lecture recordings. Participants discussed the self-discipline required for effective use and responses reflected prior concerns discussed in the literature regarding recordings leading to focusing on lectures to the detriment of other sources of information. However, despite challenges, we found multiple ex les of students using recordings to maintain engagement as a successful self-regulated learner. In line with Universal Design for Learning, our findings support the provision of lecture recordings as an inclusive and accessible technology for all students, not just those with declared disabilities. All data and analysis code is available at osf.io/ue628/
Publisher: Elsevier BV
Date: 06-2014
DOI: 10.1016/J.ACTPSY.2014.03.009
Abstract: To date, there have been several attempts made to build a database of normative data for English idiomatic expressions (e.g., Libben & Titone, 2008 Titone & Connine, 1994), however, there has been some discussion in the literature as to the validity and reliability of the data obtained, particularly for decomposability ratings. Our work aimed to address these issues by looking at ratings from native and non-native speakers and to extend the deeper investigation and analysis of decomposability to other aspects of idiomatic expressions, namely familiarly, meaning and literality. Poor reliability was observed on all types of ratings, suggesting that rather than decomposability being a special case, in idual variability plays a large role in how participants rate idiomatic phrases in general. Ratings from native and non-native speakers were positively correlated and an analysis of covariance found that once familiarity with an idiom was accounted for, most of the differences between native and non-native ratings were not significant. Overall, the results suggest that in idual experience with idioms plays an important role in how they are perceived and this should be taken into account when selecting stimuli for experimental studies. Furthermore, the results are suggestive of the inability of speakers to inhibit the figurative meanings for idioms that they are highly familiar with.
Publisher: Center for Open Science
Date: 07-10-2022
Abstract: Background: The vast changes in the landscape of Higher Education in recent years present an important and timely opportunity to examine students’ perceptions of the future of teaching and learning in psychology. Objective: Across two studies, we examined psychology students’ perceptions of ‘best practice’. Method: We conducted two studies, a quantitative questionnaire which asked students about their preference for teaching and learning practices (n = 64) and a student-facilitated focus group study (n = 21) which explored perceptions of the future of psychology teaching and learning in more depth. Results: Study 1 showed that psychology students wanted to retain the practice of recording teaching sessions and online synchronous sessions that supported pre-recorded lectures. Study 2 added richness to these findings, showing how psychology students perceive ideal teaching and learning to mean that students are ‘connected’, learning is ‘active and authentic’, and teaching is ‘accessible and flexible’. Conclusion: Overall, while modality influences student perceptions of teaching and learning, the opportunity to forge connections, actively engage in teaching, and feel supported informed psychology student’s perceptions of best practice. Teaching Implications: Educators should consider how to integrate the connections, interactivity, and student support into their pedagogical practice, irrespective of teaching modality.
Publisher: Wiley
Date: 15-07-2013
DOI: 10.1111/COGS.12060
Abstract: Despite the fact that they play a prominent role in everyday speech, the representation and processing of fixed expressions during language production is poorly understood. Here, we report a study investigating the processes underlying fixed expression production. "Tip-of-the-tongue" (TOT) states were elicited for well-known idioms (e.g., hit the nail on the head) and participants were asked to report any information they could regarding the content of the phrase. Participants were able to correctly report in idual words for idioms that they could not produce. In addition, participants produced both figurative (e.g., pretty for easy on the eye) and literal errors (e.g., hammer for hit the nail on the head) when in a TOT state, suggesting that both figurative and literal meanings are active during production. There was no effect of semantic decomposability on overall TOT incidence however, participants recalled a greater proportion of words for decomposable rather than non-decomposable idioms. This finding suggests there may be differences in how decomposable and non-decomposable idioms are retrieved during production.
Location: United Kingdom of Great Britain and Northern Ireland
Location: United Kingdom of Great Britain and Northern Ireland
Location: United Kingdom of Great Britain and Northern Ireland
No related grants have been discovered for Emily Nordmann.