Questions pertaining to the unique structure and organisation of language have a long history in the field of linguistics. In recent years, researchers have explored cultural evolutionary explanations, showing how language structure emerges from weak biases amplified over repeated patterns of learning and use. One outstanding issue in these frameworks is accounting for the role of context. In particular, many linguistic phenomena are said to to be context-dependent; interpretation does not take place in a void, and requires enrichment from the current state of the conversation, the physical situation, and common knowledge about the world. Modelling the relationship between language structure and context is therefore crucial for developing a cultural evolutionary approach to language. One approach is to use statistical analyses to investigate large-scale, cross-cultural datasets. However, due to the inherent limitations of statistical analyses, especially with regards to the inadequacy of these methods to test hypotheses about causal relationships, I argue that experiments are better suited to address questions pertaining to language structure and context. From here, I present a series of artificial language experiments, with the central aim being to test how manipulations to context influence the structure and organisation of language. Experiment 1 builds upon previous work in iterated learning and communication games through demonstrating that the emergence of optimal communication systems is contingent on the contexts in which languages are learned and used. The results show that language systems gradually evolve to only encode information that is informative for conveying the intended meaning of the speaker - resulting in markedly different systems of communication. Whereas Experiment 1 focused on how context influences the emergence of structure, Experiments 2 and 3 investigate under what circumstances do manipulations to context result in the loss of structure. While the results are inconclusive across these two experiments, there is tentative evidence that manipulations to context can disrupt structure, but only when interacting with other factors. Lastly, Experiment 4 investigates whether the degree of signal autonomy (the capacity for a signal to be interpreted without recourse to contextual information) is shaped by manipulations to contextual predictability: the extent to which a speaker can estimate and exploit contextual information a hearer uses in interpreting an utterance. When the context is predictable, speakers organise languages to be less autonomous (more context-dependent) through combining linguistic signals with contextual information to reduce effort in production and minimise uncertainty in comprehension. By decreasing contextual predictability, speakers increasingly rely on strategies that promote more autonomous signals, as these signals depend less on contextual information to discriminate between possible meanings. Overall, these experiments provide proof-of-concept for investigating the relationship between language structure and context, showing that the organisational principles underpinning language are the result of competing pressures from context, cognition, and communication.

Teacher empathy is important for students and teachers. However, this complicated construct has varying, non-linear consequences. For instance, teacher empathy can improve grades (Gehlbach et al., 2022), reduce school-based discipline (Okonofua et al., 2016) improve teacher interpersonal decision making (Aldrup et al., 2022), but also increase stress and emotional exhaustion (Kliś & Kossewska, 1998; Wróbel, 2013). Thus, it is paramount that education researchers examine the patterns of teacher empathy in teachers’ lived contexts (Gehlbach et al., 2022). Yet, while some have sought to explore teacher empathy in context, none have explicitly investigated the motivational mechanisms that are part of teacher empathy’s adaptive and maladaptive forms using a complex dynamic systems approach. As discussed, role-in-context sensitive complex dynamic systems methods are apt to capture teacher empathy phenomena, as well as identity, motivation, and emotions (Marchand & Hilpert, 2024). Thus, this study aimed to fill this gap in the literature through explication of teacher empathy by attending to teachers’ identity, motivations, and context using a role-in-context complex dynamic systems approach that utilized the Dynamic Systems Model of Role Identity framework (DSMRI; Kaplan & Garner, 2017). This convergent mixed methods (QUAL, quan) design (Creswell & Creswell, 2018) addressed the motivations and role identities of teacher empathy by collecting qualitative and quantitative data in parallel, analyzing these types of data separately, and finally merging understandings from the analysis of these two data types. I recruited four teachers and collected data over three time points: (a) a pre-interview survey, (b) a 90-minute narrative inquiry interview, and (c) a 90-minute video stimulated recall interview. I analyzed the data using DSMRI protocols, calculating survey psychometrics, nonmetric multidimensional scaling, state space landscapes, and cross-case analyses. Analysis from the qualitative and quantitative data suggested that teacher empathy is a context and role sensitive social phenomenon that emerged from role identity contents, structures and processes, which were framed by dispositional, social, and contextual factors. Therefore, teacher empathy is not a single construct that can be easily captured but is a highly situated and dynamic social phenomenon, whose expressions manifested adaptively and maladaptively. This work has implication for theory, methodologies, and practices. I conclude with limitations and recommendations for those who seek to support teachers express adaptive forms of empathy and mitigate the negative forms of teacher empathy that are associated with emotional exhaustion and burnout. / Psychological Studies in Education

<p>Idioms are found in every language and learning them is an important aspect of the mastery of a language. The English language is no exception as it contains a large number of idioms, which are extensively used. However, because of their rather rigid structure and quite unpredictable meaning, idioms are often considered difficult to learn. Although little research has been done to date on the nature of idioms as well as how they are used, a better understanding of variations in idioms can nevertheless be acquired by looking at some theories and thoughts about their use and their structure.</p><p>The aim of this paper is to examine a number of animal idioms, focusing primarily on English idioms and the similarities and differences found in equivalent Swedish idioms, even when the Swedish idioms do not contain an animal. Two types of studies are presented. In the first one, the English and Swedish animal idioms collected are grouped into four categories. The results of such a categorization show that half of the English animal idioms found have an equivalent in Swedish containing an animal. In the second study, the content, structure, wording, semantics and metaphorical meaning of the animal idioms are analysed and compared. The results indicate that the Swedish animal idioms that correspond to the English animal idioms have, for the most part, the same structures and similar variations in degree of literalness, fixity, manipulation and transformation. Furthermore, the use of metaphor, personification and simile appears to be common both in English and Swedish animal idioms. The role of context and literal and figurative translation are also addressed in this study.</p>

Idioms are found in every language and learning them is an important aspect of the mastery of a language. The English language is no exception as it contains a large number of idioms, which are extensively used. However, because of their rather rigid structure and quite unpredictable meaning, idioms are often considered difficult to learn. Although little research has been done to date on the nature of idioms as well as how they are used, a better understanding of variations in idioms can nevertheless be acquired by looking at some theories and thoughts about their use and their structure. The aim of this paper is to examine a number of animal idioms, focusing primarily on English idioms and the similarities and differences found in equivalent Swedish idioms, even when the Swedish idioms do not contain an animal. Two types of studies are presented. In the first one, the English and Swedish animal idioms collected are grouped into four categories. The results of such a categorization show that half of the English animal idioms found have an equivalent in Swedish containing an animal. In the second study, the content, structure, wording, semantics and metaphorical meaning of the animal idioms are analysed and compared. The results indicate that the Swedish animal idioms that correspond to the English animal idioms have, for the most part, the same structures and similar variations in degree of literalness, fixity, manipulation and transformation. Furthermore, the use of metaphor, personification and simile appears to be common both in English and Swedish animal idioms. The role of context and literal and figurative translation are also addressed in this study.

This thesis aims to explore the complex role of consecutive interpreters in relation to context. Context shapes how interpreters are positioned within an interaction, conceived of as a multi-level framework comprising the textual level, the interactional level, and the institutional level. The empirical focus is interpreting in seminars run by a Turkish public institution and supported by an international organization in the framework of the country’s development towards EU accession. The case study relies on the triangulation of several types of data, different research methods and settings in order to provide a deeper understanding of the interpreter’s role in context. In accordance with the fieldwork strategy, the focus is on naturally occurring data, including user and interpreter surveys, interviews, and video-recordings of interpreted interactions. The findings of the study reveal that there may be a gap between the general role definitions of interpreters and the strategies they are expected to adopt. User expectations vary depending on situational factors and the role perceptions of interpreters do not necessarily match reality. The analysis of the interpreter’s role in two different events exhibiting a varying degree of formality and interactivity but sharing the same institutional context, interpreting mode, and interpreter, demonstrates the influence of context on the interpreter’s role.