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Logacev, Pavel; Vasishth, Shravan – Cognitive Science, 2016
Traxler, Pickering, and Clifton (1998) found that ambiguous sentences are read faster than their unambiguous counterparts. This so-called "ambiguity advantage" has presented a major challenge to classical theories of human sentence comprehension (parsing) because its most prominent explanation, in the form of the unrestricted race model…
Descriptors: Comprehension, Sentences, Task Analysis, Language Processing
Faroqi-Shah, Yasmeen; Thompson, Cynthia K. – Journal of Memory and Language, 2007
Across most languages, verbs produced by agrammatic aphasic individuals are frequently marked by syntactically and semantically inappropriate inflectional affixes, such as "Last night, I walking home." As per language production models, verb inflection errors in English agrammatism could arise from three potential sources: encoding the verbs'…
Descriptors: Aphasia, Verbs, Grammar, Morphology (Languages)
Noel, Kathryn; Edmunds, Alan L. – Roeper Review, 2006
Conceptual models of giftedness that cannot explain the full spectrum of depicted behaviors are incomplete. The same is true for frameworks that purport to analyze those behaviors. Within giftedness, extraordinary and rare talents afford us the opportunity to extend and modify models and frameworks. This article presents an analysis of the first 2…
Descriptors: Gifted, Models, Comparative Analysis, Children
Gibson, Edward – Journal of Memory and Language, 2006
This paper investigates how people resolve syntactic category ambiguities when comprehending sentences. It is proposed that people combine: (a) context-dependent syntactic expectations (top-down statistical information) and (b) context-independent lexical-category frequencies of words (bottom-up statistical information) in order to resolve…
Descriptors: Figurative Language, Sentence Structure, Language Acquisition, Models
Mueller, Jutta L. – Language Learning, 2006
The present chapter bridges two lines of neurocognitive research, which are, despite being related, usually discussed separately from each other. The two fields, second language (L2) sentence comprehension and artificial grammar processing, both depend on the successful learning of complex sequential structures. The comparison of the two research…
Descriptors: Language Processing, Reading Comprehension, Second Language Learning, Models
Tabor, Whitney; Hutchins, Sean – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2004
Dynamical, self-organizing models of sentence processing predict "digging-in" effects: The more committed the parser becomes to a wrong syntactic choice, the harder it is to reanalyze. Experiment 1 replicates previous grammaticality judgment studies (F. Ferreira & J. M. Henderson, 1991b, 1993), revealing a deleterious effect of lengthening the…
Descriptors: Self Control, Sentences, Sentence Structure, Language Processing
Gerken, LouAnn – 1990
A discussion of English-speaking children's use of subjectless sentences contrasts the competence and performance explanations for the phenomenon. In particular, it reviews evidence indicating that the phenomenon does not reflect linguistic competence, but rather performance constraints. A tentative model of children's production is presented…
Descriptors: Age Differences, Child Language, Language Acquisition, Language Processing
Gorrell, Paul; Chen, Qiming – 1988
Issues in syntactic processing, that aspect of the human sentence comprehension mechanism that recovers a syntactic structure for a given word string, are discussed. In particular, two structural ambiguities in Mandarin Chinese are examined and their successful parsing within the framework of minimal parsing models is discussed. Recent work…
Descriptors: Ambiguity, Comparative Analysis, English, Language Processing
Medina, Suzanne – 1990
Use of Robert Gagne's model of instructional design for teaching English as a Second Language is illustrated in a unit intended for community college students of varying linguistic and educational backgrounds. Students must be literate in English, have a prescribed level of listening comprehension, and be familiar with certain English vocabulary…
Descriptors: Community Colleges, Course Organization, English (Second Language), Grammar