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Hanna Ellen Muller – ProQuest LLC, 2022
The systems underlying incremental sentence comprehension are, in general, highly successful -- comprehenders typically understand sentences of their native language quickly and accurately. The occasional failure of the system to deliver an appropriate representation of a sentence is therefore potentially illuminating. There are many ways the…
Descriptors: Sentences, Language Processing, Grammar, Morphemes
Nozari, Nazbanou; Dell, Gary S. – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2012
This article describes an initial study of the effect of focused attention on phonological speech errors. In 3 experiments, participants recited 4-word tongue twisters and focused attention on 1 (or none) of the words. The attended word was singled out differently in each experiment; participants were under instructions to avoid errors on the…
Descriptors: Language Research, Attention, Pronunciation, Error Patterns
Topolinski, Sascha; Deutsch, Roland – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2013
The present research demonstrates that very brief variations in affect, being around 1 s in length and changing from trial to trial independently from semantic relatedness of primes and targets, modulate the amount of semantic priming. Implementing consonant and dissonant chords (Experiments 1 and 5), naturalistic sounds (Experiment 2), and visual…
Descriptors: Linguistics, Semantics, Language Research, Priming
Forster, K. I.; Dickinson, R. G. – Journal of Verbal Learning and Verbal Behavior, 1976
The properties of four different tests of the treatment effect in experiments using linguistic materials are examined. (Author/RM)
Descriptors: Cognitive Processes, Error Patterns, Experiments, Language Research
Underwood, Benton J.; Zimmerman, Joel – Journal of Verbal Learning and Verbal Behavior, 1973
Research supported by a grant from the Office of Naval Research. (DD)
Descriptors: Cognitive Processes, Error Patterns, Information Processing, Language Research

Zwicky, Arnold M. – Language Sciences, 1979
Examines 158 examples of malapropisms and determines three possible sources of this type of error: (1) childhood errors that were never corrected, (2) other kinds of imperfect learning, and (3) breakdown in the storage and retrieval system of the mental lexicon. (AM)
Descriptors: Cognitive Processes, Error Analysis (Language), Error Patterns, Language Processing
Naughton, Marie Ann – 1977
This report describes a study conducted to discover whether children with language delay would respond differently from normal children on two identically itemed tests of knowledge of adjectives and prepositions, one of which using objects as stimuli and the other using pictorial stimuli. It was hypothesized that the test using objects would be…
Descriptors: Child Language, Cognitive Processes, Comparative Analysis, Early Childhood Education
Simon, Dorothea P. – 1975
This paper analyzes a typical school spelling task in terms of an information processing model of spelling performance. Based on principles embodied in a computer simulation program previously reported (SPEL by Simon and Simon) the model proposed here has been expanded to try to account for many more kinds of student error than were possible with…
Descriptors: Cognitive Processes, Elementary Education, Error Analysis (Language), Error Patterns

Roberge, James J. – Psychological Reports, 1971
Descriptors: Cognitive Ability, Cognitive Processes, Conditioning, Error Patterns
Sternberg, Robert J. – 1978
Linear syllogisms present two premises, each describing a relation between two terms. The individual's task is to infer the relation among the three terms of the linear syllogism, and then answer a question about one or more of these relations. For example, "John is taller than Bob. Sam is shorter than Bob. Who is the tallest?" Students…
Descriptors: Abstract Reasoning, Cognitive Processes, Deep Structure, Error Patterns
Slack, Charles W. – 1964
The results of a number of experiments with the memorizing of several different subject-matters are presented in such a way that the relationship between number of opportunities for error (word elements faded) and number of errors actually made can be observed for individuals and groups. The particular selection of word elements to be taught by…
Descriptors: Behavior, Cognitive Processes, Error Patterns, Experiments
Lado, Robert; And Others – 1971
The experiments discussed in this report are designed to explore the relationship between language and thought and implications for foreign language learning. Three basic issues are considered: whether or not thought and language are sufficiently distinct to require separate attention and planning as distinct factors in language teaching; the role…
Descriptors: Cognitive Processes, Deep Structure, Error Patterns, Experiments

Cowan, J. Ronayne – 1976
One of the several causal mechanisms for errors made by adult second language learners is interference from the native language. This paper attempts to account for the cognitive nature of interference by proposing two psycholinguistically based principles that will explain various types of production and perception errors made of second language…
Descriptors: Auditory Perception, Cognitive Processes, Error Patterns, Interference (Language)

Murphy, Sandra – Reading Research Quarterly, 1986
Investigates second grade children's ability to understand the use of deictic terms (devices in language that convey information about the communicative situation) in three types of tasks: oral language, written language, and picture selection, and concludes that the difficulty of a word with deictic content depends largely upon the discourse…
Descriptors: Beginning Reading, Cognitive Processes, Comparative Analysis, Error Patterns
Thomas, Valerie – 1982
A study investigated the way in which children make use of morphemic information when they are learning to spell. Specifically, it examined the use of morphemic information in spelling compound words; the use made of morphemic information when adding suffixes to words, and the way the morphological rule governing the formation of the past tense is…
Descriptors: Bilingual Students, Cognitive Processes, Elementary Education, English
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