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Qi Cheng; Xu Yan; Lujia Yang; Hao Lin – Journal of Deaf Studies and Deaf Education, 2024
The current study combined sentence plausibility judgment and self-paced reading tasks to examine the comprehension strategies and processing patterns of Chinese deaf individuals when comprehending written Chinese sentences with syntactic-semantic cue conflicts. Similar to findings from previous crosslinguistic studies on deaf readers, the Chinese…
Descriptors: Foreign Countries, Deafness, Reading Comprehension, Syntax
Kathleen Gael Hall – ProQuest LLC, 2021
This dissertation explores how items encountered in the comprehension of language are stored in memory and subsequently accessed. Processing and comprehending language frequently requires the retrieval of items in memory so that a current linguistic element can be assigned an interpretation. For example, in a sentence such as "Miles loved his…
Descriptors: Linguistics, Recall (Psychology), Cognitive Processes, Language Processing
Akari Ohba – ProQuest LLC, 2024
One of the fundamental questions in the field of language acquisition is a learnability problem, which considers how learners acquire certain aspects of language which are not directly provided in the input or whose referents are not readily observable. This dissertation investigates Japanese children's acquisition of various linguistic phenomena,…
Descriptors: Empathy, Verbs, Japanese, Self Concept
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de Carvalho, Alex; Dautriche, Isabelle; Christophe, Anne – Developmental Science, 2016
Two experiments were conducted to investigate whether young children are able to take into account phrasal prosody when computing the syntactic structure of a sentence. Pairs of French noun/verb homophones were selected to create locally ambiguous sentences (["la petite 'ferme'"] ["est très jolie"] "the small farm is very…
Descriptors: Suprasegmentals, Syntax, Sentences, French
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Noble, Claire; Iqbal, Faria; Lieven, Elena; Theakston, Anna – Journal of Child Language, 2016
In two studies we use a pointing task to explore developmentally the nature of the knowledge that underlies three- and four-year-old children's ability to assign meaning to the intransitive structure. The results suggest that early in development children are sensitive to a first-noun-as-causal-agent cue and animacy cues when interpreting…
Descriptors: Cues, Syntax, Language Acquisition, Task Analysis
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McDonough, Kim; De Vleeschauwer, Jindarat – Studies in Second Language Acquisition, 2012
Recently researchers have suggested that syntactic priming may facilitate the production of "wh"-questions with obligatory auxiliary verbs, particularly when learners are prompted to produce those questions with a wide variety of lexical items (McDonough & Kim, 2009; McDonough & Mackey, 2008). However, learners' ability to benefit from syntactic…
Descriptors: English (Second Language), Priming, Verbs, Cues
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McNair, Daniel J.; Curry, Toi L. – Journal of Postsecondary Education and Disability, 2013
This review of current writing assessment practices focuses upon the adult population, an area significantly underrepresented within psychoeducational literature. As compared to other populations, such as K-12 students, there are few options for the practitioner wishing to evaluate adult writers by means of standardized assessment instruments.…
Descriptors: Writing Evaluation, College Students, Writing Skills, Evaluation Methods
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Dikker, Suzanne; Rabagliati, Hugh; Pylkkanen, Liina – Cognition, 2009
One of the most intriguing findings on language comprehension is that violations of syntactic predictions can affect event-related potentials as early as 120 ms, in the same time-window as early sensory processing. This effect, the so-called early left-anterior negativity (ELAN), has been argued to reflect word category access and initial…
Descriptors: Comprehension, Sentences, Cues, Syntax
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Wu, Shu-Ling – Language Learning, 2011
The present study adopted a cognitive linguistic framework--Talmy's (1985, 1991, 2000) typological classification of motion events--to investigate how second-language (L2) Chinese learners come to express motion events in a targetlike manner. Fifty-five U.S. university students and 20 native speakers of Chinese participated in the study. A…
Descriptors: Form Classes (Languages), Morphemes, Motion, Native Speakers
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Novick, Jared M.; Thompson-Schill, Sharon L.; Trueswell, John C. – Cognition, 2008
Prior eye-tracking studies of spoken sentence comprehension have found that the presence of two potential referents, e.g., two frogs, can guide listeners toward a Modifier interpretation of "Put the frog on the napkin..." despite strong lexical biases associated with "Put" that support a Goal interpretation of the temporary ambiguity (Tanenhaus,…
Descriptors: Comprehension, Sentences, Reaction Time, Eye Movements
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Kraljic, Tanya; Brennan, Susan E. – Cognitive Psychology, 2005
Evidence has been mixed on whether speakers spontaneously and reliably produce prosodic cues that resolve syntactic ambiguities. And when speakers do produce such cues, it is unclear whether they do so ''for'' their addressees (the "audience design" hypothesis) or ''for'' themselves, as a by-product of planning and articulating utterances. Three…
Descriptors: Syntax, Figurative Language, Cues, Audiences
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Janssen, Dirk P.; Roelofs, Ardi; Levelt, Willem J. M. – Language and Cognitive Processes, 2002
Reports priming experiments that examined production of inflected forms. Participants produced words out of small sets in response to prompts. Results are interpreted in terms of a slot-and-filler model of word production in which inflectional frames on one hand and stems and affixes on the other are independently spelled out on the basis of an…
Descriptors: Cognitive Processes, Cues, Models, Morphemes
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Kuiken, Folkert; Vedder, Ineke – Journal of Second Language Writing, 2008
This paper reports on a study on the relationship between cognitive task complexity and linguistic performance in L2 writing. In the study, two models proposed to explain the influence of cognitive task complexity on linguistic performance in L2 are tested and compared: Skehan and Foster's Limited Attentional Capacity Model (Skehan, 1998; Skehan…
Descriptors: Italian, Second Language Learning, Task Analysis, Difficulty Level
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McDuffie, Andrea S.; Sindberg, Heidi A.; Hesketh, Linda J.; Chapman, Robin S. – Journal of Speech, Language, and Hearing Research, 2007
Purpose: The authors asked whether adolescents with Down syndrome (DS) could fast-map novel nouns and verbs when word learning depended on using the speaker's pragmatic or syntactic cues. Compared with typically developing (TD) comparison children, the authors predicted that syntactic cues would prove harder for the group with DS to use and that…
Descriptors: Cues, Verbs, Nouns, Syntax
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Britton, Bruce K.; Glynn, Shawn M. – Journal of Educational Psychology, 1982
In three experiments, the meaning of the textual materials was held constant while structural (surface) variables, such as vocabulary, syntax, and signals about idea importance, were manipulated. Findings in all cases indicated that aspects of the surface structure of text made demands on the reader's cognitive processing capacity. (Author/GK)
Descriptors: Cognitive Processes, Cues, Higher Education, Reading Materials
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