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Author: Louise A. Stanczak Publisher: ISBN: Category : Languages : en Pages : 470
Book Description
Abstract: The use of two relevant sources of information--frequency and contextual plausibility--during on-line lexical and syntactic ambiguity resolution was examined as a function of verbal working memory capacity in four self-paced reading experiments. Experiment 1 demonstrated that lexical ambiguity resolution was more difficult when disambiguating sentences toward the less frequent homograph meaning. Experiment 2 showed that lexical ambiguity resolution was facilitated when homographs were preceded by strong contextual plausibility information. Experiment 3 found that syntactic ambiguity resolution was facilitated when verb bias information supported the syntactic parse, and experiment 4 demonstrated that contextual plausibility cues which disfavored the incorrect syntactic parse eased sentence comprehension. These results replicated previous research. Additionally, verbal working memory capacity did not mediate ambiguity effects in any of the four experiments. These data best support the working memory theory proposed by Caplan and Waters (1999), who hypothesize that on-line sentence comprehension is not mediated by verbal working memory resources, and these data provide evidence against other working memory theories that have been proposed by Just and Carpenter (1992) and Pearlmutter and MacDonald (1995). Ambiguity effects from each experiment were correlated with the other experiments. An individual's ability to use frequency information correlated with the ability to use contextual plausibility information within lexical ambiguities and within syntactic ambiguities. These results support a model of language in which frequency and contextual plausibility cues interact within each linguistic domain. An individual's ability to use homograph bias was not correlated with the ability to use verb bias, and an individual's ability to use contextual plausibility information was not correlated across lexical and syntactic ambiguities. These results support the autonomy theory, which posits that lexical and syntactic ambiguities are processed independently. These results are also discussed with respect to implications for the lexically-based constraint satisfaction theory, which hypothesizes that lexical and syntactic ambiguities are processed through a single mechanism by the same resources.
Author: Louise A. Stanczak Publisher: ISBN: Category : Languages : en Pages : 470
Book Description
Abstract: The use of two relevant sources of information--frequency and contextual plausibility--during on-line lexical and syntactic ambiguity resolution was examined as a function of verbal working memory capacity in four self-paced reading experiments. Experiment 1 demonstrated that lexical ambiguity resolution was more difficult when disambiguating sentences toward the less frequent homograph meaning. Experiment 2 showed that lexical ambiguity resolution was facilitated when homographs were preceded by strong contextual plausibility information. Experiment 3 found that syntactic ambiguity resolution was facilitated when verb bias information supported the syntactic parse, and experiment 4 demonstrated that contextual plausibility cues which disfavored the incorrect syntactic parse eased sentence comprehension. These results replicated previous research. Additionally, verbal working memory capacity did not mediate ambiguity effects in any of the four experiments. These data best support the working memory theory proposed by Caplan and Waters (1999), who hypothesize that on-line sentence comprehension is not mediated by verbal working memory resources, and these data provide evidence against other working memory theories that have been proposed by Just and Carpenter (1992) and Pearlmutter and MacDonald (1995). Ambiguity effects from each experiment were correlated with the other experiments. An individual's ability to use frequency information correlated with the ability to use contextual plausibility information within lexical ambiguities and within syntactic ambiguities. These results support a model of language in which frequency and contextual plausibility cues interact within each linguistic domain. An individual's ability to use homograph bias was not correlated with the ability to use verb bias, and an individual's ability to use contextual plausibility information was not correlated across lexical and syntactic ambiguities. These results support the autonomy theory, which posits that lexical and syntactic ambiguities are processed independently. These results are also discussed with respect to implications for the lexically-based constraint satisfaction theory, which hypothesizes that lexical and syntactic ambiguities are processed through a single mechanism by the same resources.
Author: Joseph F. Kess Publisher: John Benjamins Publishing ISBN: 9027280819 Category : Language Arts & Disciplines Languages : en Pages : 131
Book Description
The authors present a comprehensive overview of past research in ambiguity in the field of psycholinguistics. Experimental results have often been equivocal in allowing a choice between the single-reading hypothesis and the multiple-reading hypothesis of processing of ambiguous sentences. This text reviews the arguments and experimental results in support of each of these views, and further investigates the contributions of context and thematic constraints in the process of ambiguity resolution. Commentary is also made on the possible hierarchical ordering of difficulty in the treatment of ambiguity, as well as critically related considerations like bias, individual differences, general cognitive strategies for dealing with multiphase representations, and the inherent differences between lexical and syntactic ambiguity.
Author: Alan Juffs Publisher: Routledge ISBN: 1136217207 Category : Language Arts & Disciplines Languages : en Pages : 347
Book Description
This addition to the Cognitive Science and Second Language Acquisition series presents a comprehensive review of the latest research findings on sentence processing in second language acquisition. The book begins with a broad overview of the core issues of second language sentence processing research and then narrows its focus by dedicating individual chapters to each of these key areas. While a number of publications have discussed research findings on knowledge of formal syntactic principles as part of theories of second language acquisition, there are fewer resources dedicated to the role of second language sentence processing in this context. This volume will act as the first full-length literature review of the field on the market.
Author: Peter Afflerbach Publisher: Routledge ISBN: 1135120927 Category : Language Arts & Disciplines Languages : en Pages : 616
Book Description
The central unifying theme of this state-of-the-art contribution to research on literacy is its rethinking and reconceptualization of individual differences in reading. Previous research, focused on cognitive components of reading, signaled the need for ongoing work to identify relevant individual differences in reading, to determine the relationship(s) of individual differences to reading development, and to account for interactions among individual differences. Addressing developments in each of these areas, this volume also describes affective individual differences, and the environments in which individual differences in reading may emerge, operate, interact, and change. The scant comprehensive accounting of individual differences in reading is reflected in the nature of reading instruction programs today, the outcomes that are expected from successful teaching and learning, and the manner in which reading development is assessed. An important contribution of this volume is to provide prima facie evidence of the benefits of broad conceptualization of the ways in which readers differ. The Handbook of Individual Differences in Reading moves the field forward by encompassing cognitive, non-cognitive, contextual, and methodological concerns. Its breadth of coverage serves as both a useful summary of the current state of knowledge and a guide for future work in this area.
Author: Steven L. Small Publisher: Elsevier ISBN: 0080510132 Category : Computers Languages : en Pages : 529
Book Description
The most frequently used words in English are highly ambiguous; for example, Webster's Ninth New Collegiate Dictionary lists 94 meanings for the word "run" as a verb alone. Yet people rarely notice this ambiguity. Solving this puzzle has commanded the efforts of cognitive scientists for many years. The solution most often identified is "context": we use the context of utterance to determine the proper meanings of words and sentences. The problem then becomes specifying the nature of context and how it interacts with the rest of an understanding system. The difficulty becomes especially apparent in the attempt to write a computer program to understand natural language. Lexical ambiguity resolution (LAR), then, is one of the central problems in natural language and computational semantics research. A collection of the best research on LAR available, this volume offers eighteen original papers by leading scientists. Part I, Computer Models, describes nine attempts to discover the processes necessary for disambiguation by implementing programs to do the job. Part II, Empirical Studies, goes into the laboratory setting to examine the nature of the human disambiguation mechanism and the structure of ambiguity itself. A primary goal of this volume is to propose a cognitive science perspective arising out of the conjunction of work and approaches from neuropsychology, psycholinguistics, and artificial intelligence--thereby encouraging a closer cooperation and collaboration among these fields. Lexical Ambiguity Resolution is a valuable and accessible source book for students and cognitive scientists in AI, psycholinguistics, neuropsychology, or theoretical linguistics.
Author: Michael Spivey Publisher: Cambridge University Press ISBN: 1139536141 Category : Psychology Languages : en Pages : 1297
Book Description
Our ability to speak, write, understand speech and read is critical to our ability to function in today's society. As such, psycholinguistics, or the study of how humans learn and use language, is a central topic in cognitive science. This comprehensive handbook is a collection of chapters written not by practitioners in the field, who can summarize the work going on around them, but by trailblazers from a wide array of subfields, who have been shaping the field of psycholinguistics over the last decade. Some topics discussed include how children learn language, how average adults understand and produce language, how language is represented in the brain, how brain-damaged individuals perform in terms of their language abilities and computer-based models of language and meaning. This is required reading for advanced researchers, graduate students and upper-level undergraduates who are interested in the recent developments and the future of psycholinguistics.
Author: Daniel Gopher Publisher: MIT Press ISBN: 9780262090339 Category : Business & Economics Languages : en Pages : 718
Book Description
The contributions to this volume, the sixteenth in the prestigious Attention and Performance series, revisit the issue of modularity, the idea that many functions are independently realized in specialized, autonomous modules. Although there is much evidence of modularity in the brain, there is also reason to believe that the outcome of processing, across domains, depends on the synthesis of a wide range of constraining influences. The twenty-four chapters in Attention and Performance XVI look at how these influences are integrated in perception, attention, language comprehension, and motor control. They consider the mechanisms of information integration in the brain; examine the status of the modularity hypothesis in light of efforts to understand how information integration can be successfully achieved; and discuss information integration from the viewpoints of psychophysics, physiology, and computational theory. A Bradford Book. Attention and Performance series.
Author: Louise A. Stanczak
Author: Louise A. Stanczak
Author: Joseph F. Kess
Author: Alan Juffs
Author: Peter Afflerbach
Author: Steven L. Small
Author: Maryellen C. MacDonald
Author: Kay Louise Livesay
Author: Michael Spivey
Author: Shelia Marie Kennison
Author: Daniel Gopher