Aphasic adults' understanding of complex adverbial sentences

Twelve aphasics with relatively preserved auditory comprehension were tested for their understanding of four adverbial sentence types expressing the temporal order of events. The relative effects of order of mention, adverbial choice, and adverbial clause placement on subjects' comprehension were investigated. Only adverbial choice was significant with aphasics producing more errors of temporal order on after than before sentences. Subjects' error patterns were not similar to those of children acquiring language. The results are discussed with respect to the theory of lexical marking and the regression hypothesis.     

The meaning of before and after for preschool children

Preschool children's understanding of temporal relationships was examined in terms of their comprehension of sentences containing clauses linked by before and after. The relative importance of order of mention and main-subordinate relations strategies in children's interpretation of temporal order information was also evaluated.Divergent error patterns emerged on the tasks; omissions prevailed on the two tasks involving response to commands, reversals prevailed on the other. Further examination revealed that omissions reflected ambiguity in the linguistic structure of commands. Thus the effect of main-subordinate relations was confounded with directness of command. On all comprehension tasks, however, performance was superior on sentence forms in which order of mention and order of occurrence correspond.     

Temporal clause comprehension in fluent and nonfluent aphasics

Ten fluent and ten nonfluent aphasics participated in this study. Their ability to comprehend before and after clauses which mirrored the order of occurrence and those which did not mirror the order of events was investigated. Results indicate that type of aphasia was not a significant variable related to comprehension but that sentence type was a significant variable. Aphasics' comprehendbefore clauses better thanafter clauses. Nonfluent aphasics were able to comprehend those temporal clauses that mirror the order of occurrence better than those that do not. Order of mention was not a significant factor related to comprehension in the fluent group.     

Comprehension of past and future reference revisited

Sentences containing either past tense, future tense, before, or after were presented with sets of sequential pictures to 150 children from 3 to 7 years. Analysis of errors and correct answers led to the following conclusions: (a) Linguistic factors had a major influence on the results, (b) past and future are understood first as mutually exclusive domains, (c) understanding of linguistic reference to past and future increases gradually from 3 through 7 years, and (d) the ability to temporally decenter increases with age. In addition, before and after were better understood than past or future verb tense. This finding is discussed in terms of (a) the difficulty of establishing the limits of the present in relation to past and future, (b) the center picture serving as a reference point for sentences with before and after, and (c) the difference between understanding reference to three sequenced actions and understanding reference to the sequence of past, present, and future relations.     

Children's understanding of linguistic reference to past and future

Young children's comprehension of linguistic reference to past and future times was investigated in two experiments. The children were 2, 3, and 4 years old. The linguistic forms considered were verb tense and the termsbefore andafter; each linguistic form was used in both experiments. The two experimental contexts were (1) actions which either had just occurred or were just about to occur, immediate past and future, and (2) events which either had occurred on the preceding day or were to occur on the following day, more remote past and future. Understanding of linguistic reference to past and future events varied, depending on the situation in which the particular form was applied. Future verb tense was better understood in reference to immediate than to more remote future. Past tense was understood equally well in reference to immediate past action and to more remote past events.Before andafter, both of which would be used to refer to either past or future time, were each better understood when used to refer to the next event or action following the present.This report is based on a dissertation submitted to Teachers College, Columbia University, in partial fulfillment of the requirements for the Ph.D.     

The role of trust in financial customer–seller relationships before and after the financial crisis

This study examines the role of trust in customer–seller relationships before and after the 2008 financial crisis. On the basis of two surveys comprising 1155 and 757 bank customers, respectively, it is shown that trust is less likely to mediate the relationship between satisfaction and loyalty after the financial crisis compared with before the financial crisis. The results suggest that consumers rely more on satisfaction and less on trust after the financial crisis compared with before the financial crisis when determining whether they should remain loyal to a particular financial service provider. Hence, as a direct managerial implication, financial service managers should consider investing additional resources in satisfying their customers in the after crisis era. In addition, it is suggested that managers should seek to rebuild the positive relationship between trust and loyalty in order to receive the full benefit of their trust‐building efforts. Copyright © 2014 John Wiley & Sons, Ltd.     

Children’s Memory for Temporal Information: The Roles of Temporal Language and Executive Function

Abstract

The ability to recall the temporal order of events develops much more slowly than the ability to recall facts about events. To explore what processes facilitate memory for temporal information, we tested 3- to 6-year-old children (N?=?40) for immediate memory of the temporal order of events from a storybook, using a visual timeline task and a yes/no recognition task. In addition, children completed tasks assessing their understanding of before and after and the executive functions of inhibition using the Day/Night Stroop task and cognitive shifting using the Dimensional Change Card Sort (DCCS) task. Older children (Mage?=?69.25?months) outperformed younger children (Mage?=?52.35?months) on all measures; however, the only significant predictor of memory for the temporal ordering of events was cognitive shifting. The findings suggest that the difficulty in memory for temporal information is related to development of a general cognitive ability, as indexed by the DCCS, rather than specific temporal abilities.     

The Role of Freedom in Descartes' Ethics of Belief

This article brings to light the role and importance of Descartes' concept of freedom for his ethics of belief. For Descartes, I argue, correctly assigning epistemic praise/blame means tracking authentic freedoms: ascertaining whether an act of assent is spontaneous or perverse both before and after eliciting the act of will. Authentic spontaneity ensures that the agent receives praise for his epistemic accomplishment, which includes the right results as well as the right order of steps. Authentic perversity leads to the agent being blamed for not accepting the truth while fully aware of the gravity of the gesture.     

Rape myths as neutralizing cognitions: evidence for a causal impact of anti-victim attitudes on men's self-reported likelihood of raping

Men's rape myth acceptance (RMA; prejudiced beliefs that serve to exonerate the rapist and blame the victim) has been shown to correlate positively with self-reported rape proclivity (RP). To explore the causal pathway underlying this correlation, two experiments were conducted in which the relative cognitive accessibility of RMA and RP was varied. Male students were asked to report their RP in the context of a scale assessing attraction toward sexual aggression (Experiment 1) or in response to five realistic date-rape scenarios (Experiment 2), either before or after they filled out a 20-item RMA scale. In both studies, the correlation of RMA and RP was significantly greater in the after than in the before condition, suggesting that the belief in rape myths has a causal influence on men's proclivity to rape. © 1998 John Wiley & Sons, Ltd.     

Syntactic Creativity Errors in Children's Wh-Questions

Previous work has reported that children creatively make syntactic errors that are ungrammatical in their target language, but are grammatical in another language. One of the most well-known examples is medial wh-question errors in English-speaking children's wh-questions (e.g., What do you think who the cat chased? from Thornton, 1990). The evidence for this non-target-like structure in both production and comprehension has been taken to support the existence of innate, syntactic parameters that define all possible grammatical variation, which serve as a top-down constraint guiding children's language acquisition process. The present study reports new story-based production and comprehension experiments that challenge this interpretation. While we replicated previous observations of medial wh-question errors in children's sentence production (Experiment 1), we saw a reduction in evidence indicating that English-speaking children assign interpretations that conform to the medial wh-question pattern (Experiment 2). Crucially, we found no correlation between production and comprehension errors (Experiment 3). We suggest that these errors are the result of children's immature sentence production mechanisms rather than immature grammatical knowledge.     

Some aspects of language comprehension in anterior aphasia

The competency of language comprehension was evaluated in three groups: anterior aphasics, posterior aphasics, and normal control subjects. Test material was divided into two sentence groups (Fill in the Blank and True/False) emphasizing either (1) semantic, “real world,” identity words or (2) syntactic, relational words, and one paragraph interpretation task. Matching auditory and visual (written) presentations were given. The control subjects performed almost flawlessly but many errors were made by each aphasia group. Qualitative study revealed a marked difference in the comprehension problem of the two groups. The anterior aphasic group performed well on semantically weighted sentences but made errors on syntactically weighted material, regardless of mode of presentation. In contrast, the posterior aphasics made almost the same number of errors on both types of material, regardless of mode of presentation. These findings support the concept of defective language comprehension in anterior aphasia and further suggest that the defect centers on the syntactical structures which are also poorly handled in expressive output.     

Speed of Lexical Activation in Nonfluent Broca''s Aphasia and Fluent Wernicke''s Aphasia

Rapid, automatic access to lexical/semantic knowledge is critical in supporting the tight temporal constraints of on-line sentence comprehension. Based on findings of “abnormal” lexical priming in nonfluent aphasics, the question of disrupted automatic lexical activation has been the focus of many recent efforts to understand their impaired sentence comprehension capabilities. The picture that emerges from this literature is, however, unclear. Nonfluent Broca's aphasic patients showinconsistent,notabsent,lexical priming, and there is little consensus about the conditions under which they do and do not prime. The most parsimonious explanation for the variable findings from priming studies to date is that the primary disturbance in Broca's lexical activation has something to do withspeedof activation. Broca's aphasic patients prime when sufficient time is allowed for activation to spread among associates. To examine this “slowed activation” hypothesis, the time course of lexical activation was examined using a list priming paradigm. Temporal delays between successive words ranged from 300 to 2100 msec. One nonfluent Broca's aphasic patient and one fluent Wernicke's patient were tested. Both patients displayed abnormal priming patterns, though of different sorts. In contrast to elderly subjects, who prime at relatively short interstimulus intervals (ISIs) beginning at 500 msec, the Broca's aphasic subject showed reliable automatic priming but only at a long ISI of 1500 msec. That is, this subject retained the ability to access lexical information automatically if allowed sufficient time to do so, a finding that may help explain disrupted comprehension of normally rapid conversational speech. The Wernicke's aphasic subject, in contrast, showed normally rapid initial activation but continued to show priming over an abnormally long range of delays, from 300 msec through 1100 msec. This protracted priming suggests failure to dampen activation and might explain the semantic confusion exhibited by fluent Wernicke's patients.     

Dialogue-Games: Metacommunication structures for natural language interaction

Our studies of naturally occurring human dialogue have led to the recognition of a class of regularities which characterize impoltant aspects of communication. People appear to interact according to established patterns which span several turns in a dialogue and which recur frequently. These patterns appear to be organized around the goals which the dialogue serves for each participant. Many things which are said later in a dialogue can only be interpreted as pursuit of these goals, established by earlier dialogue. These patterns have been represented b) a set of knowledge structures called Dialogue-Games, capturing shared, conventional knowledge that people have about communication and how it can be used to achieve goals. A Dialogue-Game has Parameters, which represent those elements that vary across instances of a particular pattern-the particular dialogue participants and the content topic. The states of the world which must be in effect for a particular Dialogue-Game to be employed successfully are represented by Specifications of these Parameters. Finally, the expected sequence of intermediate states that occur during instances of a particular conventional pattern are represented by the Components of the corresponding Dialogue-Game. Representations for several Dialogue-Games are presented here, based on our analyses of different kinds of naturally occurring dialogue. A process model is discussed, showing Dialogue-Game identification, pursuit, and termination as part of the comprehension of dialogue utterances. This Dialogue-Game model captures some of the important functional aspects of language, especially indirect uses to achieve implicit communication.     

Visual events modulated by sound in repetition blindness

Repetition blindness (RB; Kanwisher, 1987) is the term used to describe people’s failure to detect or report an item that is repeated in a rapid serial visual presentation (RSVP) stream. Although RB is, by definition, a visual deficit, whether it is affected by an auditory signal remains unknown. In the present study, we added two sounds before, simultaneous with, or after the onset of the two critical visual items during RSVP to examine the effect of sound on RB. The results show that the addition of the sounds effectively reduced RB when they appeared at, or around, the critical items. These results indicate that it is easier to perceive an event containing multisensory information than unisensory ones. Possible mechanisms of how visual and auditory information interact are discussed.     

Fluent versus nonfluent primary progressive aphasia: a comparison of clinical and functional neuroimaging features

To better characterize fluent and nonfluent variants of primary progressive aphasia (PPA). Although investigators have recognized both fluent and nonfluent patients with PPA, the clinical and neuroimaging features of these variants have not been fully defined. We present clinical and neuropsychological data on 47 PPA patients comparing the fluent (n=21) and nonfluent (n=26) subjects. We further compared language features with PET/SPECT data available on 39 of these patients. Compared to the nonfluent PPA patients, those with fluent PPA had greater impairment of confrontational naming and loss of single word comprehension. They also exhibited semantic paraphasic errors and loss of single word comprehension. Patients with nonfluent PPA were more likely to be female, were more often dysarthric, and exhibited phonological speech errors in the absence of semantic errors. No significant differences were seen with regard to left hemisphere abnormalities, suggesting that both variants result from mechanisms that overlap frontal, temporal, and parietal regions. Of the language measures, only semantic paraphasias were strongly localized, in this case to the left temporal lobe. Fluent and nonfluent forms of PPA are clinically distinguishable by letter fluency, single word comprehension, object naming, and types of paraphasic errors. Nevertheless, there is a large amount of overlap between dysfunctional anatomic regions associated with these syndromes.     

Individuation and reference in memory: Proper names and definite descriptions

A theory is presented which assumes that individuals are represented by unique nodes in memory. To test the theory, simple facts were predicated of an individual person. Some facts referred to him by proper name, and other facts by his profession. In a before condition, subjects learned that the profession and name referred to the same individual before learning the facts, while in an after condition, they learned the identity after learning the facts. Subsequent to learning the facts and identities, subjects verified sentences based on what they had learned. Verification latencies indicated that in the before condition, one memory node was created to represent the individual, but two nodes were set up in the after condition. Assymmetries between proper names and professions indicate that the two types of referring expressions are treated differently in long-term memory.     

Six-year-old children's understanding of sentences adjoined with time adverbs

The adjoining of clauses with temporal links is the basis for many sentences that convey sequence of events. The present study attempts to delineate 6-year-old children's (N=30) understanding of the meaning sequences imparted by sentences adjoined with after, before, and until. Their performance of the meaning sequence for each of 24 carefully constructed sentences is compared to an adult model. Analysis of the results (using a Wilcoxon Matched Pairs Signed Rank Test) indicated that: (1)Ss understood sentences adjoined with after according to an adult model more frequently than before adjoined sentences (P<0.01); (b) Until adjoined sentences with a negative marker in the main clause were understood according to an adult model more often than until adjoined sentences with no such negative element, but the difference was not significant at a=0.01; (3)Ss understood before adjoined sentences according to an adult model more often than until adjoined sentences, but the difference was not significant at a=0.01. In general, the results indicated that 6-year-olds have not yet completed development of an adult grammar with respect to adjoining clauses with temporal links, after, before, and until.     

Temporal and spatial concepts in child language: conventional and configurational

The purpose of this research was to study the temporal and spatial systems of child language. Configurational time/space refers to the location of events/objects relative to referent events/objects (e.g., before/after or across/along) and conventional time/space refers to the specification of cycles/directions and the measurement of duration/distance (e.g., winter/fall or North/South). The research was designed to determine how configurational and conventional notions of time and space emerge in the child's language. The average age of the children in the cross-sectional design was: 3;9, 6;7, and 8;7. The children received a comprehension test that required them to match a sentence with a picture. In general, configurational contrasts were easier to comprehend than conventional contrasts, and, within the configurational problems, location requiring a single referent was easier than location requiring multiple referents. There was no overall difference between temporal and spatial dimensions. The role of conceptual development was discussed within the context of a comparison between first and second language acquisition.