Effect of ambiguity and lexical availability on syntactic and lexical production

Speakers only sometimes include the that in sentence complement structures like The coach knew (that) you missed practice. Six experiments tested the predictions concerning optional word mention of two general approaches to language production. One approach claims that language production processes choose syntactic structures that ease the task of creating sentences, so that words are spoken opportunistically, as they are selected for production. The second approach claims that a syntactic structure is chosen that is easiest to comprehend, so that optional words like that are used to avoid temporarily ambiguous, difficult-to-comprehend sentences. In all experiments, speakers did not consistently include optional words to circumvent a temporary ambiguity, but they did omit optional words (the complementizer that) when subsequent material was either repeated (within a sentence) or prompted with a recall cue. The results suggest that speakers choose syntactic structures to permit early mention of available material and not to circumvent disruptive temporary ambiguities.     

Concreteness and context availability in lexical decision tasks

Three experiments were carried out to elucidate the origins of the concreteness (C) effect in a lexical decision task. The first experiment was a replication of the work of Schwanenflugel et al. (1988) and Van Hell and De Groot (1998), who presented the context availability (CA) hypothesis. In this experiment CA seemed to be a dominant factor. Familiarity (FAM) was not incorporated in the ANOVA, but a regression analysis and negative correlation between C and FAM in the groups matched on CA showed that FAM could explain the disappearance of the C effect. Experiment 2 controlled FAM and revealed a C effect, although concrete and abstract words were matched on CA. Experiment 3 controlled C and FAM and revealed a CA effect. The current data emphasize the importance of controlling FAM and CA in examining the C effect in a lexical decision task and support a revised version of the dual-coding theory.     

Cognitive aspects of chronic depression

Previous research on chronic depression has focused on its link with other mood disorders and Axis II personality disorders. However, there are few data examining whether the cognitive perspective applies to this condition. In this cross-sectional study, 42 outpatients with chronic depression were compared with 27 outpatients with nonchronic major depressive disorder and 24 never psychiatrically ill controls on cognitive variables thought to be related to vulnerability to depression (e.g., dysfunctional attitudes, attributional style, a ruminative response style, and maladaptive core beliefs). Both depressed groups were more elevated than a never-ill comparison group. However, chronically depressed individuals were generally more elevated on measures of cognitive variables than those with major depressive disorders even after controlling for mood state and personality disorder symptoms.     

Cognitive aspects of binge drinking

This paper aims to explore causes of binge drinking in young people and the effects that they seek when they drink alcohol, based on age and alcohol intake. 4,083 questionnaires were administered to 1,361 university students and 2,722 adolescents at their educational institutions. The findings corresponding to those who reported practising binge drinking -2,917 subjects- are presented in the paper. Taking into account the regularity of the practice and the alcohol intake, cluster analysis differentiated two consumer types in each group: the radical type (21.2% university students-18.2% adolescents): 10-11 drinks 3 days a week and for more than 10 months a year; and the average type (78.7% university students-81.7% adolescents): 4-5 drinks twice a week and for 8-9 months. Drinking as a way of having fun (75.2%) and drinking for the sake of drinking (81.9%) are two of the main causes underlying binge drinking, economical reasons being secondary for adolescents As for the expected effects, the short-term positive aspects of moderate consumption (being more talkative, euphoric...) stand out. Adolescents also expect to improve some of their personal skills (more self-confidence...). These results corroborate and increase the information currently available and allow us to propose alternatives adapted to young people's real needs.     

Cognitive control and lexical access in younger and older bilinguals

Ninety-six participants, who were younger (20 years) or older (68 years) adults and either monolingual or bilingual, completed tasks assessing working memory, lexical retrieval, and executive control. Younger participants performed most of the tasks better than older participants, confirming the effect of aging on these processes. The effect of language group was different for each type of task: Monolinguals and bilinguals performed similarly on working memory tasks, monolinguals performed better on lexical retrieval tasks, and bilinguals performed better on executive control tasks, with some evidence for larger language group differences in older participants on the executive control tasks. These results replicate findings from individual studies obtained using only 1 type of task and different participants. The confirmation of this pattern in the same participants is discussed in terms of a suggested explanation of how the need to manage 2 language systems leads to these different outcomes for cognitive and linguistic functions.     

Cognitive aspects of suicidal behavior.

Recent efforts to quantify various aspects of suicide ideation are described. The Suicide Intent Scale, Hopelessness Scale, and the Scale for Suicide Ideation all assess components of the individual's suicidal ruminations. Hopelessness seems to account for the bulk of the relationship between depression and suicidal intent. The Scale for Suicide Ideation seems to show promise as a predictive instrument, as a dependent variable in research on treatment efficacy, and as a tool for clinical assessment of suicide potential. Implications for further research and clinical practice are discussed.     

Cognitive aspects of nonclinical obsessive-compulsive hoarding

Research on the cognitive variables associated with obsessive-compulsive hoarding is scarce. In this study, we investigated cognitive variables that may contribute to the maintenance and possibly etiology of hoarding. College students who characterized themselves as either "packrats" (nonclinical hoarders; n=21) or not (control participants; n=20) completed questionnaires assessing hoarding behavior and beliefs about hoarding, and completed a task requiring them to categorize diverse objects and trinkets of minimal value into groups. The results revealed that nonclinical hoarders, relative to control participants, rated the categorization task as significantly more stressful and difficult. Relative to control participants, hoarders took longer to complete the task and sorted objects into more categories. These findings suggest that underinclusiveness and indecisiveness, characteristic of clinical hoarders, are evident in nonclinical hoarders as well.     

Cognitive effort and the word frequency effect in recognition and lexical decision

Cognitive effort requirements for high and low frequency words were assessed during study for a recognition test and during the performance of a lexical decision task. Recognition for these words was tested following each task. Low frequency words received greater effort than high frequency words during study for recognition, and these words were subsequently recognized better than high frequency words. Cognitive effort requirements during performance of an incidental lexical decision task were similar to those during study for recognition. Moreover, recognition performance following the lexical decision task resembled performance following a recognition expectancy. Overall, the results indicate that low frequency words require more extensive processing than high frequency words and that this difference in processing may be a factor in recognition word frequency effects.     

Cognitive development and aspects of adolescent sexuality

Difficulty with adjustment to sexuality by adolescents has been of increasing concern to both educators and human service professionals in recent years. The cognitive development and behavior of adolescents as it pertains to sexuality and the implications for helping them overcome maladaptive sexual behavior is discussed.     

Orthographic error monitoring in old age: lexical and sublexical availability during perception and production

Previous research suggests that older adults suffer declines in producing accurate spellings but retain the ability to accurately detect misspellings. The preservation of perception in the face of impaired production has been used to support a model of aging in which age impairs access to linguistic representations under specific circumstances, while representations themselves remain intact. The current research tests two predictions of this Transmission Deficit Hypothesis (TDH): first, that the differential effect of age on perception and production occurs when tasks are equated on response requirements and underlying representations, and second, that both word and spelling frequency interact to determine the effect of age on performance. Results of two error monitoring tasks supported the predictions of the TDH, demonstrating age-related production impairments that interacted with both word and spelling frequency, but no impairment of older adults' spelling perception, even for low frequency words or spellings.     

Grammatical aspect,lexical aspect,and event duration constrain the availability of events in narratives

The present study investigates how readers’ representations of narratives are constrained by three sources of temporal information; grammatical aspect, lexical aspect, and the duration of intervening events. Participants read short stories in which a target event with an intrinsic endpoint or not (lexical aspect: accomplishments/activities) was described as ongoing or completed (grammatical aspect: imperfective/perfective). An intervening sentence described either a long or short duration event before the target situation was reintroduced later in the story. The electroencephalogram time-locked to the reintroduction of the target event elicited a larger N400 for perfective versus imperfective accomplishments, and this effect occurred only after short intervening events. Alternatively, the N400 to targets in the activity condition did not vary as a function of grammatical aspect or duration of intervening events. These results provide novel insight into how the temporal properties of events interact to constrain the availability of concepts in situation models.     

Cognitive aspects of mental activity during sleep.

Upon nighttime experimental awakening of 27 subjects in four sleep conditions (sleep onset early; sleep onset late; Stage 2; and rapid eye movement, REM, sleep), 108 dream reports and their association reports were collected. Dream reports were analyzed for length (temporal units) and content categories (continuity; implausibility; presence of the dreamer [i.e., "the self"], a setting, characters). Associations were classified as episodic, abstract self-referred, and semantic memories. The two sets of results tend to show a basic homogeneity among mentation reports in the four sleep conditions considered. These findings are interpreted as supporting the hypothesis that the same cognitive mechanisms operate, at different levels of engagement, in dream generation rather than the hypothesis of multiple dream-generation systems dependent upon the physiological characteristics of the various sleep stages.     

Cognitive and emotional aspects of self-regulation in preschoolers

The goal of the present study was to examine the contribution of executive function (EF) and social cognition to individual differences in emotion regulation (ER) in preschool children. Sixty 3-, 4-, and 5-year-old children were administered a battery of EF tasks, two theory of mind tasks, a measure of verbal ability, and an ER task. In addition, parents completed the Behavior Rating Inventory of Executive Functioning—Preschool Version (BRIEF-P). Performance on the theory of mind tasks as well as parental ratings of executive function was not related to performance on the ER task. However, a component of EF (i.e., inhibition) approached significance with children's displays of positive behaviors during the ER task. Verbal ability was related to the regulation of positive but not negative emotions. Parental ratings of shifting accounted for a significant amount of variance in parental ratings of ER, even after controlling for verbal ability. The findings are discussed in the context of different conceptualizations of the developmental relation between ER and EF.     

Cognitive processing and motor execution in the lexical decision task: a developmental study

We investigated lexical decision making in children and adults by analyzing spatiotemporal characteristics of responses involving a hand movement. Children’s and adults’ movement trajectories were assessed in three tasks: a lexical decision task (LDT), a pointing task that involved minimal cognitive processing, and a symbol task requiring a simple binary decision. Cognitive interference on motor performance was quantified by analyzing movement characteristics in the LDT and symbol task relative to the pointing task. Across age groups, movements in the LDT were less smooth, slower, and more strongly curved to the opposite response option, and these interference effects decreased steadily with age. Older children showed stronger interference effects than did adults, even though their reaction times were similar to adults’ performance. No comparable effects were found in the symbol task, indicating that task characteristics such as response mapping and decision selection alone are not able to explain the developmental differences observed in the LDT. Our results indicate substantial overlap between cognitive processing and motor execution in the LDT in children that is not captured by computational models of visual word recognition and cognitive development.     

Development and yearning: Cognitive aspects of spiritual development

Spirituality is important to humans but gets little attention in experimental studies of life span cognitive development. One way to integrate such studies is to examine cognitive aspects of spiritual development using complex postformal Piagetian models. Four possible points of interface within postformal models are: developmental stages; elements of emotion and will; multiperson cognition; and forms taken by the processes used. Testable hypotheses are outlined and some possible difficulties to be expected within such research are discussed.     

From melody to lexical tone: Musical ability enhances specific aspects of foreign language perception

Previous research shows that music ability provides positive effects on language processing. This study aims at better clarifying the involvement of different linguistic subdomains in this cross-domain link, assessing whether or not musicality and music expertise enhance phonological and lexical tone processing of Mandarin Chinese. In two experiments different groups of adults and children with no previous experience in tonal languages, were invited to perform a same–different task trying to detect phonological and tonal variations in pairs of sequences of monosyllabic Mandarin Chinese words. Main results show that all subjects perform significantly better in detecting phonological variations rather than tonal ones. They also show that both melodic proficiency and music expertise are good predictors for a better tonal, but not phonological identification. Data lead to a model of music-to-language transfer effect in which musicality selectively affects linguistic intonation while leaving phonological processing substantially unaffected.     

Exploring the role of lexical stress in lexical recognition

Three cross-modal priming experiments examined the role of suprasegmental information in the processing of spoken words. All primes consisted of truncated spoken Dutch words. Recognition of visually presented word targets was facilitated by prior auditory presentation of the first two syllables of the same words as primes, but only if they were appropriately stressed (e.g., OKTOBER preceded by okTO-); inappropriate stress, compatible with another word (e.g., OKTOBER preceded by OCto-, the beginning of octopus), produced inhibition. Monosyllabic fragments (e.g., OC-) also produced facilitation when appropriately stressed; if inappropriately stressed, they produced neither facilitation nor inhibition. The bisyllabic fragments that were compatible with only one word produced facilitation to semantically associated words, but inappropriate stress caused no inhibition of associates. The results are explained within a model of spoken-word recognition involving competition between simultaneously activated phonological representations followed by activation of separate conceptual representations for strongly supported lexical candidates; at the level of the phonological representations, activation is modulated by both segmental and suprasegmental information.     

Context effects on lexical choice and lexical activation

Speakers are regularly confronted with the choice among lexical alternatives when referring to objects, including basic-level names (e.g., car) and subordinate-level names (e.g., Beetle). Which of these names is eventually selected often depends on contextual factors. The present article reports a series of picture-word interference experiments that explored how the designated target name (basic level vs. subordinate level) and contextual constraints rendering the name alternative either appropriate or inappropriate affect lexical activation and lexical choice. The experimental data demonstrate clear context effects on the eventual lexical choice. However, they also show that alternative nonselected object names are phonologically activated, even if a constraining context makes these alternative names currently inappropriate.     

Studying the grammatical aspects of word recognition: lexical priming,parsing, and syntactic ambiguity resolution

Two experiments are reported examining the relationship between lexical and syntactic processing during language comprehension, combining techniques common to the on-line study of syntactic ambiguity resolution with priming techniques common to the study of lexical processing. By manipulating grammatical properties of lexical primes, we explore how lexically based knowledge is activated and guides combinatory sentence processing. Particularly, we find that nouns (like verbs, see Trueswell & Kim, 1998) can activate detailed lexically specific syntactic information and that these representations guide the resolution of relevant syntactic ambiguities pertaining to verb argument structure. These findings suggest that certain principles of knowledge representation common to theories of lexical knowledge—such as overlapping and distributed representations—also characterize grammatical knowledge. Additionally, observations from an auditory comprehension study suggest similar conclusions about the lexical nature of parsing in spoken language comprehension. They also suggest that thematic role and syntactic preferences are activated during word recognition and that both influence combinatory processing.