Development of the ability to perceive ambiguities: Evidence for the task specificity of a linguistic skill

This study asked whether children's ability to perceive linguistic ambiguities was correlated with that of perceiving pictorial ambiguities. A total of 48 ambiguous sentences and 24 ambiguous pictures were selected for comprehensibility. Half the sentences and pictures were symbolic ambiguities (i.e., they contained symbols that stood for two different objects) and half were structural ambiguities (i.e., the structures of the sentences or pictures could be broken up two different ways). No significant correlations were found between the linguistic and pictorial modes. In both modes, correct performance on the symbolic ambiguities was better and was observed earlier than that for structural ambiguities. After taking into account certain methodological problems with nonsignificant correlations and ambiguous sentences, it was concluded that at least some nontrivial component of the linguistic ambiguity detector was task specific to language.     

Syntactic priming in 3- and 4-year-old children: evidence for abstract representations of transitive and dative forms

The current studies used a syntactic priming paradigm with 3- and 4-year-old children. In Experiment 1, children were asked to describe a series of drawings depicting transitive and dative relations to establish baseline production levels. In Experiment 2, an experimenter described a similar series of drawings using one of two syntactic forms (i.e., active/passive for transitive; double-object/prepositional for dative). Children were then asked to describe pictures identical to those shown in the corresponding baseline procedure. In both transitive and dative conditions, 4-year-old children were more likely to use a particular syntactic form if it had been used by the experimenter. Three-year-old children did not show priming effects, but their production of transitive sentences was higher following transitive primes than in Experiment 1. In Experiment 3, an additional group of 3-year-olds participated in a procedure in which they repeated the experimenter's sentences before describing the pictures. This procedure yielded significant priming effects for transitive and dative forms. These results indicate that very young children possess abstract syntactic representations, but that their access to these representations is sensitive to task demands.     

The effect of non-verbal information on the recall of negation

The influence of non-verbal information on storage of different versions of negated sentences was investigated in a one-trial learning experiment. The negation governed either the subject, the object, or the predicate of the sentence. One group was presented with the sentences together with pictures. Another group the sentences only. The picture which was shown with a sentence represented the sentence content with an alternative for the negated concept. It was found that pictorial information had an effect on the recall of the sentences and that this effect is different for the different sentence versions.     

Processing strategies in sentence comprehension

Response latencies in sentence-picture verification tasks were compared as a function of whether a mismatch was located in the logical subject (LS), verb (V), or logical object (LO) of the sentence. Sentences were presented auditorily and varied in voice and reversibility. The comparison process for nonreversibles was clearly serial self-terminating: latencies for both actives and passives were ordered LS < V < LO, or, after practice with a small number of mismatch types, LS < LO < V. Latencies for reversibles were ordered V < LS = LO, suggesting either a verb-first comparison process or an LS-V-LO comparison process which did not terminate with a subject-mismatch because of the confusability of the subject and object. The results attest to the importance of considering the "naturalness" of stimuli in sentence processing tasks, and the flexibility of subjects' encoding and comparison strategies both within and across task contexts.     

Markedness and perspective in the interpretation of the active and passive voice

The subjects were presented with active and passive sentences. For each sentence, they had to choose between two alternative implications. The pattern of choices indicates that in the passive the logical subject was interpreted by the subjects as the focal point of the information asserted by the sentence and as the carrier of overall responsibility for the sentential proposition. In contrast to the passive, there was no clear pattern of preferences for the active. The difference between the two voices was attributed to their markedness asymmetry, the passive being marked and the active unmarked. It is concluded that the active offers a neutral structure for conveying information; a structure available for use when one does not want to superimpose on the information content any stylistic or connotational implications. The passive, on the other hand, suggests special connotations in addition to the basic message.     

Long-term memory for pictures and sentences

Two experiments were conducted to examine the fan effect in recognition memory for pictures and sentences. Subjects in the first experiment memorized sets of pictures (N= 13) or sentences (N=13) in which the study items comprised concept combinations (e.g., the clock is on the television) that could be unambiguously depicted in each modality. The fan effect, contrasting study items involving unique- and shared-concepts combinations, was observed in the recognition reaction time data for sentences but not for pictures. Subjects in the second experiment (N= 17) memorized sets of pictures and sentences in which, in addition to the unique and shared intramodality conditions used in Experiment 1, subjects memorized items in each modality that shared concepts with items in the alternative modality. Although the fan effect was reduced for sentences in the second experiment, the intramodality results were qualitatively comparable to those obtained in Experiment 1. The results in the intermodality conditions indicated that, although pictorial study items influenced reaction time to sentences with which they shared a concept, the reverse was not the case. The results were thought to be inconsistent with the view that pictures and sentences enjoy a common representational format in long-term memory.     

Pictorial context and the recall of pronoun sentences

Summary Acting on the assumption that pictures affect the processing of sentences only when providing additional information, the authors used pictures, which in an earlier experiment had failed to influence the retention of noun sentences, as illustrations to semantically undefined pronoun sentences, thus establishing a distinct information gradient between sentence and picture. These pronoun sentences were presented to 48 subjects for recall, in four pictorial conditions: without picture, with unambiguous picture, with subject-ambiguous, and with object-ambiguous picture. As hypothesized, picture-less pronoun sentences were more poorly recalled than picture-enriched pronoun sentences. Moreover, sentences accompanied by subject-ambiguous pictures, in which the grammatical subject could not be clearly identified, scored lower than the same sentences with unambiguous or object-ambiguous pictures. The findings invite a communication-theory analysis of the experimental situation, for which Searle's theory of speech acts is invoked.The authors gratefully acknowledge the assistance of Mr. B. Jankowski in the translation of this paper from an original German version.     

Is lightness induction a pictorial illusion?

Lightness induction, or simultaneous lightness contrast (we prefer the term lightness induction since contrast has another meaning in the visual literature, namely, the relative intensity of the stimulation), was studied for a 3-D object (Adelson's wall of blocks) and its 2-D pictorial representations. A statistically significant lightness induction effect was found only for the pictures but not for the 3-D object. No lightness induction effect was found for the 3-D object under either monocular or binocular viewing conditions.     

Long-term recognition memory for sentences

The present studies examined immediate and one-week delayed recognition performance for active and passive sentences. Recognition tests included distractor sentences wherein the logical subject, verb, of logical object of a sentence was replaced by a semantically confusable, visually confusable, or unrelated distractor. Results indicated that logical subjects, verbs, and logical objects of sentences were recognized equally well during immediate testing. During delayed testing, changes in the logical object or recipient of the action were not detected as well as verb changes of logical subject changes. The implications of these results for current sentence memory models were discussed.     

晚期汉-英二语者英语被动句句法加工的ERP研究*

选取二语中等熟练者和高熟练者两类中国大学生被试,共40人(27女,13男),年龄为20~29岁,平均年龄23.88岁。采用ERP技术,以直译型英语被动句和意译型英语被动句作为实验材料,通过比较无违例、―句法违例句1‖(动词过去分词形式错误)、―句法违例句2‖(动词过去分词错误用为动词原形而造成的句法违例)以及―句法违例句3‖(动词过去分词误用为动词现在分词形式)条件下的行为数据和ERP多维数据变化的基础上,探讨了二语熟练度和语言间句法结构相似性对汉-英双语者英语被动句句法加工过程的影响。结果表明：高熟练者的反应时和正确率整体上优于中等熟练者;难易度不同的句法错误信息会直接影响被动句的加工,对明显有错误的句法信息的反应速度最快,―正确的局部句法信息‖反应时最长。对明显有错误的句法信息的正确反应率最高,最根本的句法结构的错误信息最低。最根本的句法结构的错误信息引发的P600最大,无违例条件引发的P600最小;高熟练者对最根本的句法结构的错误信息引发最大的P600效应,中等熟练者的P600效应未受不同句法错误信息的影响。行为指标支持句法加工相似性效应——直译句反应快、正确率高;意译句反应慢、正确率低。并且此效应在中等熟练者身上表现更加明显。但是脑神经活动模式未表现出句法结构相似性效应,说明二语熟练度在英语被动句加工中具有更为显著的作用。     

Semantic representations as procedures for verification

Doubly quantified sentences can be ambiguous (Every man knows some woman) or unambiguous (Every man knows every woman). For active and passive sentences of these types, we elicited from subjects three types of judgments designed to reflect which quantifier they assigned wide scope in interpreting the sentence. There was a strong tendency for the three measures to agree, and for these agreements to fall on the surface structure subject of the sentence, independent of sentence type. The data are interpreted as showing a tendency for the first quantifier to include the second within its scope; thus for both ambiguous and unambiguous sentence types active sentences tend to be interpreted differently from their passive transforms. A semantic theory adequate to capture this phenomenon must assign sentences semantic representations specifying not only truth-conditions but also procedures for verification.     

Remembering complex sentences

Recall of complex sentences at two retention intervals was examined, using sentences which varied simultaneously in three ways, being either active or passive, of low or high Yngve depth, and predictable or unpredictable. Recall of any particular sentence was cued with either the logical subject, logical object, verb or adverbial phrase noun. In general, unpredictable sentences were recollected better than predictable ones, low Yngve depth sentences were recalled better than high Yngve depth ones, and passive sentences were retained better than active ones. The most effective cue was the object, followed in turn by the subject and the adverbial phrase noun, with the verb being least effective. Implications of these findings are discussed.     

On the temporal course of gap-filling during comprehension of verbal passives

The work presented in this paper examines the time course of antecedent reactivation following movement gaps found in passive sentences. Using a cross-modal lexical priming technique, (re) activation of the subject noun phrase (NP) was examined at various critical points following the verb (near the posited gap) for verbal passive sentences and for active (control) sentences. Subjects made lexical decisions to visual targets that were presented at three locations during auditory sentence comprehension: immediately after the matrix verb, 500 msec after the verb, or 1000 msec after the verb. Responses to targets related to the subject NP were faster than those to controls during passive sentences (gap sentences), but not during active sentences (no-gap sentences), thus indicating that reactivation of the matrix subject did occur in the passive cases. Furthermore, the magnitude of the priming increased with distance and time from the verb, going from a nonsignificant trend at the verb to a highly significant effect at 1000 msec following the verb. These results are discussed in terms of both formal and processing models of language.The authors wish to thank Janet Nicol for her contributions to the materials and design of this experiment. This work was supported in part by NIDCD Grant DC01947 and by a University of Washington grant to the first author and an AFOSR grant (AFOSR 91-0225) to the second author.     

Pictorial representations in statistical reasoning

In an ongoing debate between two visions of statistical reasoning competency, ecological rationality proponents claim that pictorial representations help tap into the frequency coding mechanisms of the mind, whereas nested sets proponents argue that pictorial representations simply help one to appreciate general subset relationships. Advancing this knowledge into applied areas is hampered by this present disagreement. A series of experiments used Bayesian reasoning problems with different pictorial representations (Venn circles, iconic symbols and Venn circles with dots) to better understand influences on performance across these representation types. Results with various static and interactive presentations of pictures all indicate a consistent advantage for iconic representations. These results are more consistent with an ecological rationality view of how these pictorial representations achieve facilitation in statistical task performance and provide more specific guidance for applied uses. Copyright © 2008 John Wiley & Sons, Ltd.     

Understanding the influence of literacy on consumer memory: The role of pictorial elements

This research examines the relationship between literacy and consumer memory. The effects of a variety of stimuli at exposure (i.e., brand names, brand signatures, and products in usage) on memory (i.e., recognition, stem-completion tasks) were examined for a range of literacy. In a series of experiments, we find that the use of pictorial representations of brands (i.e., brand signatures) results in superior brand memory for individuals with lower literacy levels when compared to those at higher literacy levels. This effect is shown to occur not due to pictorial elements per se, but due to pictorial elements with a 1-to-1 correspondence with reality, i.e., which match the form in which they were originally encoded in memory. Moreover, this effect does not persist with stimulus-rich pictures of brands in usage, pointing to boundary conditions with the use of pictorial information.     

What do children know about the universal quantifiers all and each?

Children's comprehension of the universal quantifiers all and each was explored in a series of experiments using a picture selection task. The first experiment examined children's ability to restrict a quantifier to the noun phrase it modifies. The second and third experiments examined children's ability to associate collective, distributive, and exhaustive representations with sentences containing universal quantifiers. The collective representation corresponds to the “group” meaning (for All the flowers are in a vase all of the flowers are in the same vase). The distributive representation implies a pairing (e.g., each flower paired with a vase for Each flower is in a vase). The exhaustive representation exhausts both sets (e.g., for The flowers are in the vases all the flowers are in vases and all the vases have flowers in them). Four- to 10-year-old children had little difficulty restricting the quantifier all to the noun it modified in a task which required them to attend to the group feature of all. In contrast, only 9- and 10-year-olds were able to solve the task when the quantifier was each and the pictures showed entities in partial one-to-one correspondence. Children showed a preference for associating collective pictures with sentences containing all and distributive pictures with sentences containing each. The results suggest that between the ages of 5 and 10 years, children's semantic representations undergo less radical changes than others have proposed. Instead, developmental change may occur gradually as children acquire linguistic cues which map onto existing semantic representations.     

Effects of viewing ordered pictorial reminders on long-term memory in the first year of life

Previous research has shown that reminders can be effective for extending and enhancing a variety of kinds of memory in infants. We investigated the effects of viewing pictorial representations of actions that were included in imitation events used to measure long-term memory in young infants. Infants who saw the pictures of actions displayed in the order in which they comprised events showed evidence of memory for the events. Infants who saw the actions presented randomly did not. These results suggest that pictures presented during the consolidation and storage phase of memory formation can be effective reminders of events for young infants.     

Definiteness and voice in the interpretation of active and passive sentences

In Experiment I, subjects were given active and passive sentences where the definiteness of nominals is varied and about which uncertainty was expressed, e.g. “I thought that the policeman had been injured by a gangster, but I was mistaken, in fact.”. Their task was to decide what was the target of the mistake by completing freely the sentence in such a way that the account would be corrected. When the nominals are differentially determined (a-the, the-a), the pattern of responses indicates that, for both active and passive, subjects were more likely to conclude that it was the non-definitely marked nominal that had been involved in the mistake rather than the definitely marked one. When both nominals are similarly determined (a-a, the-the), subjects were more likely to indicate the event itself as having been involved in the mistake. This supports the hypothesis that subjects are able to utilize definiteness to determine the relation between presupposed and assertional information. In Experiment II, subjects were given paired active and passive sentences with differentially determined nominals and were required to choose between the two syntactic forms of each pair the one they would prefer to use. The pattern of responses clearly shows that subjects were more likely to choose the voice allowing the hypothesized preferential order “Definitely marked grammatical subject-non-definitely marked grammatical object”. Passive transformational rule is thus interpreted as a particular case of a more general rule specifying the ways in which what is made known (comment) is nested on to what is already assumed to be the case (topic).     

Pictorial similarity judgments and the organization of visual memory in the rhesus monkey

The organization of visual memory for pictures was studied in the rhesus monkey. Two monkeys were tested in a same/different task in which sequentially presented pictures were compared to each other in a pair-wise fashion. The resulting confusion matrixes were analyzed using a multidimensional scaling procedure to obtain two- and three-dimensional graphic representations of the stimulus space. In Experiment 1, the monkeys' confusion errors caused pictures of human and rhesus monkey faces to fall in the same region of multidimensional space, which suggested that the monkeys categorized facial stimuli. A similar effect was found for pictures of different types of fruit. Experiment 2 replicated the categorization of faces with a more diverse collection of human and nonhuman primate faces. Experiment 3 explored the fruit category by varying stimulus attributes orthogonally. The results from this experiment showed that both monkeys encoded the pictures in this category by type of fruit (apples or grapes) and color (red or yellow). Taken together, these studies indicate that rhesus monkeys will treat some classes of pictorial stimuli categorically in visual memory.