Nouns and Verbs: A Comparison of Definitional Style

The present investigation is a study of the definitional style of nouns and verbs in typically developing school-age children. A total of 30 children in upper-elementary grades provided verbal definitions for 10 common high-frequency nouns (e.g., apple, boat, baby) and 10 common high-frequency verbs (e.g., climb, sing, throw). All definitions were coded and scored for semantic content (meaning) and grammatical form (syntax). Results revealed no significant difference between noun and verb definitions for content scores. For form, however, noun definition scores were significantly higher than verb definition scores. A supplementary analysis was conducted to explore development of noun and verb definitions in upper-elementary grades. Input factors, word frequency, as well as theory of the organization of the mental lexicon are discussed in relation to definitional skill.     

Syntactic competence and reading ability in children

The effect of syntactic context on auditory word identification and on the ability to detect and correct syntactic errors in speech was examined in severely reading disabled children and in good and poor readers selected from the normal distribution of fourth graders. The poor readers were handicapped when correct reading required analysis of the sentence context. However, their phonological decoding ability was intact. Identification of words was less affected by syntactic context in the severely disabled readers than in either the good or poor readers. Moreover, the disabled readers were inferior to good readers in judging the syntactical integrity of spoken sentences and in their ability to correct the syntactically aberrant sentences. Poor readers were similar to good readers in the identification and judgment tasks, but inferior in the correction task. The results suggest that the severely disabled readers were inferior to both good and poor readers in syntactic awareness, and in ability to use syntactic rules, while poor readers were equal to good readers in syntactic awareness but were relatively impaired in using syntactic knowledge productively.     

The Lexical Stroop Sort (LSS) picture-word task: a computerized task for assessing the relationship between language and executive functioning in school-aged children

The relationship between language development and executive function (EF) in children is not well understood. The Lexical Stroop Sort (LSS) task is a computerized EF task created for the purpose of examining the relationship between school-aged children’s oral language development and EF. To validate this new measure, a diverse sample of school-aged children completed standardized oral language assessments, the LSS task, and the widely used Dimensional Change Card Sort (DCCS; Zelazo, 2006) task. Both EF tasks require children to sort stimuli into categories based on predetermined rules. While the DCCS largely relies on visual stimuli, the LSS employs children’s phonological loop to access their semantic knowledge base. Accuracy and reaction times were recorded for both tasks. Children’s scores on the LSS task were correlated with their scores on the DCCS task, and a similar pattern of relationships emerged between children’s vocabulary and the two EF tasks, thus providing convergent validity for the LSS. However, children’s phonological awareness was associated with their scores on the LSS, but not with those on the DCCS. In addition, a mediation model was used to elucidate the predictive relationship between phonological awareness and children’s performance on the LSS task, with children’s vocabulary fully mediating this relationship. The use of this newly created and validated LSS task with different populations, such as preschoolers and bilinguals, is also discussed.     

Performance on phonological and grammatical awareness metalinguistic tasks by children who stutter and their fluent peers

This study was undertaken to examine the performance of 23 children who stutter (CWS) and 23 children who do not stutter (CWNS) on three metalinguistic tasks. These included two phonological awareness assessment procedures (The Lindamood Auditory Conceptualization Test (LAC) and a Phoneme Reversal Task) and one modified Grammar Judgments Task where syntactic and semantic appropriateness of sentences was evaluated. Differences between groups were significant for the grammar judgment task, where CWNS outperformed CWS in judging syntactically and semantically anomalous sentences. Group differences were not significant for the phonological awareness tasks. The results underscore the importance of examining metalinguistic abilities of CWS through a variety of tasks. EDUCATIONAL OBJECTIVES: The reader will learn about and be able to: (1) recognize the relevance of examining metalinguistic abilities within the context of research on language-stuttering dynamics; and (2) identify measures of metalinguistic abilities that can be used to compare the performances of CWS and CWNS.     

Semantic and syntactic aspects of the mass/count distinction: a case study of semantic dementia

Semantic and syntactic contributions to processing of mass and count nouns were assessed by examining the performance of a patient suffering from a pure semantic deficit. Semantic and syntactic processing was evaluated on grammaticality judgement and sentence-picture matching tasks, respectively, where each task involved mass and count readings of metonymic nouns. While the patient did not show impaired performance on the grammaticality judgment task, he manifested difficulties in making mass/count distinctions in the sentence-picture matching task. It is thus argued that while distributionally the mass/count distinction may be established on a purely syntactic basis, cognitive processing of mass/count information requires both intact syntactic and semantic knowledge.     

Definitions of Idioms in Preadolescents, Adolescents, and Adults

The purpose of this study was to expand the current literature on word definitions by focusing on definitions of idioms provided by several age groups. Preadolescents, young adolescents, older adolescents, and adults wrote definitions for 10 frequently used idioms and also rated their familiarity with the idiomatic expressions. Participants’ definitions were scored based on the degree to which their definitions reflected use of critical elements (determined by a standard dictionary of idioms), use of examples or related/associated concepts, and errors. Significant age differences were found in both idiom familiarity and idiom definition tasks: both idiom familiarity and definitional skill improved with age. In addition, we found a positive correlation between idiom familiarity and idiom definition. Results are discussed with respect to age-related changes in definitional response types and understanding of figurative language.     

The Advantage of First Mention in Korean The Temporal Contributions of Syntactic,Semantic, and Pragmatic Factors

Using Korean, we investigated how syntactic, semantic, and pragmatic factors influence the representation of a sentence, in particular, the relative accessibility of different components of a sentence representation. In six experiments, participants performed a probe recognition task after reading each of a series of sentences. We manipulated the rate at which each word of the sentence was presented (250 ms and 500 ms) and the interval between the sentence-final word and the probe-recognition test word (immediate, 500 ms delay, and 1000 ms delay). We also manipulated the syntactic position (subject versus object), semantic role (agent versus patient), and order of mention (first-versus second-mentioned participant) of the probed item. Pragmatic factors (the order of mention) strongly influenced accessibility immediately and through the longest delay, whereas syntactic and semantic factors had little effect.     

儿童句法意识与阅读能力发展的关系

文章总结了近几十年来关于句法意识与阅读能力发展关系的研究。首先概括了句法意识的含义及其研究方法,包括口头完形填空、句子判断和句子纠正、错误模仿、分析句法一致性效应和句法启动等,然后总结了70年代以来关于句法意识与阅读能力发展关系的理论及其实验证据,最后提出了有待进一步研究的问题     

The time course of semantic and syntactic processing in Chinese sentence comprehension: Evidence from eye movements

In the present study, we examined the time course of semantic and syntactic processing when Chinese is read. Readers’ eye movements were monitored, and the relation between a single-character critical word and the sentence context was manipulated such that three kinds of sentences were developed: (1) congruent, (2) those with a semantic violation, and (3) those with both a semantic and a syntactic violation. The eye movement data showed that the first-pass reading times were significantly longer for the target region in the two violation conditions than in the congruent condition. Moreover, the semantic + syntactic violation caused more severe disruption than did the pure semantic violation, as reflected by longer first-pass reading times for the target region and by longer go-past times for the target region and posttarget region in the former than in the latter condition. These results suggest that the effects of, at least, a semantic violation can be detected immediately by Chinese readers and that the processing of syntactic and semantic information is distinct in both first-pass and second-pass reading.     

What does syntax say about space? 2-year-olds use sentence structure to learn new prepositions

Children as young as two use sentence structure to learn the meanings of verbs. We probed the generality of sensitivity to sentence structure by moving to a different semantic and syntactic domain, spatial prepositions. Twenty-six-month-olds used sentence structure to determine whether a new word was an object-category name (This is a corp!) or a spatial-relational term (This is acorp my box!). We argue that children rely on the intimate relationship between nouns in sentences and semantic arguments of predicate terms: Noting that a new word takes noun arguments identifies the new word as a predicate term, and directs the child's attention to relations among its arguments.     

Young German children's early syntactic competence: a preferential looking study

Using a preferential looking methodology with novel verbs, Gertner, Fisher and Eisengart (2006) found that 21-month-old English children seemed to understand the syntactic marking of transitive word order in an abstract, verb-general way. In the current study we tested whether young German children of this same age have this same understanding. Following Gertner et al. (2006), one group of German children was tested only after they had received a training/practice phase containing transitive sentences with familiar verbs and the exact same nouns as those used at test. A second group was tested after a training/practice phase consisting only of familiar verbs, without the nouns used at test. Only the group of children with the training on full transitive sentences was successful in the test. These findings suggest that for children this young to succeed in this test of syntactic understanding, they must first have some kind of relevant linguistic experience immediately prior to testing--which raises the question of the nature of children's linguistic representations at this early point in development.     

A cross-linguistic study of the processing of causative sentences

The comprehension of sentences expressing instigative causation (e.g., The horse makes the camel run) was investigated in children between the ages of 2;0 and 4;4, speaking English, Italian, Serbo-Croatian and Turkish. Cross-linguistic differences in development reveal the roles of morphological (causative particle, case inflection) and syntactic devices (periphrasis, word order) in guiding children's processing of such constructions. It is suggested that local cues (inflectional suffixes, particles, specialized causative verb forms) contribute to the more rapid development of sentence processing strategies in Serbo-Croatian and Turkish. The word order systems of English and Italian, which require that the listener hold the entire sentence pattern in mind in order to determine underlying semantic relations, contribute to slower development on this task.     

Retrieval of sentence relations: Semantic vs. syntactic deep structure

Two experiments on unaided and cued recall of sentences presented in context are reported. Key nouns in the sentences were arranged to have uniform surface functions, but to vary independently in deep syntactic category and semantic function. Cued recall for sentences in which the semantic function of actor and recipient coincided with the syntactic function of deep subject and object, respectively, was better than for sentences which did not have this normal semantic-syntactic coincidence. Unaided recall was not different for the two types of sentences. Models of sentence processing may have to represent both types of information as available to the language user.     

Distributed cortical networks for syntax processing: Broca's area as the common denominator

Different types of syntactic information (word category, grammatical gender) are processed at different times during word recognition. However, it is an open issue which brain systems support these processes. In the present event-related fMRI study, subjects performed either a syntactic gender decision task on German nouns (GEN), a word category decision task (WC, nouns vs. prepositions), or a physical baseline task (BASE). Reaction times in WC were faster than in GEN, supporting earlier electrophysiological results. Relative to BASE, both syntactic tasks activated the inferior tip of BA 44. In addition, BA 45 showed activation in GEN, whereas BA 47 was activated in WC. The imaging data indicate that the inferior portion of BA 44 together with type-specific prefrontal areas supports both initial word category related and later syntactic processes.     

Differences in semantic encoding as a function of reading comprehension skill

Using a modified Stroop procedure, we examined the extent to which the semantic encoding of a word is governed by the context within which that word appears. Good and poor comprehenders named the color of target words following their reading of either sentences or single words representing the object nouns of the sentences. Target words represented contextually emphasized (appropriate) attributes of the object nouns, nonemphasized (inappropriate) attributes of these nouns, or object attributes not related to these nouns (neutral). For single-word contexts, all subjects exhibited equal semantic interference to appropriate and inappropriate targets, relative to neutral targets. For sentence contexts, however, good comprehenders exhibited semantic interference only to appropriate targets, whereas poor comprehenders again exhibited equal interference to appropriate and inappropriate targets. These findings suggest that differences in comprehension skill may be attributable, at least in part, to fundamental differences in the way in which sentences are semantically encoded.     

Bootstrapping in miniature language acquisition

Given the difficulties in learning meanings of words by observing the referent, it has been suggested that children use the syntactic context of the word to predict part of its meaning, a hypothesis known as syntactic bootstrapping. Semantic bootstrapping is the opposite theory that the knowledge of semantics helps in acquiring syntax. While there is evidence that children can apply their knowledge of correlations between syntax and semantics to perform bootstrapping, it is not clear how they come to know about these correlations in the first place. Here, a connectionist network is presented that learns to comprehend a miniature language by associating sentences with the corresponding scenes. In doing so, it learns the syntactic/semantic correlations and exhibits bootstrapping behavior. It is argued that such specialized phenomena can emerge when general mechanisms are applied to a specific task, and it is not always necessary to endow the learner with pre-existing specialized mechanisms.     

Accessing semantic knowledge in dementia: evidence from a word definition task

We examine production of word definitions by people with probable Alzheimer's disease (pAD). In the first experiment, healthy young adults defined concrete, imageable nouns to provide a baseline of definitional ability. Analysis of these definitions identified the key defining features of each target item. In the second experiment, pAD participants and elderly controls produced definitions of the same items. In the third experiment, healthy young participants rated the adequacies of these definitions. Although as expected the pAD participants produced fewer good definitions than the other two groups, most of their responses still contained some relevant information. pAD definitions contained fewer pieces of information and the information they produced was more tangential to the primary concept than that provided by the young or elderly participants. We identify two possible explanations in semantic loss and metalinguistic impairment. We consider metalinguistic impairment to provide the more plausible explanation of pAD patients' definitional performance.     

Learning to divide the labor: an account of deficits in light and heavy verb production

Theories of sentence production that involve a convergence of activation from conceptual‐semantic and syntactic‐sequential units inspired a connectionist model that was trained to produce simple sentences. The model used a learning algorithm that resulted in a sharing of responsibility (or “division of labor”) between syntactic and semantic inputs for lexical activation according to their predictive power. Semantically rich, or “heavy”, verbs in the model came to rely on semantic cues more than on syntactic cues, whereas semantically impoverished, or “light”, verbs relied more on syntactic cues. When the syntactic and semantic inputs were lesioned, the model exhibited patterns of production characteristic of agrammatic and anomic aphasic patients, respectively. Anomic models tended to lose the ability to retrieve heavy verbs, whereas agrammatic models were more impaired in retrieving light verbs. These results obtained in both sentence production and single‐word naming simulations. Moreover, simulated agrammatic lexical retrieval was more impaired overall in sentences than in single‐word tasks, in agreement with the literature. The results provide a demonstration of the division‐of‐labor principle, as well as general support for the claim that connectionist learning principles can contribute to the understanding of non‐transparent neuropsychological dissociations.     

句法和语义在汉语简单句理解中的作用

两个实验探讨句法和语义在汉语简单句加工中的作用及其相互关系。实验一采用施事判断任务,发现句法作用与语义可逆性的作用都很显著;实验二采用快速句子判断任务,发现句法作用是主要的,语义可逆性无显著作用;两个实验都发现句法与语义可逆性之间的交互作用不显著。这些结果表明：（１）在汉语简单句理解的过程中句法因素的作用是主要的,语义因素的作用是次要的,只要当实验任务更多地强调语义分析时,语义因素才有显著的作用。