Processing empty categories: A parallel approach

In many current theories of human sentence processing, the mechanisms and principles proposed to account for data related to processing (1) long-distance dependencies and (2) structural ambiguities, such as garden-path sentences, are independent, despite the fact that deciding whether or not to posit a gap is just a special case of ambiguity resolution. In this paper we demonstrate how the parallel parsing theory proposed by Gibson (1991, in press)—which was developed to account for nongap ambiguity resolution data—also explains a number of gap-positing facts, without additional strategies. In particular, we show how this theory correctly explains filled-object-gap effects and the lack of filled-subject-gap effects in English, as well as certain gap-processing effects in Dutch.     

On the symmetric treatment of an asymmetric approach to factor analysis

On the assumption that a partitioning can be found such that three mutually exclusive test vector configurations span the same factor space, a procedure is derived whereby symmetric parts of the correlation matrix are estimated from functions of asymmetric parts treated symmetrically. This yields an explicit matrix formula for communality estimation which generalizes earlier work by Albert. Conventional factoring methods, with all their computational and fitting advantages, can be applied once the symmetric portions of the correlation matrix have been estimated. Extension to four subgroups of test vectors allows for a matrix generalization of the old tetrad difference criterion to the multiple-factor case.     

Distinguishing Serial and Parallel Parsing

This paper discusses ways of determining whether the human parser is serial maintaining at most, one structural interpretation at each parse state, or whether it is parallel, maintaining more than one structural interpretation in at least some circumstances. We make four points. The first two counterclaims made by Lewis (2000): (1) that the availability of alternative structures should not vary as a function of the disambiguating material in some ranked parallel models; and (2) that parallel models predict a slow down during the ambiguous region for more syntactically ambiguous structures. Our other points concern potential methods for seeking experimental evidence relevant to the serial/parallel question. We discuss effects of the plausibility of a secondary structure in the ambiguous region (Pearlmutter & Mendelsohn, 1999) and suggest examining the distribution of reaction times in the disambiguating region.     

Categorical and dimensional reports of experienced affect to emotion-inducing pictures in depression

Self-reported affect to positive and negative emotional pictures was contrasted in people with major depressive disorder (MDD) and never-depressed control participants (n = 25 in each group). The results revealed significant differences in response to positive images (reduced arousal, less pleasant valence, decreased happiness, increased sadness) in MDD but no clear group differences in response to negative stimuli. Extending earlier findings of reduced responsiveness to positive, but not negative, stimuli in MDD (D. M. Sloan, M. E. Strauss, S. W. Quirk, & M. Satajovik, 1997; D. M. Sloan, M. E. Strauss, & K. L. Wisner, 2001), the data indicate that blunted response to positive stimuli is found when both categorical and dimensional ratings are elicited. Further, the data replicate earlier findings of elevated sadness reports to positive stimuli (J. Rottenberg, K. L. Kasch, J. J. Gross, & I. H. Gotlib, 2002), which may reflect broader difficulties in regulating emotions in MDD.     

Types of college student-to-student learning: correlated interactions

209 college men and 327 college women took a 20-item Likert survey to assess the types of education-related information students may learn from other students during their informal interactions. Students were very likely to ask other students low level questions such as which professors were good and which classes to take. They were less likely to ask other students about concepts discussed in class and how to solve problems generated in class. If students asked about test taking, these students were also likely to ask about study skills and writing skills for the class. Other research suggests these higher level help-seeking behaviors seem to be related to classroom mastery and achievement.