Production of subject-verb agreement in Spanish as a second language

In this paper, we report the results of a study of English speakers who have learned Spanish as a second language. All were late learners who have achieved near-advanced proficiency in Spanish. The focus of the research is on the production of subject-verb agreement errors and the factors that influence the incidence of such errors. There is some evidence that English and Spanish subject-verb agreement differ in susceptibility to interference from different types of variables; specifically, it has been reported that Spanish speakers show a greater influence of semantic factors in their implementation of subject-verb agreement (Vigliocco, Butterworth, & Garrett, 1996). In our study, all participants were tested in English (L1) and Spanish (L2). Results indicate nearly identical error patterns: these speakers show no greater influence of semantic variables in the computation of agreement when they are speaking Spanish than when they are speaking English.     

A conservative inverse normal test procedure for combining p-values in integrative research

The use ofp-values in combining the results of independent studies often involves studies that are potentially aberrant either in quality or in actual values. A robust data analysis suggests the use of a statistic that takes these aberrations into account by trimming some of the largest and smallestp-values. We present a trimmed statistic based on an inverse cumulative normal transformation of the orderedp-values, together with a simple and convenient method for approximating the distribution and first two moments of this statistic.The author thanks Ingram Olkin, David Rogosa, Jim Hodges and two anonymous reviewers for providing many useful comments and suggestions.     

Long-term memory and retrieval at ages 2, 3, 4

Two experiments are reported examining the contents and accessibility of a subset of the knowledge represented in long-term memory by very young children. In Experiment 1, children aged 2 to 4 were asked in a production task to name items commonly found in particular rooms in a house, and then to verify the appropriate locations of a set of miniature replicas of household items in a dollhouse. In Experiment 2, object context was manipulated to observe if further external context improves or changes production. Children 3 and 4 years old were asked to produce appropriate room items under one of three conditons: either presented no room objects as in the first experiment, or given room objects highly- or less-frequently associated in the first study.Very young children revealed considerable knowledge in this domain, and even at the youngest ages, core defining information was retrieved. It was equally clear, however, that young children know much more than they can produce, that there is noticeable improvement in ability to retrieve information over this age range, and that additional external object context does not necessarily facilitate retrieval from long-term memory.     

Playgroup therapy in the junior school: I. method and general problems

Part of a controlled trial of various types of mental health intervention in ordinary junior schools consisted of asystematic application of non-directive play therapy. In thispaper, the problems of setting up and running 17 groups in six different junior schools are discussed. It is concluded that while running groups in schools is not easy, and conditions arefarfrom ideal, it can be successfully carried out given good-will and adequate staff support.     

Processing syntactically ambiguous sentences: Evidence from semantic priming

In this paper, we report the results of a study which investigates the processing of syntactically ambiguous sentences. We examined the processing of sentences in which an embedded clause is interpretable as either a complement clause or as a relative clause, as in, for example,The receptionist informed the doctor that the journalist had phoned about the events. The embedded clause in such sentences is typically analyzed as a complement to the verbinformed, rather than as a relative clause modifyingthe doctor. A number of models parsing predict this is the only analysis ever considered, while others predict that both interpretations are computed in parallel. Using a cross-model semantic priming technique, we probed for activation ofdoctor just after the embedded verb. Since only the relative clause analysis contains a connection betweenthe doctor and the embedded verb, we expected reactivation ofdoctor at that point only if the relative clause analysis were a viable option. Our results suggest that this is the case: Compared to priming in an ambiguous control sentence, a significant reactivation effect was obtained. These results are argued to support a model of parsing in which attachment of a clause may be delayed.The research reported here was supported in part by a grant from the McDonnell-Pew Cognitive Neurosciences Program, in part by grant DC-01409 (a research and training grant funded by the National Institute on Deafness and Other Communicative Disorders), and in part by a SERC postdoctoral fellowship B/90/ITF/293. We are grateful to Andrew Barss, Paul Bloom, Merrill Garrett, David Swinney, and an anonymous reviewer for comments on an earlier draft of this paper, and to Paul Gorrell for extremely useful discussion of parsing issues. We thank Suzanne Delaney for giving voice to our stimulus sentences. The results of this study were presented at the Fifth Annual CUNY Sentence Processing Conference, New York, March 1992.Order of authors is alphabetical.     

Masking disrupts recovery of location information

In two experiments, we tested subjects’ ability to localize a letter in a character string with identification controlled by varying the delay of a mask, dimming the display, or deleting some of the dots used to define the letters on the cathode-ray screen. The first experiment involved two tasks. In the first task, subjects indicated whether or not a letter named verbally had been present in an eight-letter target string. In the second task, they localized a letter named verbally in the target string; the target string was presented by using display parameters shown in the first task to hold character identification between 70% and 75% correct. In the second experiment, we tallied errors in a partial-report bar-probe study after equating performance across the manipulations of display quality. Masking disrupted subjects’ ability to recover location information more than either a manipulation of stimulus luminance or a manipulation of its visual form.     

Harnessing the Power of a Novel Program for Dynamic Balance Perturbation with Supported Body Weight

Abstract

Self-initiated postural adjustments commonly occur in daily life. To accessibly measure this type of dynamic balance, we developed a simple computer program to induce virtual perturbations and combined it with a commercially available balance board and portable EMG system to measure resulting self-initiated postural adjustments. When performing perturbed balance tests, safety harness with body weight support (BWS) is often used. However, influences of these harnesses on postural reactions are not well known. This study investigated the sensitivity of our assessment tool under different BWS conditions and muscle responses during postural adjustments following perturbation at different directions. Fifteen neurologically intact participants performed self-initiated postural adjustments under conditions with: (1) no harness; (2) harness with no BWS; and (3) harness with 10% BWS. Postural adjustment time and muscle activities of the lower leg were measured. We observed significant increases in postural adjustment time in the harness with no BWS condition and differneces in lower leg muscles response to virtual perturbation. Our findings suggest that the combination of our customized program with EMG is a sensitive and convenient tool to measure postural adjustments that approximate real-world scenarios. This method can be used with light body weight support to ensure safety without influencing muscle synergies.     

Non-symbolic arithmetic in adults and young children

Five experiments investigated whether adults and preschool children can perform simple arithmetic calculations on non-symbolic numerosities. Previous research has demonstrated that human adults, human infants, and non-human animals can process numerical quantities through approximate representations of their magnitudes. Here we consider whether these non-symbolic numerical representations might serve as a building block of uniquely human, learned mathematics. Both adults and children with no training in arithmetic successfully performed approximate arithmetic on large sets of elements. Success at these tasks did not depend on non-numerical continuous quantities, modality-specific quantity information, the adoption of alternative non-arithmetic strategies, or learned symbolic arithmetic knowledge. Abstract numerical quantity representations therefore are computationally functional and may provide a foundation for formal mathematics.