Sensitivity to Phonological Similarity Within and Across Languages

The influence of phonological similarity on bilingual language processing was examined within and across languages in three experiments. Phonological similarity was manipulated within a language by varying neighborhood density, and across languages by varying extent of cross-linguistic overlap between native and non-native languages. In Experiment 1, speed and accuracy of bilinguals’ picture naming were susceptible to phonological neighborhood density in both the first and the second language. In Experiment 2, eye-movement patterns indicated that the time-course of language activation varied across phonological neighborhood densities and across native/non-native language status. In Experiment 3, speed and accuracy of bilingual performance in an auditory lexical decision task were influenced by degree of cross-linguistic phonological overlap. Together, the three experiments confirm that bilinguals are sensitive to phonological similarity within and across languages and suggest that this sensitivity is asymmetrical across native and non-native languages and varies along the timecourse of word processing.     

Accuracy of judging others’ traits and states: Comparing mean levels across tests

Tests of accuracy in interpersonal perception take many forms. Often, such tests use designs and scoring methods that produce overall accuracy levels that cannot be directly compared across tests. Therefore, progress in understanding accuracy levels has been hampered. The present article employed several techniques for achieving score equivalency. Mean accuracy was converted to a common metric, pi [Rosenthal, R., & Rubin, D. B. (1989). Effect size estimation for one-sample multiple-choice-type data: Design, analysis, and meta-analysis. Psychological Bulletin, 106, 332–337] in a database of 109 published results representing tests that varied in terms of scoring method (proportion accuracy versus correlation), content (e.g., personality versus affect), number of response options, item preselection, cue channel (e.g., face versus voice), stimulus duration, and dynamism. Overall, accuracy was midway between guessing level and a perfect score, with accuracy being higher for tests based on preselected than unselected stimuli. When item preselection was held constant, accuracy was equivalent for judging affect and judging personality. However, comparisons must be made with caution due to methodological variations between studies and gaps in the literature.     

Syntax as a reflex: neurophysiological evidence for early automaticity of grammatical processing

It has been a matter of debate whether the specifically human capacity to process syntactic information draws on attentional resources or is automatic. To address this issue, we recorded neurophysiological indicators of syntactic processing to spoken sentences while subjects were distracted to different degrees from language processing. Subjects were either passively distracted, by watching a silent video film, or their attention was actively streamed away from the language input by performing a demanding acoustic signal detection task. An early index of syntactic violations, the syntactic Mismatch Negativity (sMMN), distinguished between grammatical and ungrammatical speech even under strongest distraction. The magnitude of the early sMMN (at <150ms) was unaffected by attention load of the distraction task. The independence of the early syntactic brain response of attentional distraction provides neurophysiological evidence for the automaticity of syntax and for its autonomy from other attention-demanding processes, including acoustic stimulus discrimination. The first attentional modulation of syntactic brain responses became manifest at a later stage, at approximately 200ms, thus demonstrating the narrowness of the early time window of syntactic autonomy. We discuss these results in the light of modular and interactive theories of cognitive processing and draw inferences on the automaticity of both the cognitive MMN response and certain grammar processes in general.     

A New View of Language, Emotion and the Brain

Linguistic theory since the Cognitive Revolution has followed one of the premises of that revolution by largely sidelining the issue of emotions and concentrating on those aspects of language that are more strictly cognitive. However, during the last two decades research in cognitive science, especially in neuropsychology, has begun to fill in the gaps left by the exclusion of emotions from cognitive research. This article proposes a model for applying the fruits of this new research in emotion to our understanding of language itself. Building on Karl Pribram`s integrated model of emotions and motivations, the presentation it offers a propositional explanation for how the emotions may have contributed to the emergence of symbolic formation and, ultimately, to every aspect of language from lexis to literature.

The masked onset priming effect in picture naming

Reading aloud is faster when targets (e.g., PAIR) are preceded by visually masked primes sharing just the onset (e.g., pole) compared to all different primes (e.g., take). This effect is known as the masked onset priming effect (MOPE). One crucial feature of this effect is its presumed non-lexical basis. This aspect of the MOPE is tested in the current study. Dutch participants named pictures having bisyllabic names, which were preceded by visually masked primes. Picture naming was facilitated by first-segment but not last-segment primes, and by first-syllable as well as last-syllable primes. Whole-word primes with first or last segment overlap slowed down picture naming latencies significantly. The first-segment priming effect (i.e., MOPE) cannot be accounted for by non-lexical response competition since pictures cannot be named via the non-lexical route. Instead, the effects obtained in this study can be accommodated by a speech-planning account of the MOPE.     

The link between statistical segmentation and word learning in adults

Many studies have shown that listeners can segment words from running speech based on conditional probabilities of syllable transitions, suggesting that this statistical learning could be a foundational component of language learning. However, few studies have shown a direct link between statistical segmentation and word learning. We examined this possible link in adults by following a statistical segmentation exposure phase with an artificial lexicon learning phase. Participants were able to learn all novel object-label pairings, but pairings were learned faster when labels contained high probability (word-like) or non-occurring syllable transitions from the statistical segmentation phase than when they contained low probability (boundary-straddling) syllable transitions. This suggests that, for adults, labels inconsistent with expectations based on statistical learning are harder to learn than consistent or neutral labels. In contrast, a previous study found that infants learn consistent labels, but not inconsistent or neutral labels.     

Tic Tac Toe: effects of predictability and importance on acoustic prominence in language production

Importance and predictability each have been argued to contribute to acoustic prominence. To investigate whether these factors are independent or two aspects of the same phenomenon, na?ve participants played a verbal variant of Tic Tac Toe. Both importance and predictability contributed independently to the acoustic prominence of a word, but in different ways. Predictable game moves were shorter in duration and had less pitch excursion than less predictable game moves, whereas intensity was higher for important game moves. These data also suggest that acoustic prominence is affected by both speaker-centered processes (speaker effort) and listener-centered processes (intent to signal important information to the listener).     

When can we say 'if'?

In this study, we focus on the conditions which permit people to assert a conditional statement of the form 'if p then q' with conversational relevance. In a broadly decision-theoretic approach, also drawing on hypothetical thinking theory [Evans, J. St. B. T. (2007). Hypothetical thinking: Dual processes in reasoning and judgement. Hove, UK: Psychology Press.], we predicted that conditional tips and promises would appear more useful and persuasive and be more likely to encourage an action p when (a) the conditional link from p to q was stronger, (b) the cost of the action p was lower and (c) the benefit of the consequence q was higher. Similarly, we predicted that conditional warnings and threats would be seen as more useful and persuasive and more likely to discourage an action p when (a) the conditional link from p to q was stronger, (b) the benefit of the action p was lower and (c) the cost of the consequence q was higher. All predictions were strongly confirmed, suggesting that such conditionals may best be asserted when they are of high relevance to the goals of the listener.     

Meaning matters in children's plural productions

The English plural is about the number of individuals in a set of like kinds. Two-year-old children use the plural but do not do so in all obligatory contexts. The present report asks whether the limitations on their production of the plural are related to aspects of meaning. In two Experiments plural productions were elicited from 2-year-old children for sets of size two and four and for instances of basic-level categories that were either similar or identical. Children were much more likely to produce the plural of these well-known nouns when there were four rather than two and when the instances were identical rather than merely similar. The results provide new evidence on children's acquisition of the English plural, showing that children's early productions are not just limited by knowledge of the noun and its plural form but also is limited by properties of the labeled sets in ways that are relevant to the underlying meaning of the plural.