Words and possible words in early language acquisition

In order to acquire language, infants must extract its building blocks—words—and master the rules governing their legal combinations from speech. These two problems are not independent, however: words also have internal structure. Thus, infants must extract two kinds of information from the same speech input. They must find the actual words of their language. Furthermore, they must identify its possible words, that is, the sequences of sounds that, being morphologically well formed, could be words. Here, we show that infants’ sensitivity to possible words appears to be more primitive and fundamental than their ability to find actual words. We expose 12- and 18-month-old infants to an artificial language containing a conflict between statistically coherent and structurally coherent items. We show that 18-month-olds can extract possible words when the familiarization stream contains marks of segmentation, but cannot do so when the stream is continuous. Yet, they can find actual words from a continuous stream by computing statistical relationships among syllables. By contrast, 12-month-olds can find possible words when familiarized with a segmented stream, but seem unable to extract statistically coherent items from a continuous stream that contains minimal conflicts between statistical and structural information. These results suggest that sensitivity to word structure is in place earlier than the ability to analyze distributional information. The ability to compute nontrivial statistical relationships becomes fully effective relatively late in development, when infants have already acquired a considerable amount of linguistic knowledge. Thus, mechanisms for structure extraction that do not rely on extensive sampling of the input are likely to have a much larger role in language acquisition than general-purpose statistical abilities.     

Grammatical aspect,lexical aspect,and event duration constrain the availability of events in narratives

The present study investigates how readers’ representations of narratives are constrained by three sources of temporal information; grammatical aspect, lexical aspect, and the duration of intervening events. Participants read short stories in which a target event with an intrinsic endpoint or not (lexical aspect: accomplishments/activities) was described as ongoing or completed (grammatical aspect: imperfective/perfective). An intervening sentence described either a long or short duration event before the target situation was reintroduced later in the story. The electroencephalogram time-locked to the reintroduction of the target event elicited a larger N400 for perfective versus imperfective accomplishments, and this effect occurred only after short intervening events. Alternatively, the N400 to targets in the activity condition did not vary as a function of grammatical aspect or duration of intervening events. These results provide novel insight into how the temporal properties of events interact to constrain the availability of concepts in situation models.     

Resolving syntactic category ambiguity: An eye-movement analysis

In two experiments, participants' eye movements were monitored as they read sentences containing biased syntactic category ambiguous words with either distinct (e.g., duck) or related (e.g., burn) meanings or unambiguous control words. In Experiment 1, prior context was consistent with either the dominant or subordinate interpretation of the ambiguous word. The subordinate bias effect was absent for the ambiguous words in gaze duration measures. However, effects of ambiguity did emerge in other measures for the ambiguous words preceded by context supporting the subordinate interpretation. In Experiment 2, context preceding the target words was neutral. Ambiguity effects only arose when posttarget context was consistent with the subordinate interpretation of the ambiguous words, indicating that readers initially selected the dominant interpretation. Results support immediate theories of syntactic category ambiguity resolution, but also suggest that recovery from misanalysis of syntactic category ambiguity is more difficult than for lexical-semantic ambiguity in which alternate interpretations do not cross syntactic category.     

Dynamics of upconversion photoluminescence in Ge–Ga–S: Er3+: application of quadrature frequency resolved spectroscopy

Quadrature frequency resolved spectroscopy (QFRS) on green (~550 nm) upconversion photoluminescence (UCPL) of Ge–Ga–S: Er³⁺ glasses pumped at 975 nm revealed double-peaked spectra with long lifetime τ₁ ranging from 0.2 to 2 ms and short lifetime τ₂ ≈ several tens of μs. The results are analysed in terms of the transfer function derived by linearizing rate equations for a three-level model. The τ₁ component is attributed to the relaxation at the intermediate level ⁴I_11/2 of Er³⁺ ions and the τ₂ component, to that at the upper ⁴S_3/2 manifold. The dominance of energy transfer upconversion over excited state absorption in the UCPL manifest itself as a greater dependence of τ₁ on the pump power and a lower ratio of the components of τ₂ to τ₁ in the QFRS spectra of a heavily Er-doped sample.     

Positional character frequency and word spacing facilitate the acquisition of novel words during Chinese children's reading

Children's eye movements were recorded to examine the role of word spacing and positional character frequency on the process of Chinese lexical acquisition during reading. Three types of two-character novel pseudowords were constructed: words containing characters in positions in which they frequently occurred (congruent), words containing characters in positions they do not frequently occur in (incongruent) and words containing characters that do not have a strong position bias (balanced). There were two phases within the experiment, a learning phase and a test phase. There were also two learning groups: half the children read sentences in a word-spaced format and the other half read the sentences in an unspaced format during the learning phase. All the participants read normal, unspaced text at test. A benefit of word spacing was observed in the learning phase, but not at test. Also, facilitatory effects of positional character congruency were found both in the learning and test phase; however, this benefit was greatly reduced at test. Furthermore, we did not find any interaction between word spacing and positional character frequencies, indicating that these two types of cues affect lexical acquisition independently. With respect to theoretical accounts of lexical acquisition, we argue that word spacing might facilitate the very earliest stages of word learning by clearly demarking word boundary locations. In contrast, we argue that characters' positional frequencies might affect relatively later stages of word learning.     

Selectional restrictions,types and categories

The expressions of a language distinguish between many different types of objects. These types can affect how the meanings of these expressions combine. This paper provides a formal picture of the process of meaning combination in a richly typed framework.     

Eye movements in developing readers: A comparison of silent and oral sentence reading

We present sentence reading data from a large-scale study with children (N = 632), focusing on three key research questions. (1) What are the trajectories of reading development in oral as compared to silent reading? (2) How are word frequency effects developing and are changes differentially affected by reading mode? (3) Are there systematic differences between better and weaker comprehenders when reading silently vs. aloud? Results illuminate a number of differences between reading modes, including more and prolonged fixations in oral reading, along with less inter-word regressions and attenuated effects of word frequency. Weaker comprehenders were slower, especially in oral reading and showed less flexibility in the allocation of word processing time. Differences between reading modes can be explained by additional processing demands imposed by concurrent articulation and eye–voice coordination when reading aloud.     

Word frequency in fast priming: Evidence for immediate cognitive control of eye movements during reading

Numerous studies have demonstrated effects of word frequency on eye movements during reading, but the precise timing of this influence has remained unclear. The fast priming paradigm was previously used to study influences of related versus unrelated primes on the target word. Here, we use this procedure to investigate whether the frequency of the prime word has a direct influence on eye movements during reading when the prime–target relation is not manipulated. We found that with average prime intervals of 32 ms readers made longer single fixation durations on the target word in the low than in the high frequency prime condition. Distributional analyses demonstrated that the effect of prime frequency on single fixation durations occurred very early, supporting theories of immediate cognitive control of eye movements. Finding prime frequency effects only 207 ms after visibility of the prime and for prime durations of 32 ms yields new time constraints for cognitive processes controlling eye movements during reading. Our variant of the fast priming paradigm provides a new approach to test early influences of word processing on eye movement control during reading.     

Speaking two languages at once: Unconscious native word form access in second language production

Bilingualism research has established language non-selective lexical access in comprehension. However, the evidence for such an effect in production remains sparse and its neural time-course has not yet been investigated. We demonstrate that German-English bilinguals performing a simple picture-naming task exclusively in English spontaneously access the phonological form of –unproduced– German words. Participants were asked to produce English adjective-noun sequences describing the colour and identity of familiar objects presented as line drawings. We associated adjective and picture names such that their onsets phonologically overlapped in English (e.g., green goat), in German through translation (e.g., blue flower – ‘blaue Blume’), or in neither language. As expected, phonological priming in English modulated event-related brain potentials over the frontocentral scalp region from around 440 ms after picture onset. Phonological priming in German was detectable even earlier, from 300 ms, even though German was never produced and in the absence of an interaction between language and phonological repetition priming at any point in time. Overall, these results establish the existence of non-selective access to phonological representations of the two languages in the domain of speech production.