Crowding,contagion, and laughter

The phenomenon of contagion is analysed in terms of the intensification explanation of the effect of crowding (high density) on humans. According to the analysis, high density should be expected to increase contagion of a model's behavior. Groups of three subjects and a confederate listen to humorous tapes under low or high density conditions. In half of the groups the confederate smiles and laughs a good deal during the tapes; in the other half, she does not laugh and smiles only a few times. The subjects are filmed and their reactions to the tapes are rated. As predicted, high density combined with a laughing model results in more laughter by the subjects, while the other three conditions do not differ appreciably. The lack of effect of high density when the model does not laugh is seen as supporting the intensification explanation of crowding as opposed to an arousal explanation.     

The vulnerable C-domain

The purpose of this article is to document the existence of a group of natural language speakers who display non-target-like production of the syntax at the highest structural level, the C-domain, but produce the syntax of lower structural levels in a target-like way. This group consists of very early L1 learners, children with Specific Language Impairment, adult L2 learners, and patients with Broca's aphasia. The group is established on the basis of data from Swedish and German, but can presumably be discerned for any language. The assumption that the non-target-like production of C-domain syntax is related to Broca's area is discussed, as are some consequences for modern syntactic theory.     

Persian speaking children's acquisition of relative clauses

The current study examined the acquisition of relative clauses (RCs) in Persian-speaking children. Persian is a relatively unique data point in crosslinguistic research in acquisition because it is a head-final language with post-nominal RCs. Children (N = 51) aged 2 to 7 years completed a picture-selection task that tested their comprehension of subject-, object-, and genitive-RCs. The results showed that the children experienced greater difficulty processing object and genitive RCs when compared to subject RCs, suggesting that the children have particular difficulty processing sentences with non-canonical word order. The results are discussed with reference to a number of theoretical accounts proposed to account for sentence difficulty.