Early Lexical Effects when Fixating a Word in Reading

Abstract The maze task (Forster, Guererra & Elliot, 2009; Forster, 2010) is designed to measure focal lexical and sentence processing effects in a highly controlled manner. We discuss how this task can be modified and extended to provide a unique opportunity for the investigation of lexical effects in sentence context. We present results that demonstrate how the maze task can be used to examine both facilitation and inhibition effects. Most importantly, it can do this while leaving the target sentence unchanged across conditions. This is an advantage that is not available with other paradigms. We also present new versions of the maze task that allow for the isolation of specific lexical effects and that enhance the measurement of lexical recognition through visual animation. Finally, we discuss how the maze task brings to the foreground the extent to which complex multi-layered priming and inhibition are intrinsic to sentence reading and how the maze task can tap this complexity.

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Some lexical effects in a generalized phoneme monitoring task

The Journal of the Acoustical Society of America ◽

10.1121/1.2029884 ◽

1991 ◽

Vol 89 (4B) ◽

pp. 2010-2011

Author(s):

Scott E. Lively ◽

David B. Pisoni

Keyword(s):

Monitoring Task ◽

Lexical Effects ◽

Phoneme Monitoring

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Lexical effects on nasal coda neutralization in Taiwan Mandarin.

The Journal of the Acoustical Society of America ◽

10.1121/1.3588995 ◽

2011 ◽

Vol 129 (4) ◽

pp. 2682-2682

Author(s):

Yingshing Li

Keyword(s):

Taiwan Mandarin ◽

Lexical Effects

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The Revised Alternation Condition in Lexical Phonology

Nordic Journal of Linguistics ◽

10.1017/s0332586500001633 ◽

1987 ◽

Vol 10 (2) ◽

pp. 151-164 ◽

Cited By ~ 2

Author(s):

Gregory K. Iverson

Keyword(s):

Lexical Effects ◽

Alternation Condition ◽

Lexical Phonology

The present paper makes a case for retention of the (Revised) Alternation Condition in Lexical Phonology, a theory in which any single rule which presebts beytralizing, lexical effects restricted to derived forms along with allophonic, derivationally unterstricted dffects is cominally impossible. However, Korean obstruent palatalization does display both of these properties, whereby /t, th/ neutralize with /ĉ, ĉh/ before [i], but only if the [i] occurs in another morpheme (cf. /path + i/→ [paĉhi] ‘field-SUBJ’ vs. monomorphemic [pathi] ‘endure’), whereas / s / acquires the palatal allophone [∫[ before [i] both within ([∫i] ‘poem’) and between (/os + i/→ [o∫i] ‘cloth-SUBJ’) morphemes. The Revised Alternation Condition alone imposes just this restriction on a single palatalization rule functioning both lexically and post-lexically in Korean, which suggests that its removal from the theory is premature.

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On the role of input for children’s early production of bare infinitives in German and French

Language Interaction and Acquisition / Langage Interaction et Acquisition ◽

10.1075/lia.4.1.04laa ◽

2013 ◽

Vol 4 (1) ◽

pp. 70-90

Author(s):

Sabine Laaha ◽

Dominique Bassano

Keyword(s):

Developmental Phase ◽

Lexical Effects ◽

Verb Forms ◽

Verb Constructions ◽

Early Production ◽

The Subject ◽

Input Variables ◽

Early Developmental ◽

Finite Verb

The “optional infinitive” phenomenon, i.e. the existence of an early developmental phase in which children show a strong preference for using bare non-finite verb forms, has been the subject of many studies and much controversy. The aim of this study is to assess the role of distributional characteristics of the input for children’s early production of bare infinitives in two languages, German and French. For this purpose, three different input variables are investigated: the frequency, informativeness and salience of infinitives in child-directed speech. Results show that salience is the best predictor for the distribution of bare infinitives in the very early phase of development. Furthermore, lexical effects of individual verb forms on the patterning of bare infinitives in child speech are found which further support the constructivist idea that bare infinitives reflect the child’s learning of verb forms from compound finite verb constructions in the input.

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