Remarks on the Relation between Language Production and Language Comprehension Systems

1982 ◽  
pp. 209-224 ◽  
Author(s):  
Merrill F. Garrett
Keyword(s):  
Language Comprehension ◽  
Language Production

Spoken language comprehension: insights from eye movements

2007 ◽  
pp. 308-326 ◽  
Author(s):  
Michael K. Tanenhaus
Keyword(s):  
Eye Movements ◽  
Language Processing ◽  
Language Comprehension ◽  
Language Production ◽  
World Literature ◽  
Spoken Language ◽  
Response Measure ◽  
Visual World ◽  
Spoken Language Processing ◽  
Spoken Language Comprehension

Recently, eye movements have become a widely used response measure for studying spoken language processing in both adults and children, in situations where participants comprehend and generate utterances about a circumscribed “Visual World” while fixation is monitored, typically using a free-view eye-tracker. Psycholinguists now use the Visual World eye-movement method to study both language production and language comprehension, in studies that run the gamut of current topics in language processing. Eye movements are a response measure of choice for addressing many classic questions about spoken language processing in psycholinguistics. This article reviews the burgeoning Visual World literature on language comprehension, highlighting some of the seminal studies and examining how the Visual World approach has contributed new insights to our understanding of spoken word recognition, parsing, reference resolution, and interactive conversation. It considers some of the methodological issues that come to the fore when psycholinguists use eye movements to examine spoken language comprehension.

The modality switching costs of Chinese–English bilinguals in the processing of L1 and L2

2019 ◽  
Vol 73 (3) ◽  
pp. 396-412
Author(s):  
Tianyang Zhao ◽  
Yanli Huang ◽  
Donggui Chen ◽  
Lu Jiao ◽  
Fernando Marmolejo-Ramos ◽  
...  
Keyword(s):  
Language Comprehension ◽  
Language Production ◽  
Switching Costs ◽  
Naming Task ◽  
Visual Modality ◽  
Decision Task ◽  
Auditory Modality ◽  
Sequential Information ◽  
Modality Switching ◽  
L1 And L2

Modality switching cost indicates that people’s performance becomes worse when they judge sequential information that is related to different sensory modalities than judging information that is related to the same modality. In this study, we conducted three experiments on proficient and non-proficient bilingual individuals to investigate the modality switching costs in L1 and L2 processing separately. In Experiment 1, materials were L1 and L2 words that were either conceptually related to a visual modality (e.g., light) or related to an auditory modality (e.g., song). The modality switching costs were investigated in a lexical decision task in both L1 and L2. Experiment 2 further explored the modality switching costs while weakening the activation level of the perceptual modality by adding a set of fillers. Experiment 3 used a word-naming task to explore the modality switching effect in language production in L1 and L2. Results of these experiments showed that the modality switching costs appeared in both language comprehension and production in L1 and L2 conditions. The magnitude of the modality switching costs was conditionally modulated by the L2 proficiency level, such as in the L2 condition in Experiment 1 and in both L1 and L2 conditions in Experiment 3. These results suggest that sensorimotor simulation is involved in not only language comprehension but also language production. The sensorimotor simulation that is acquired in L1 can be transferred to L2.

Conversational asymmetry between mothers and children

1981 ◽  
Vol 8 (1) ◽  
pp. 35-49 ◽  
Author(s):  
Kenneth Kaye ◽  
Rosalind Charney
Keyword(s):  
Individual Differences ◽  
Social Class ◽  
Language Comprehension ◽  
Language Production ◽  
The Other ◽  
Cognitive Measures ◽  
Class Differences ◽  
Puzzle Solving ◽  
Mothers And Children ◽  
Negative Effect

ABSTRACTTURNABOUTS, which both respond to and require a response from the other (either verbal or nonverbal), were produced more than twice as often by mothers as by their children at 2; 2 and 2; 6, in videotaped dialogues during semi-structured play. The 27 mothers showed stable individual differences in this aspect of their turn-taking, across situations and across time. Children tended to take a reciprocal role rather than an imitative one within the immediate situation: if a mother produced many mands, her child produced few. At 2; 10 the children were tested for language comprehension, puzzle-solving and conversational engagement with an investigator. Mothers' mands at the earlier ages appeared to have a negative effect upon these measures, even when social class differences were controlled; but causal interpretations were complicated by the fact that language production measures also predicted the 2; 10 cognitive measures.

scholarly journals Shared Syntax in Language Production and Language Comprehension--An fMRI Study

2011 ◽  
Vol 22 (7) ◽  
pp. 1662-1670 ◽  
Author(s):  
K. Segaert ◽  
L. Menenti ◽  
K. Weber ◽  
K. M. Petersson ◽  
P. Hagoort
Keyword(s):  
Language Comprehension ◽  
Language Production ◽  
Fmri Study

scholarly journals Comprehension and production of relative clauses: a comparison between Swedish impaired and unimpaired children

2000 ◽  
Vol 27 (2) ◽  
pp. 313-333 ◽  
Author(s):  
GISELA HÅKANSSON ◽  
KRISTINA HANSSON
Keyword(s):  
Language Comprehension ◽  
Language Impairment ◽  
Specific Language Impairment ◽  
Language Production ◽  
Relative Clauses ◽  
Sentence Completion ◽  
Target Structure ◽  
Elicited Imitation ◽  
Specific Language ◽  
The Relationship

The aim of the present study is to investigate the relationship between language comprehension and language production in Swedish children. This was done longitudinally with 10 children with specific language impairment (SLI), aged 4;0 to 6;3 at Time I, and 10 children with unimpaired language development, aged 3;1 to 3;7 at Time I. The target structure was subordination, more precisely relative clauses. The children's comprehension was tested with picture pointing, act-out and oral response tests. Their production was tested with elicited imitation and sentence completion tests. Data were collected twice, with an interval of six months. The results from the unimpaired children at Time I showed a difference between comprehension and production. At Time II these children scored higher on production than on comprehension. The children with SLI scored significantly higher on comprehension than on production at Time I. In half of the SLI group there was a clear development between the two data collection sessions, diminishing the dissociation. On neither testing did the children with SLI differ significantly from the unimpaired children in comprehension. At both testings, however, the children with SLI had significantly more responses where they did not insert the complementizer in relative clauses. The results indicate that the relationship between comprehension and production is different at different stages in development. They also show that structures involving dependency relations are particularly difficult to produce for children with SLI.

The Oxford Handbook of Psycholinguistics

2018 ◽  
Keyword(s):  
Language Processing ◽  
Language Comprehension ◽  
Language Production ◽  
Text Comprehension ◽  
Sentence Comprehension ◽  
Linguistic Diversity ◽  
First Language ◽  
Grammatical Encoding ◽  
Current State

This handbook reviews the current state of the art in the field of psycholinguistics. Part I deals with language comprehension at the sublexical, lexical, and sentence and discourse levels. It explores concepts of speech representation and the search for universal speech segmentation mechanisms against a background of linguistic diversity and compares first language with second language segmentation. It also discusses visual word recognition, lexico-semantics, the different forms of lexical ambiguity, sentence comprehension, text comprehension, and language in deaf populations. Part II focuses on language production, with chapters covering topics such as word production and related processes based on evidence from aphasia, the major debates surrounding grammatical encoding. Part III considers various aspects of interaction and communication, including the role of gesture in language processing, approaches to the study of perspective-taking, and the interrelationships between language comprehension, emotion, and sociality. Part IV is concerned with language development and evolution, focusing on topics ranging from the development of prosodic phonology, the neurobiology of artificial grammar learning, and developmental dyslexia. The book concludes with Part V, which looks at methodological advances in psycholinguistic research, such as the use of intracranial electrophysiology in the area of language processing.

Language comprehension vs. language production: Age effects on fMRI activation

2011 ◽  
Vol 119 (1) ◽  
pp. 6-15 ◽  
Author(s):  
Karen Lidzba ◽  
Eleonore Schwilling ◽  
Wolfgang Grodd ◽  
Inge Krägeloh-Mann ◽  
Marko Wilke
Keyword(s):  
Language Comprehension ◽  
Language Production ◽  
Age Effects

In, on, and under: Examining the Relationship between Cognitive and Language Skills

1983 ◽  
Vol 6 (2) ◽  
pp. 153-166 ◽  
Author(s):  
Esther Halpern ◽  
Roberta Corrigan ◽  
Ora Aviezer
Keyword(s):  
Language Comprehension ◽  
Language Production ◽  
Language Skills ◽  
Cognitive Task ◽  
Previous Literature ◽  
Cognitive Tasks ◽  
Spatial Concepts ◽  
Verbal Instructions ◽  
Linguistic Comprehension ◽  
The Relationship

Based on language comprehension data, previous literature had suggested that cognitive rules determined the order of acquisition of the spatial concepts 'in', 'on', and 'under'. However, this research had not independently assessed language and cognitive sequences in the same children. The present research examined the order of emergence of these concepts using both a non-verbal cognitive task and linguistic comprehension and production tasks. Subjects were 75 Israeli children between 14 and 30 months of age. In the cognitive tasks, children actively manipulated blocks in procedures designed to elicit the three types of space. In the language tasks, children were either asked to follow verbal instructions of the form "put X (in, on or under) the Y", or to use the respective locatives in their language. Scalogram analyses of the construction, comprehension, and production tasks indicated that 'in' space developed earlier than 'on' space, which developed before 'under' space. In general, cognitive tasks were solved prior to language comprehension tasks, which occurred prior to language production tasks. The discussion concludes that the same underlying skills are necessary for the solution of both the cognitive and language tasks.

Cognitive precursors of receptive vs. expressive language

1982 ◽  
Vol 9 (1) ◽  
pp. 13-22 ◽  
Author(s):  
Linda Smolak
Keyword(s):  
Language Comprehension ◽  
Language Production ◽  
Expressive Language ◽  
Object Permanence ◽  
Verbal Interaction ◽  
Comprehension Development ◽  
Cognitive Precursors ◽  
Expressive Language Development ◽  
Relationship Of ◽  
The Relationship

ABSTRACTAlthough cognitive precursors of language production have received considerable attention, the relationship of cognitive development to language comprehension development remains unexplored. In the present research, the relationship of object permanence and classification skills to receptive, as well as expressive, language development was investigated in infants between 0; 9 and 1; 3. Results indicated that object permanence, classification, and parent–child verbal interaction ratings were about equally related to language comprehension functioning. No prerequisite stage of object permanence functioning could be discerned. On the other hand, object permanence was more strongly related to language production than were classification and verbal interaction. Furthermore, it appeared that a minimum of Stage 5 object permanence functioning was necessary prior to the onset of language production.

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