scholarly journals Acquiring L2 sentence comprehension: A longitudinal study of word monitoring in noise

2012 ◽  
Vol 15 (4) ◽  
pp. 841-857 ◽  
Author(s):  
GEORGINA OLIVER ◽  
MARIANNE GULLBERG ◽  
FRAUKE HELLWIG ◽  
HOLGER MITTERER ◽  
PETER INDEFREY
Keyword(s):  
Phonological Processing ◽  
Auditory Processing ◽  
Semantic Processing ◽  
Sentence Comprehension ◽  
Native Speakers ◽  
Word Predictability ◽  
L2 Listening ◽  
Semantic Transfer ◽  
Different Levels ◽  
Observation Period

This study investigated the development of second language online auditory processing with ab initio German learners of Dutch. We assessed the influence of different levels of background noise and different levels of semantic and syntactic target word predictability on word-monitoring latencies. There was evidence of syntactic, but not lexical-semantic, transfer from the L1 to the L2 from the onset of L2 learning. An initial stronger adverse effect of noise on syntactic compared to phonological processing disappeared after two weeks of learning Dutch suggesting a change towards more robust syntactic processing. At the same time the L2 learners started to exploit semantic constraints predicting upcoming target words. The use of semantic predictability remained less efficient compared to native speakers until the end of the observation period. The improvement and the persistent problems in semantic processing we found were independent of noise and rather seem to reflect the need for more context information to build up online semantic representations in L2 listening.

scholarly journals A Preliminary Exploration of Pitch Discrimination, Temporal Sequencing, and Prosodic Awareness Skills of Children Who Participate in Different School-Based Music Curricula

2021 ◽  
Vol 11 (8) ◽  
pp. 982
Author(s):  
Ashley G. Flagge ◽  
Mary Ellen Neeley ◽  
Tara M. Davis ◽  
Victoria S. Henbest
Keyword(s):  
Phonological Processing ◽  
Auditory Processing ◽  
Musical Training ◽  
Positive Influence ◽  
Pitch Discrimination ◽  
Language And Literacy ◽  
School Based ◽  
Temporal Sequencing ◽  
School Music ◽  
Music Class

Musical training has been shown to have a positive influence on a variety of skills, including auditory-based tasks and nonmusical cognitive and executive functioning tasks; however, because previous investigations have yielded mixed results regarding the relationship between musical training and these skills, the purpose of this study was to examine and compare the auditory processing skills of children who receive focused, daily musical training with those with more limited, generalized musical training. Sixteen typically developing children (second–fourth grade) from two different schools receiving different music curricula were assessed on measures of pitch discrimination, temporal sequencing, and prosodic awareness. The results indicated significantly better scores in pitch discrimination abilities for the children receiving daily, focused musical training (School 1) compared to students attending music class only once per week, utilizing a more generalized elementary school music curriculum (School 2). The findings suggest that more in-depth and frequent musical training may be associated with better pitch discrimination abilities in children. This finding is important given that the ability to discriminate pitch has been linked to improved phonological processing skills, an important skill for developing spoken language and literacy. Future investigations are needed to determine whether the null findings for temporal sequencing and prosodic awareness can be replicated or may be different for various grades and tasks for measuring these abilities.

Improved incidental memory with nicotine after semantic processing, but not after phonological processing

2001 ◽  
Vol 153 (2) ◽  
pp. 258-263 ◽  
Author(s):  
David M. Warburton ◽  
Abigail Skinner ◽  
Christopher D. Martin
Keyword(s):  
Phonological Processing ◽  
Semantic Processing ◽  
Incidental Memory

The processing of case in near-native Spanish

2015 ◽  
Vol 31 (3) ◽  
pp. 281-307 ◽  
Author(s):  
Jill Jegerski
Keyword(s):  
Second Language ◽  
Sentence Comprehension ◽  
Native Speakers ◽  
First Language ◽  
Differential Object Marking ◽  
L2 Processing ◽  
Case Marker ◽  
Object Marking ◽  
Case Markers ◽  
Ditransitive Constructions

This article reports a study that sought to determine whether non-native sentence comprehension can show sensitivity to two different types of Spanish case marking. Sensitivity to case violations was generally more robust with indirect objects in ditransitive constructions than with differential object marking of animate direct objects, even among native speakers of Spanish, which probably reflects linguistic differences in the two types of case. In addition, the overall outcome of two experiments shows that second language (L2) processing can integrate case information, but that, unlike with native processing, attention to a case marker may depend on the presence of a preverbal clitic as an additional cue to the types of postverbal arguments that might occur in a stimulus. Specifically, L2 readers showed no sensitivity to differential object marking with a in the absence of clitics in the first experiment, with stimuli such as Verónica visita al/el presidente todos los meses ‘Veronica visits the[ACC/NOM]president every month’, but the L2 readers in the second experiment showed native-like sensitivity to the same marker when the object it marked was doubled by the clitic lo, as in Verónica lo visita al/el presidente todos los meses. With indirect objects, on the other hand, sensitivity to case markers was native-like in both experiments, although indirect objects were also always doubled by the preverbal clitic le. The apparent first language / second language contrast suggests differences in processing strategy, whereby non-native processing of morphosyntax may rely more on the predictability of forms than does native processing.

scholarly journals The interaction between structure and meaning in sentence comprehension: Recurrent neural networks and reading times

2019 ◽  
Author(s):  
Stefan L. Frank ◽  
John Hoeks
Keyword(s):  
Neural Network ◽  
Neural Networks ◽  
Sentence Processing ◽  
Recurrent Neural Networks ◽  
Sentence Comprehension ◽  
Semantic Relations ◽  
Garden Path ◽  
Word Predictability ◽  
Syntactic Ambiguities ◽  
Potential Object

Recurrent neural network (RNN) models of sentence processing have recently displayed a remarkable ability to learn aspects of structure comprehension, as evidenced by their ability to account for reading times on sentences with local syntactic ambiguities (i.e., garden-path effects). Here, we investigate if these models can also simulate the effect of semantic appropriateness of the ambiguity's readings. RNNs-based estimates of surprisal of the disambiguating verb of sentences with an NP/S-coordination ambiguity (as in `The wizard guards the king and the princess protects ...') show identical patters to human reading times on the same sentences: Surprisal is higher on ambiguous structures than on their disambiguated counterparts and this effect is weaker, but not absent, in cases of poor thematic fit between the verb and its potential object (`The teacher baked the cake and the baker made ...'). These results show that an RNN is able to simultaneously learn about structural and semantic relations between words and suggest that garden-path phenomena may be more closely related to word predictability than traditionally assumed.

scholarly journals Neural evidence for the prediction of animacy features during language comprehension: Evidence from MEG and EEG Representational Similarity Analysis

2019 ◽  
Author(s):  
Lin Wang ◽  
Edward Wlotko ◽  
Edward Alexander ◽  
Lotte Schoot ◽  
Minjae Kim ◽  
...  
Keyword(s):  
Spatial Patterns ◽  
Language Comprehension ◽  
Neural Activity ◽  
Semantic Processing ◽  
Sentence Comprehension ◽  
Brain Activity ◽  
Coarse Grained ◽  
Similarity Analysis ◽  
Semantic Features ◽  
Representational Similarity Analysis

AbstractIt has been proposed that people can generate probabilistic predictions at multiple levels of representation during language comprehension. We used Magnetoencephalography (MEG) and Electroencephalography (EEG), in combination with Representational Similarity Analysis (RSA), to seek neural evidence for the prediction of animacy features. In two studies, MEG and EEG activity was measured as human participants (both sexes) read three-sentence scenarios. Verbs in the final sentences constrained for either animate or inanimate semantic features of upcoming nouns, and the broader discourse context constrained for either a specific noun or for multiple nouns belonging to the same animacy category. We quantified the similarity between spatial patterns of brain activity following the verbs until just before the presentation of the nouns. The MEG and EEG datasets revealed converging evidence that the similarity between spatial patterns of neural activity following animate constraining verbs was greater than following inanimate constraining verbs. This effect could not be explained by lexical-semantic processing of the verbs themselves. We therefore suggest that it reflected the inherent difference in the semantic similarity structure of the predicted animate and inanimate nouns. Moreover, the effect was present regardless of whether a specific word could be predicted, providing strong evidence for the prediction of coarse-grained semantic features that goes beyond the prediction of individual words.Significance statementLanguage inputs unfold very quickly during real-time communication. By predicting ahead we can give our brains a “head-start”, so that language comprehension is faster and more efficient. While most contexts do not constrain strongly for a specific word, they do allow us to predict some upcoming information. For example, following the context, “they cautioned the…”, we can predict that the next word will be animate rather than inanimate (we can caution a person, but not an object). Here we used EEG and MEG techniques to show that the brain is able to use these contextual constraints to predict the animacy of upcoming words during sentence comprehension, and that these predictions are associated with specific spatial patterns of neural activity.

scholarly journals Presuppositons in processing: a case study of German "auch"

2006 ◽  
Vol 44 (2) ◽  
pp. 301-315
Author(s):  
Florian Schwarz
Keyword(s):  
Semantic Processing ◽  
Sentence Comprehension ◽  
Experimental Studies ◽  
Semantic Theory ◽  
The Self ◽  
Syntactic Analysis ◽  
Additive Particle ◽  
Study Participants

This paper presents two experimental studies investigating the processing of presupposed content. Both studies employ the German additive particle auch (too). In the first study, participants were given a questionnaire containing bi-clausal, ambiguous sentences with 'auch' in the second clause. The presupposition introduced by auch was only satisfied on one of the two readings of the sentence, and this reading corresponded to a syntactically dispreferred parse of the sentence. The prospect of having the auch-presupposition satisfied made participants choose this syntactically dispreferred reading more frequently than in a control condition. The second study used the self-paced-reading paradigm and compared the reading times on clauses containing auch, which differed in whether the presupposition of auch was satisfied or not. Participants read the clause more slowly when the presupposition was not satisfied. It is argued that the two studies show that presuppositions play an important role in online sentence comprehension and affect the choice of syntactic analysis. Some theoretical implications of these findings for semantic theory and dynamic accounts of presuppositions as well as for theories of semantic processing are discussed.  

scholarly journals Early Phonological Neural Specialization Predicts Later Growth in Word Reading Skills

2019 ◽  
Author(s):  
Brianna L. Yamasaki ◽  
Karla Kay McGregor ◽  
James R. Booth
Keyword(s):  
Phonological Processing ◽  
Semantic Processing ◽  
Reading Skills ◽  
Word Reading ◽  
Superior Temporal Gyrus ◽  
Preliminary Evidence ◽  
Reading Growth ◽  
Best Fitting ◽  
And Performance ◽  
Performance Results

According to the Interactive Specialization Theory, cognitive skill development is facilitated by a process of neural specialization. In line with this theory, the current study investigated whether neural specialization for phonological and semantic processing at 5-to-6 years old was predictive of growth in word reading skills from 5-to-8 years old. Specifically, four regression models were estimated in which reading growth was predicted from: (1) an intercept-only model, (2) measures of semantic and phonological neural specialization, (3) performance on semantic and phonological behavioral tasks, or (4) a combination of neural specialization and behavioral performance. Results from the preregistered analyses revealed little evidence in favor of the hypothesis that early semantic and phonological skills predict growth in reading. However, results from the exploratory analyses, which included a larger sample, focused exclusively on the phonological predictors, and investigated relative growth in reading, demonstrated strong evidence that variability in phonological processing is predictive of growth in word reading skills. Specifically, the best fitting model included both measures of phonological neural specialization within the posterior superior temporal gyrus and performance on a phonological behavioral task. This work provides important preliminary evidence in favor of the Interactive Specialization Theory and, more specifically, for the role of phonological neural specialization in the development of early word reading skills.

scholarly journals Localization of Syntactic and Semantic Brain Responses using Magnetoencephalography

2007 ◽  
Vol 19 (7) ◽  
pp. 1193-1205 ◽  
Author(s):  
Elisabet Service ◽  
Päivi Helenius ◽  
Sini Maury ◽  
Riitta Salmelin
Keyword(s):  
Temporal Lobe ◽  
Semantic Processing ◽  
Sentence Comprehension ◽  
Right Hemisphere ◽  
Temporal Cortex ◽  
Word Class ◽  
Sentence Reading ◽  
Word Onset ◽  
Semantic Errors ◽  
The Right

Electrophysiological methods have been used to study the temporal sequence of syntactic and semantic processing during sentence comprehension. Two responses associated with syntactic violations are the left anterior negativity (LAN) and the P600. A response to semantic violation is the N400. Although the sources of the N400 response have been identified in the left (and right) temporal lobe, the neural signatures of the LAN and P600 have not been revealed. The present study used magnetoencephalography to localize sources of syntactic and semantic activation in Finnish sentence reading. Participants were presented with sentences that ended in normally inf lected nouns, nouns in an unacceptable case, verbs instead of nouns, or nouns that were correctly inflected but made no sense in the context. Around 400 msec, semantically anomalous last words evoked strong activation in the left superior temporal lobe with significant activation also for word class errors (N400). Weaker activation was seen for the semantic errors in the right hemisphere. Later, 600-800 msec after word onset, the strongest activation was seen to word class and morphosyntactic errors (P600). Activation was significantly weaker to semantically anomalous and correct words. The P600 syntactic activation was localized to bilateral sources in the temporal lobe, posterior to the N400 sources. The results suggest that the same general region of the superior temporal cortex gives rise to both LAN and N400 with bilateral reactivity to semantic manipulation and a left hemisphere effect to syntactic manipulation. The bilateral P600 response was sensitive to syntactic but not semantic factors.

The Use of Videoconferencing and Unprescribed Conversation for Listening Comprehension in L2 Spanish

2020 ◽  
Vol 10 (3) ◽  
pp. 1-15
Author(s):  
Laurie Massery ◽  
Claudio Fuentes
Keyword(s):  
Second Language Acquisition ◽  
Listening Comprehension ◽  
Native Speakers ◽  
Native Speaker ◽  
National Standards ◽  
Target Language ◽  
Treatment Groups ◽  
System Data ◽  
L2 Listening ◽  
Guided Instruction

The following research investigates the effect that unprescribed1 conversation with native speakers of the target language had on learners' L2 listening comprehension skills at the beginning (n=21) and advanced intermediate levels of Spanish (n=27). Treatment groups completed two-thirty-minute conversations with native speakers via videoconferencing throughout the semester, while the control groups carried out unilateral oral exams using the Canvas course management system. Data was collected using the Avant Stamp Test, an online testing program that is based on the national standards outlined by the American Council on the Teaching of Foreign Language (i.e., ACTFL). The results of the study revealed that learners at the Intermediate I (InterI) level significantly improved as a result of the oral interactions, while the Intermediate II learners (InterII)—who possessed more developed grammatical and lexical skills, as well as overall experience in L2 than their Intermediate I level counterparts—did not significantly improve as a result of the treatment. Although many of the studies in this area of inquiry emphasize the need for guided instruction, explicit strategy and lexical recognition in aural development, it is argued here that unprescribed conversation with native speakers—a much less contrived and more authentic approach to aural acquisition—can also significantly improve listening ability in L2. Therefore, with the present study, the authors contribute to current literature in Second Language Acquisition that centers on aural development and the role of native speaker interaction in learners' auditory growth.

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