scholarly journals Cognitive constraints on advance planning of sentence intonation

PLoS ONE ◽  
2021 ◽  
Vol 16 (11) ◽  
pp. e0259343
Author(s):  
Nele Ots
Keyword(s):  
Eye Movements ◽  
Verbal Working Memory ◽  
Voice Pitch ◽  
Cognitive Constraints ◽  
Sentence Planning ◽  
Planning Processes ◽  
Description Task ◽  
Time Planning ◽  
The Relationship ◽  
Mental Resources

Pitch peaks tend to be higher at the beginning of longer than shorter sentences (e.g., ‘A farmer is pulling donkeys’ vs ‘A farmer is pulling a donkey and goat’), whereas pitch valleys at the ends of sentences are rather constant for a given speaker. These data seem to imply that speakers avoid dropping their voice pitch too low by planning the height of sentence-initial pitch peaks prior to speaking. However, the length effect on sentence-initial pitch peaks appears to vary across different types of sentences, speakers and languages. Therefore, the notion that speakers plan sentence intonation in advance due to the limitations in low voice pitch leaves part of the data unexplained. Consequently, this study suggests a complementary cognitive account of length-dependent pitch scaling. In particular, it proposes that the sentence-initial pitch raise in long sentences is related to high demands on mental resources during the early stages of sentence planning. To tap into the cognitive underpinnings of planning sentence intonation, this study adopts the methodology of recording eye movements during a picture description task, as the eye movements are the established approximation of the real-time planning processes. Measures of voice pitch (Fundamental Frequency) and incrementality (eye movements) are used to examine the relationship between (verbal) working memory (WM), incrementality of sentence planning and the height of sentence-initial pitch peaks.

Unaccusativity in Sentence Production

2018 ◽  
Vol 49 (1) ◽  
pp. 181-194 ◽  
Author(s):  
Shota Momma ◽  
L. Robert Slevc ◽  
Colin Phillips
Keyword(s):  
Real Time ◽  
Argument Structure ◽  
Sentence Production ◽  
Production Processes ◽  
Sentence Planning ◽  
Planning Processes ◽  
Linguistic Analyses ◽  
Intransitive Verbs ◽  
Time Planning

Linguistic analyses suggest that there are two types of intransitive verbs: unaccusatives, whose sole argument is a patient or theme (e.g., fall), and unergatives, whose sole argument is an agent (e.g., jump). 1 Past psycholinguistic experiments suggest that this distinction affects how sentences are processed: for example, it modulates both comprehension processes ( Bever and Sanz 1997 , Friedmann et al. 2008 ) and production processes ( Kegl 1995 , Kim 2006 , M. Lee and Thompson 2004 , J. Lee and Thompson 2011 , McAllister et al. 2009 ). Given this body of evidence, it is reasonable to assume, as we do here, that this distinction is directly relevant to psycholinguistic theorizing. However, especially in production, exactly how this distinction affects processing is unknown, beyond the suggestion that unaccusatives somehow involve more complex processing than unergatives (see J. Lee and Thompson 2011 ). Here we examine how real-time planning processes in production differ for unaccusatives and unergatives. We build on previous studies on lookahead effects in sentence planning that show that verbs are planned before a deep object is uttered but not before a deep subject is uttered ( Momma, Slevc, and Phillips 2015 , 2016 ). (We use terms like deep subject in a theory-neutral fashion, with no intended commitment to a specific syntactic encoding.) This line of research sheds light on the broader issue of how the theory of argument structure relates to sentence production.

The relationship between eye movements and subsequent recognition: Evidence from individual differences and amnesia

Cortex ◽  
2016 ◽  
Vol 85 ◽  
pp. 182-193 ◽  
Author(s):  
Rosanna K. Olsen ◽  
Vinoja Sebanayagam ◽  
Yunjo Lee ◽  
Morris Moscovitch ◽  
Cheryl L. Grady ◽  
...  
Keyword(s):  
Individual Differences ◽  
Eye Movements ◽  
The Relationship

scholarly journals Tracking eye movements when solving geometry problems with handwriting devices

2014 ◽  
Vol 7 (1) ◽  
Author(s):  
John J. H. Lin ◽  
Sunny S. J. Lin
Keyword(s):  
Eye Movements ◽  
Eye Movement ◽  
Dwell Time ◽  
Problem Area ◽  
Instructional Designers ◽  
Perceived Difficulty ◽  
Problem Solvers ◽  
Similar Triangles ◽  
The Relationship ◽  
Sensitive Pressure

The present study investigated the following issues: (1) whether differences are evident in the eye movement measures of successful and unsuccessful problem-solvers; (2) what is the relationship between perceived difficulty and eye movement measures; and (3) whether eye movements in various AOIs differ when solving problems. Sixty-three 11th grade students solved five geometry problems about the properties of similar triangles. A digital drawing tablet and sensitive pressure pen were used to record the responses. The results indicated that unsuccessful solvers tended to have more fixation counts, run counts, and longer dwell time on the problem area, whereas successful solvers focused more on the calculation area. In addition, fixation counts, dwell time, and run counts in the diagram area were positively correlated with the perceived difficulty, suggesting that understanding similar triangles may require translation or mental rotation. We argue that three eye movement measures (i.e., fixation counts, dwell time, and run counts) are appropriate for use in examining problem solving given that they differentiate successful from unsuccessful solvers and correlate with perceived difficulty. Furthermore, the eye-tracking technique provides objective measures of students’ cognitive load for instructional designers.

Exploring the relationship between eye movements and levodopa long duration response in drug-naïve Parkinson's disease patients

2021 ◽  
Vol 429 ◽  
pp. 117645
Author(s):  
Giovanni Mostile ◽  
Claudio Terravecchia ◽  
Clara Grazia Chisari ◽  
Antonina Luca ◽  
Roberta Terranova ◽  
...  
Keyword(s):  
Parkinson’S Disease ◽  
Parkinson's Disease ◽  
Eye Movements ◽  
Long Duration ◽  
Drug Naïve ◽  
The Relationship

The impact of one’s response to the teacher’s feedback on the same person’s and the partner’s learning in paired writing

2021 ◽  
Author(s):  
Taichi Yamashita
Keyword(s):  
Collaborative Writing ◽  
Corrective Feedback ◽  
Posttest Score ◽  
Esl Students ◽  
American University ◽  
Google Docs ◽  
Written Corrective Feedback ◽  
Description Task ◽  
The Impact ◽  
The Relationship

Abstract The present study investigated the relationship between one dyad member’s revision in response to written corrective feedback (CF) and the same person’s learning and the other dyad member’s learning during collaborative writing. Twenty-eight English-as-a-Second-Language (ESL) students at an American university were paired up and collaborated on two animation description tasks in Google Docs while receiving the researcher’s written CF on their errors on the indefinite and definite articles. Learners worked individually on an animation description task one week prior to the written CF treatment (pretest), immediately after the treatment (posttest), and two weeks after (delayed posttest). When pretest score and CF frequency were controlled for, the number of one’s revisions was not related to the same person’s or the partner’s posttest score. However, the number of one’s revisions was significantly positively related to the same learner’s delayed posttest score, but not to the partner’s delayed posttest score.

Creating Synergies between Participatory Design of E-Services and Collaborative Planning

2013 ◽  
pp. 163-179
Author(s):  
Bridgette Wessels ◽  
Yvonne Dittrich ◽  
Annelie Ekelin ◽  
Sara Eriksén
Keyword(s):  
Strategic Planning ◽  
Participatory Design ◽  
Collaborative Planning ◽  
The Other ◽  
Comprehensive Planning ◽  
Communicative Planning ◽  
Operational Design ◽  
On Line ◽  
Planning Processes ◽  
The Relationship

In this article, the gap between participatory design of services and planning processes is identified. This means that any innovations in service design – whether technological, social, or locality-based – are not fully developed. The authors address the relationship between operational design and strategic planning. The article feeds some of the insights gained from participatory design into debates about collaborative and communicative planning by drawing on two exemplars. One focuses on creating a synergy between designing and planning in transforming neighborhood-based children’s services: the other discusses the design of Web 2.0 for on-line public consultancy for comprehensive planning and for mobile services for disabled people. All require synergies between operational design and strategic planning to support participation in collaborative planning for accessibility in urban spaces. The article shows how the development of design constituencies within various contexts of participatory design provides a vehicle for developing collaborative and communicative planning.

scholarly journals Initiation of utterance planning in response to pre-recorded and “live” utterances

2019 ◽  
Vol 73 (3) ◽  
pp. 357-374 ◽  
Author(s):  
Matthias J Sjerps ◽  
Caitlin Decuyper ◽  
Antje S Meyer
Keyword(s):  
Eye Movements ◽  
Laboratory Studies ◽  
Processing Load ◽  
Planning Strategy ◽  
Speech Input ◽  
Sentence Planning ◽  
Speech Planning ◽  
Listening And Speaking

In everyday conversation, interlocutors often plan their utterances while listening to their conversational partners, thereby achieving short gaps between their turns. Important issues for current psycholinguistics are how interlocutors distribute their attention between listening and speech planning and how speech planning is timed relative to listening. Laboratory studies addressing these issues have used a variety of paradigms, some of which have involved using recorded speech to which participants responded, whereas others have involved interactions with confederates. This study investigated how this variation in the speech input affected the participants’ timing of speech planning. In Experiment 1, participants responded to utterances produced by a confederate, who sat next to them and looked at the same screen. In Experiment 2, they responded to recorded utterances of the same confederate. Analyses of the participants’ speech, their eye movements, and their performance in a concurrent tapping task showed that, compared with recorded speech, the presence of the confederate increased the processing load for the participants, but did not alter their global sentence planning strategy. These results have implications for the design of psycholinguistic experiments and theories of listening and speaking in dyadic settings.

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