The Role of Plausibility and Structural Information in L2 Learners’ Acceptability Judgments of English Verbs

2019 ◽  
Vol 47 ◽  
pp. 99-124
Author(s):  
Ji Hyon Kim
Keyword(s):  
Structural Information ◽  
L2 Learners ◽  
Acceptability Judgments

Prediction and integration in native and second-language processing of elliptical structures

2014 ◽  
Vol 19 (1) ◽  
pp. 1-18 ◽  
Author(s):  
EDITH KAAN ◽  
JOSEPH KIRKHAM ◽  
FRANK WIJNEN
Keyword(s):  
Language Processing ◽  
Sentence Processing ◽  
Native Speakers ◽  
Event Related Potentials ◽  
Syntactic Analysis ◽  
Second Language Processing ◽  
L2 Learners ◽  
Frontal Negativity ◽  
Related Potentials

According to recent views of L2-sentence processing, L2-speakers do not predict upcoming information to the same extent as do native speakers. To investigate L2-speakers’ predictive use and integration of syntactic information across clauses, we recorded event-related potentials (ERPs) from advanced L2-learners and native speakers while they read sentences in which the syntactic context did or did not allow noun-ellipsis (Lau, E., Stroud, C., Plesch, S., & Phillips, C. (2006). The role of structural prediction in rapid syntactic analysis. Brain and Language, 98, 74–88.) Both native and L2-speakers were sensitive to the context when integrating words after the potential ellipsis-site. However, native, but not L2-speakers, anticipated the ellipsis, as suggested by an ERP difference between elliptical and non-elliptical contexts preceding the potential ellipsis-site. In addition, L2-learners displayed a late frontal negativity for ungrammaticalities, suggesting differences in repair strategies or resources compared with native speakers.

scholarly journals Emergence and Self-Organisation of Complex Systems: the role of energy flows and information a philosophical approach

2018 ◽  
Vol 2 (1) ◽  
pp. 31 ◽  
Author(s):  
Norbert Fenzl
Keyword(s):  
Complex Systems ◽  
Driving Forces ◽  
Open Systems ◽  
Structural Information ◽  
Self Organization ◽  
Specific Information ◽  
Philosophical Approach ◽  
Energy Flows ◽  
Energy And Material Flows

How order emerges from noise? How higher complexity arises from lower complexity? For what reason a certain number of open systems start interacting in a coherent way, producing new structures, building up cohesion and new structural boundaries? To answer these questions we need to precise the concepts we use to describe open and complex systems and the basic driving forces of self-organization.   We assume that self-organization processes are related to the flow and throughput of Energy and Matter and the production of system-specific Information. These two processes are intimately linked together: Energy and Material flows are the fundamental carriers of signs, which are processed by the internal structure of the system to produce system-specific structural Information (Is). So far, the present theoretical reflections are focused on the emergence of open systems and on the role of Energy Flows and Information in a self-organizing process. Based on the assumption that Energy, Mass and Information are intrinsically linked together and are fundamental aspects of the Universe, we discuss how they might be related to each other and how they are able to produce the emergence of new structures and systems. 

Role of arginine 180 and glutamic acid 177 of ricin toxin A chain in enzymatic inactivation of ribosomes

1990 ◽  
Vol 10 (12) ◽  
pp. 6257-6263
Author(s):  
A Frankel ◽  
P Welsh ◽  
J Richardson ◽  
J D Robertus
Keyword(s):  
Enzyme Activity ◽  
Glutamic Acid ◽  
Structural Information ◽  
Wild Type ◽  
Toxin A ◽  
Mutant Proteins ◽  
Ricin Toxin ◽  
Enzymatic Inactivation ◽  
A Chain

The gene for ricin toxin A chain was modified by site-specific mutagenesis to change arginine 180 to alanine, glutamine, methionine, lysine, or histidine. Separately, glutamic acid 177 was changed to alanine and glutamic acid 208 was changed to aspartic acid. Both the wild-type and mutant proteins were expressed in Escherichia coli and, when soluble, purified and tested quantitatively for enzyme activity. A positive charge at position 180 was found necessary for solubility of the protein and for enzyme activity. Similarly, a negative charge with a proper geometry in the vicinity of position 177 was critical for ricin toxin A chain catalysis. When glutamic acid 177 was converted to alanine, nearby glutamic acid 208 could largely substitute for it. This observation provided valuable structural information concerning the nature of second-site mutations.

L1–L2 asymmetry in animacy effects in the processing of Japanese relative clause

2015 ◽  
Vol 31 (1) ◽  
Author(s):  
Sanako Mitsugi ◽  
Yasuhiro Shirai
Keyword(s):  
Constraint Satisfaction ◽  
Semantic Information ◽  
Native Speakers ◽  
L2 Processing ◽  
L2 Learners ◽  
First Languages ◽  
The Subject ◽  
English Group ◽  
Processing Difficulty

AbstractUsing self-paced reading, this study investigated the role of head animacy in the processing of Japanese relative clauses (RCs). Second language (L2) learners whose first languages (L1) are English and Korean, and Japanese native speakers participated. The results showed that for native speakers, inanimate heads diminished the processing difficulty associated with object RCs. However, head animacy did not have an effect on L2 processing. The Korean group showed the subject-object asymmetry but no effect of head animacy. The English group did not demonstrate the effect of RC type or head animacy. The overall pattern of these results suggests that L2 learners of Japanese are not guided by syntactic and lexical-semantic information in the same way as Japanese native speakers. These findings are interpreted within the constraint-satisfaction models (MacDonald et al., 1994) and are further discussed in the light of the research concerning the transfer of L1 processing routines.

The role of pragmatics in reflexive interpretation by Turkish learners of English

2000 ◽  
Vol 16 (4) ◽  
pp. 325-353 ◽  
Author(s):  
Mahide Demirci
Keyword(s):  
Second Language ◽  
Binding Domain ◽  
Parameter Setting ◽  
Pragmatic Theory ◽  
Pragmatic Information ◽  
The World ◽  
L2 Learners ◽  
Non Local

This study investigates the effects of pragmatic principles on the acquisition of the binding of English reflexives by adult Turkish second language (L2) learners. The study compares pragmatically biased and pragmatically neutral sentences to determine whether pragmatic bias towards a non-local antecedent overrides the parameter setting of English and causes learners to choose as possible antecedents NPs outside the binding domain. Both group and individual results indicate that pragmatically biased sentences compel the subjects to consider pragmatic information to the extent that it can affect their choice of local antecedent. Acquisition theories should account for the role that pragmatic information might play in the assignment of possible antecedents for reflexives.This study incorporates Huang's (1994) ‘pragmatic theory of anaphora’ in which the interpretation of a reflexive is subject to the I-principle, a pragmatic strategy which finds an antecedent for the reflexive that gives the most informative, stereotypical interpretation in keeping with our knowledge about the world.

Reading-time studies of second language ambiguity resolution

2005 ◽  
Vol 21 (2) ◽  
pp. 98-120 ◽  
Author(s):  
Despina Papadopoulou
Keyword(s):  
Second Language ◽  
Ambiguity Resolution ◽  
Argument Structure ◽  
Second Language Learners ◽  
Structural Information ◽  
Target Language ◽  
L2 Acquisition ◽  
L2 Learners ◽  
On Line ◽  
The Impact

This article provides a review of studies that have examined the ambiguity resolution strategies employed when processing a second language (L2). The way second language learners parse the L2 input has not yet been thoroughly investigated, although recently there has been an increasing interest in this area. The exploration of the mechanisms L2 learners use to parse ambiguous constructions allows us to examine not only aspects of L2 acquisition that still remain obscure, but also the validity of existing theories of parsing. The studies reported in this article look at three different types of ambiguous construction in the L2, and their results are discussed in relation to the L2 performance pattern. Most of the findings show that even advanced L2 learners are slower readers than native speakers and apply processing routines that depart from those best suited for processing the target language input. In addition, although L2 learners show sensitivity to lexical cues such as verb argument structure when processing the L2 input, they are less likely to rapidly employ structural information on line. The issues of the transfer of processing mechanisms from the first language (L1) to the second as well as the impact of L2 exposure on the adoption of the L2 processing routines are still unresolved and need to be further investigated.

scholarly journals Subunit Topology of Two 20S Proteasomes from Haloferax volcanii

2003 ◽  
Vol 185 (1) ◽  
pp. 165-174 ◽  
Author(s):  
Steven J. Kaczowka ◽  
Julie A. Maupin-Furlow
Keyword(s):  
Gel Electrophoresis ◽  
Structural Information ◽  
Haloferax Volcanii ◽  
20S Proteasome ◽  
Wild Type ◽  
Epitope Tag ◽  
Α Subunit ◽  
Native Gel ◽  
Recombinant Technology

ABSTRACT Haloferax volcanii, a halophilic archaeon, synthesizes three different proteins (α1, α2, and β) which are classified in the 20S proteasome superfamily. The α1 and β proteins alone form active 20S proteasomes; the role of α2, however, is not clear. To address this, α2 was synthesized with an epitope tag and purified by affinity chromatography from recombinant H. volcanii. The α2 protein copurified with α1 and β in a complex with an overall structure and peptide-hydrolyzing activity comparable to those of the previously described α1-β proteasome. Supplementing buffers with 10 mM CaCl2 stabilized the halophilic proteasomes in the absence of salt and enabled them to be separated by native gel electrophoresis. This facilitated the discovery that wild-type H. volcanii synthesizes more than one type of 20S proteasome. Two 20S proteasomes, the α1-β and α1-α2-β proteasomes, were identified during stationary phase. Cross-linking of these enzymes, coupled with available structural information, suggested that the α1-β proteasome was a symmetrical cylinder with α1 rings on each end. In contrast, the α1-α2-β proteasome appeared to be asymmetrical with homo-oligomeric α1 and α2 rings positioned on separate ends. Inter-α-subunit contacts were only detected when the ratio of α1 to α2 was perturbed in the cell using recombinant technology. These results support a model that the ratio of α proteins may modulate the composition and subunit topology of 20S proteasomes in the cell.

Processing Strategies in L2 Learners of French: The Role of Transfer

1993 ◽  
Vol 43 (4) ◽  
pp. 507-557 ◽  
Author(s):  
L. Kathy Heilenman ◽  
Janet L. McDonald
Keyword(s):  
Processing Strategies ◽  
L2 Learners

The Role of Cognitive and Hemispheric Processing Styles in L2 Learning

1989 ◽  
Vol 85-86 ◽  
pp. 105-121
Author(s):  
Cem Alptekin
Keyword(s):  
Left Hemisphere ◽  
Right Hemisphere ◽  
Hemispheric Processing ◽  
Processing Styles ◽  
Field Independent ◽  
Educational Implications ◽  
L2 Learners ◽  
Analytic Processing ◽  
The Right

L2 learners fall into two major categories in terms of their cognitive styles. The first group comprises the relatively analytical individuals, who are said to be predominantly field independent. The second group, on the other hand, embodies the relatively holistic persons, who are said to be chiefly field dependent. L2 learners are further classified in terms of their hemispheric processing styles. Some learners are left-hemisphere dominant while others are right-hemisphere dominant. The former are thought to be more efficient with analytic processing in which the left hemisphere specializes. By contrast, the latter are described as more efficient with holistic processing in which the right hemisphere specializes. After reviewing the available evidence for the associations between cognitive and hemispheric processing styles, the paper discusses the educational implications of L2 learners' differences with respect to cognitive and hemispheric dimensions.

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