scholarly journals Comprehension of Subject and Object Relative Clauses in a Trilingual Acquisition Context

2017 ◽  
Vol 8 ◽  
Author(s):  
Angel Chan ◽  
Si Chen ◽  
Stephen Matthews ◽  
Virginia Yip
2021 ◽  
Vol 11 (7) ◽  
pp. 915
Author(s):  
Marianna Stella ◽  
Paul E. Engelhardt

In this study, we examined eye movements and comprehension in sentences containing a relative clause. To date, few studies have focused on syntactic processing in dyslexia and so one goal of the study is to contribute to this gap in the experimental literature. A second goal is to contribute to theoretical psycholinguistic debate concerning the cause and the location of the processing difficulty associated with object-relative clauses. We compared dyslexic readers (n = 50) to a group of non-dyslexic controls (n = 50). We also assessed two key individual differences variables (working memory and verbal intelligence), which have been theorised to impact reading times and comprehension of subject- and object-relative clauses. The results showed that dyslexics and controls had similar comprehension accuracy. However, reading times showed participants with dyslexia spent significantly longer reading the sentences compared to controls (i.e., a main effect of dyslexia). In general, sentence type did not interact with dyslexia status. With respect to individual differences and the theoretical debate, we found that processing difficulty between the subject and object relatives was no longer significant when individual differences in working memory were controlled. Thus, our findings support theories, which assume that working memory demands are responsible for the processing difficulty incurred by (1) individuals with dyslexia and (2) object-relative clauses as compared to subject relative clauses.


2021 ◽  
pp. 026765832110026
Author(s):  
Shenai Hu ◽  
Carlo Toneatto ◽  
Silvia Pozzi ◽  
Maria Teresa Guasti

The present study investigates third language (L3) learners’ processing of Chinese subject and object relative clauses in a supportive context. Using a self-paced reading task, we tested native Italian L3 learners of Mandarin Chinese and native Chinese speakers. The results showed that the L3 learners read significantly more slowly than the native speakers in all the target regions. Also, in the head noun region, they read object relative clauses significantly more slowly compared to subject relative clauses, indicating a preference for the latter. By contrast, for the native speakers, no significant differences were observed between subject and object relative clauses in any of the target regions. The L3 learners’ performance offers support for the Structural Distance Hypothesis over the Dependency Locality Theory, and the contrast between the two populations indicates that context is at play in the processing of relative clauses.


2019 ◽  
Vol 40 (4) ◽  
pp. 933-964 ◽  
Author(s):  
Elaine Yee Ling Tsoi ◽  
Wenchun Yang ◽  
Angel Chan ◽  
Evan Kidd

AbstractThe current study investigated the comprehension of subject and object relative clauses (RCs) in bilingual Mandarin–English children (N = 55, Mage = 7 years, 5 months [7;5], SD = 1;8) and language-matched monolingual Mandarin-speaking children (N = 59, Mage = 5;4, SD = 0;7). The children completed a picture-referent selection task that tested their comprehension of subject and object RCs, and standardized assessments of vocabulary knowledge. Results showed a very similar pattern of responding in both groups. In comparison to past studies of Cantonese, the bilingual and monolingual children both showed a significant subject-over-object RC advantage. An error analysis suggested that the children’s difficulty with object RCs reflected the tendency to interpret the sentential subject as the head noun. A subsequent corpus analysis suggested that children’s difficulty with object RCs may be in part due to distributional information favoring subject RC analyses. Individual differences analyses suggested crosslinguistic transfer from English to Mandarin in the bilingual children at the individual but not the group level, with the results indicating that comparative English dominance makes children vulnerable to error.


2011 ◽  
Vol 38 (5) ◽  
pp. 1084-1095 ◽  
Author(s):  
TAKAAKI SUZUKI

ABSTRACTObject relative clauses have traditionally been thought to be more difficult than subject relative clauses in child English. However, recent studies as well as Japanese data show contradictory results. This study disclosed preschool children's superior performance on object relative clauses in Japanese; however, this dominance disappeared for the children who could use both the nominative and accusative case markers as cues for the comprehension of single-argument sentences. Assuming a filler–gap dependency for the relative clause formation, we suggest that there is no difference in the difficulty between subject and object relative clauses in the grammar of Japanese-speaking children.


2016 ◽  
Vol 42 (4) ◽  
pp. 661-701 ◽  
Author(s):  
Laura Rimell ◽  
Jean Maillard ◽  
Tamara Polajnar ◽  
Stephen Clark

This article introduces RELPRON, a large data set of subject and object relative clauses, for the evaluation of methods in compositional distributional semantics. RELPRON targets an intermediate level of grammatical complexity between content-word pairs and full sentences. The task involves matching terms, such as “wisdom,” with representative properties, such as “quality that experience teaches.” A unique feature of RELPRON is that it is built from attested properties, but without the need for them to appear in relative clause format in the source corpus. The article also presents some initial experiments on RELPRON, using a variety of composition methods including simple baselines, arithmetic operators on vectors, and finally, more complex methods in which argument-taking words are represented as tensors. The latter methods are based on the Categorial framework, which is described in detail. The results show that vector addition is difficult to beat—in line with the existing literature—but that an implementation of the Categorial framework based on the Practical Lexical Function model is able to match the performance of vector addition. The article finishes with an in-depth analysis of RELPRON, showing how results vary across subject and object relative clauses, across different head nouns, and how the methods perform on the subtasks necessary for capturing relative clause semantics, as well as providing a qualitative analysis highlighting some of the more common errors. Our hope is that the competitive results presented here, in which the best systems are on average ranking one out of every two properties correctly for a given term, will inspire new approaches to the RELPRON ranking task and other tasks based on linguistically interesting constructions.


2002 ◽  
Vol 47 (1) ◽  
pp. 69-90 ◽  
Author(s):  
Matthew J Traxler ◽  
Robin K Morris ◽  
Rachel E Seely

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