Language Processing

Rayner, Keith; Clifton, Charles

doi:10.1002/0471214426.pas0207

Cited by 7 publications

(8 citation statements)

References 243 publications

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“…Allowing participants to regress is important because some studies fi nd late 3 but not early structural processing effects (e.g., Pynte & Colonna, 2000 ) or fi rst pass reading times that refl ect nonstructural processing (e.g., Trueswell, Tanenhaus, & Garnsey, 1994 ). Furthermore, regressions account for approximately 10% of all eye fi xations, and word-by-word (or segment-by-segment) reading is mentally taxing, as it requires constant attention to the text (Rayner & Clifton, 2002 ). Finally, eye-tracking is preferable over self-paced reading because eye-tracking provides measures that allow researchers to make inferences about both early and late processing mechanisms.…”

Section: The Techniquementioning

confidence: 99%

From Seeing Adverbs to Seeing Verbal Morphology

Sagarra

Ellis

2013

Stud Second Lang Acquis

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Adult learners have persistent difficulty processing second language (L2) inflectional morphology. We investigate associative learning explanations that involve the blocking of later experienced cues by earlier learned ones in the first language (L1; i.e., transfer) and the L2 (i.e., proficiency). Sagarra (2008) and Ellis and Sagarra (2010b) found that, unlike Spanish monolinguals, intermediate English-Spanish learners rely more on salient adverbs than on less salient verb inflections, but it is not clear whether this preference is a result of a default or a L1-based strategy. To address this question, 120 English (poor morphology) and Romanian (rich morphology) learners of Spanish (rich morphology) and 98 English, Romanian, and Spanish monolinguals read sentences in L2 Spanish (or their L1 in the case of the monolinguals) containing adverb-verb and verb-adverb congruencies or incongruencies and chose one of four pictures after each sentence (i.e., two that competed for meaning and two for form). Eye-tracking data revealed significant effects for (a) sensitivity (all participants were sensitive to tense incongruencies), (b) cue location in the sentence (participants spent more time at their preferred cue, regardless of its position), (c) L1 experience (morphologically rich L1 learners and monolinguals looked longer at verbs than morphologically poor L1 learners and monolinguals), and (d) L2 experience (low-proficiency learners read more slowly and regressed longer than high-proficiency learners). We conclude that intermediate and advanced learners are sensitive to tense incongruencies and—like native speakers—tend to rely more heavily on verbs if their L1 is morphologically rich. These findings reinforce theories that support transfer effects such as the unified competition model and the associative learning model but do not contradict Clahsen and Felser’s (2006a) shallow structure hypothesis because the target structure was morphological agreement rather than syntactic agreement.

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Section: The Techniquementioning

confidence: 99%

From Seeing Adverbs to Seeing Verbal Morphology

Sagarra

Ellis

2013

Stud Second Lang Acquis

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“…The eye-tracking experiment presented in this paper focuses on how readers deal with syntactic ambiguity in coordinated sentences and, more specifically, on the role of thematic information in resolving this syntactic ambiguity. Our study does not adjudicate between the two processing frameworks that are still the most prominent and influential: garden-path theory and constraint-based models (see Rayner & Clifton, 2002, for an excellent overview). Instead, our aim is to find out more about the time-course with which different sources of information are used by the online parser, while being relatively agnostic with respect to theoretical approach.…”

mentioning

confidence: 99%

Processing the noun phrase versus sentence coordination ambiguity: Thematic information does not completely eliminate processing difficulty

Hoeks

Hendriks

Vonk

et al. 2006

Quarterly Journal of Experimental Psychology

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When faced with the noun phrase (NP) versus sentence (S) coordination ambiguity as in, for example, The thief shot the jeweller and the cop hellip, readers prefer the reading with NP-coordination (e.g., "The thief shot the jeweller and the cop yesterday") over one with two conjoined sentences (e.g., "The thief shot the jeweller and the cop panicked"). A corpus study is presented showing that NP-coordinations are produced far more often than S-coordinations, which in frequency-based accounts of parsing might be taken to explain the NP-coordination preference. In addition, we describe an eye-tracking experiment investigating S-coordinated sentences such as Jasper sanded the board and the carpenter laughed, where the poor thematic fit between carpenter and sanded argues against NP-coordination. Our results indicate that information regarding poor thematic fit was used rapidly, but not without leaving some residual processing difficulty. This is compatible with claims that thematic information can reduce but not completely eliminate garden-path effects

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“…One important process in reading is 'word identification' or how meaning is extracted from written words (Adams, 1994). This particular field of reading research is highly contentious (Rayner & Clifton, 2002) and researchers are divided on the degree to which a word's pronunciation impacts on the process of extracting meaning from orthographic form. Word identification can be broken down into two main routes of lexical access: pre-lexical and post-lexical (Perfetti, 1999).…”

Section: Grapheme-to-phoneme Correspondence Rulesmentioning

confidence: 99%