K. Haberlandt, Methods in Reading Research. F. Ferreira and M. Anes, Why Study Spoken Language? K. Rayner and S.C. Sereno, Eye Movements in Reading Psycholinguistic Studies. M. Kutas and C.K. Van Petten, Psycholinguistics Electrified: Event-Related Brain Potential Investigations. R.E. Remez, A Guide to Research on the Perception of Speech. K.R. Kluender, Speech Perception as a Tractable Problem in Cognitive Science. D.W. Massaro, Psychological Aspects of Speech Perception: Implications for Research and Theory. S.E. Lively, D.B. Pisoni, and S.D. Goldinger, Spoken Word Recognition: Research and Theory. D.A. Balota, Visual Word Recognition: The Journey from Features to Meaning. G.B. Simpson, Context and the Processing of Ambiguous Words. D.C. Mitchell, Sentence Parsing. R.W. Gibbs, Jr., Figurative Thought and Figurative Language. C. Cacciari and S. Glucksberg, Understanding Figurative Language. M. Singer, Discourse Inference Processes. A.C. Graesser, C.L. McMahen, and B.K. Johnson, Question Asking and Answering. P. van den Broek, Comprehension and Memory of Narrative Texts: Inferences and Coherence. C.R. Fletcher, Levels of Representation in Memory for Discourse. A.M. Glenberg, P. Kruley, and W.E. Langston, Analogical Processes in Comprehension: Simulation of a Mental Model. B.K. Britton, Understanding Expository Text: Building Mental Structures to Induce Insights. S.C. Garrod and A.J. Sanford, Resolving Sentences in a Discourse Context: How Discourse Representation Affects Language Understanding. A.J. Sanford and S.C. Garrod, Selective Processing in Text Understanding. W. Kintsch, The Psychology of Discourse Processing. P. Bloom, Recent Controversies in the Study of Language Acquisition. L. Gerken, Child Phonology: Past Research, Present Questions, Future Directions. J. Oakhill, Individual Differences in Children's Text Comprehension. C.A. Perfetti, Psycholinguistics and Reading Ability. R.K. Olson, Language Deficits in Specific Reading Disability. K. Kilborn, Learning a Language Late: Second Language Acquisition in Adults. K. Bock and W. Levelt, Language Production: Grammatical Encoding. H.H. Clark, Discourse in Production. D. Caplan, Language and the Brain. E. Zurif and D. Swinney, The Neuropsychology of Language. P.A. Carpenter, A. Miyake, and M.A Just, Working Memory Constraints in Comprehension: Evidence from Individual Differences, Aphasia, and Aging. A. Garnham, Future Directions. Index.

Handbook of Psycholinguistics

The complete title of this book runs ‘Analyzing Linguistic Data: A Practical Introduction to Statistics using R’ and as such it very well reflects the purpose and spirit of the book. The author guides the reader in about 350 pages from descriptive and basic statistical methods over classification and clustering to (generalised) linear and mixed models. Each of the methods is introduced in the context of concrete linguistic problems and demonstrated on exciting datasets from current research in the language sciences. In line with its practical orientation, the book focuses primarily on using the methods and interpreting the results. This implies that the mathematical treatment of the techniques is held at a minimum if not absent from the book. In return, the reader is provided with very detailed explanations on how to conduct the analyses using R [1]. The first chapter sets the tone being a 20-page introduction to R. For this and all subsequent chapters, the R code is intertwined with the chapter text and the datasets and functions used are conveniently packaged in the languageR package that is available on the Comprehensive R Archive Network (CRAN). With this approach, the author has done an excellent job in enabling researchers and students alike to reproduce the analyses and learn by doing. Another quality as a textbook is the fact that every chapter ends with Workbook sections where the user is invited to exercise his or her analysis skills on supplemental datasets. Full solutions including code, results and comments are given in Appendix A (30 pages). Instructors are therefore very well served by this text, although they might want to balance the book with some more mathematical treatment depending on the target audience. After the introductory chapter on R, the book opens on graphical data exploration. Chapter 3 treats probability distributions and common sampling distributions. Under basic statistical methods (Chapter 4), distribution tests and tests on means and variances are covered. Chapter 5 deals with clustering and classification. Strangely enough, the clustering section has material on PCA, factor analysis, correspondence analysis and includes only one subsection on clustering, devoted notably to hierarchical partitioning methods. The classification part deals with decision trees, discriminant analysis and support vector machines. The regression chapter (Chapter 6) treats linear models, generalised linear models, piecewise linear models and a substantial section on models for lexical richness. The final chapter on mixed models is particularly interesting as it is one of the few text book accounts that introduce the reader to using the (innovative) lme4 package of Douglas Bates which implements linear mixed-effects models. Moreover, the case studies included in this

Analyzing linguistic data: a practical introduction to statistics using R

The purpose of this study was to determine the relation between reading and working memory (WM) in the context of 3 major theories: the domain-specificity theory (debate) of WM, the intrinsic cognitive load theory, and the dual process theory. A meta-analysis of 197 studies with 2026 effect sizes found a significant moderate correlation between reading and WM, r = .29, 95% CI [.27, .31]. Moderation analyses indicated that after controlling for publication type, bilingual status, domains of WM, and grade level, the relation between WM and reading was not affected by types of reading. The effects of WM domains were associated with grade level: before 4th grade, different domains of WM were related to reading to a similar degree, whereas verbal WM showed the strongest relations with reading at or beyond 4th grade. Further, the effect of WM on reading comprehension was partialed out when decoding and vocabulary were controlled for. Taken together, the findings are generally compatible with aspects of the domain-specificity theory of WM and the dual process theory, but, importantly, add a developmental component that is not currently reflected in models of the relation between reading and WM. The findings suggest that the domain-general central executive of WM is implicated in early reading acquisition, and verbal WM is more strongly implicated in later reading performance as readers gain more experience with reading. The implications of these findings for reading instruction and WM training are also discussed. (PsycINFO Database Record

A meta-analysis on the relation between reading and working memory.

http://www.colinphillips.net/wp-content/uploads/2014/08/dillon2013_jml.pdf

Contrasting intrusion profiles for agreement and anaphora: Experimental and modeling evidence

Although it is generally accepted that hierarchical phrase structures are instrumental in describing human language, their role in cognitive processing is still debated. We investigated the role of hierarchical structure in sentence processing by implementing a range of probabilistic language models, some of which depended on hierarchical structure, and others of which relied on sequential structure only. All models estimated the occurrence probabilities of syntactic categories in sentences for which reading-time data were available. Relating the models' probability estimates to the data showed that the hierarchical-structure models did not account for variance in reading times over and above the amount of variance accounted for by all of the sequential-structure models. This suggests that a sentence's hierarchical structure, unlike many other sources of information, does not noticeably affect the generation of expectations about upcoming words.

Insensitivity of the Human Sentence-Processing System to Hierarchical Structure

Hierarchy and scope of planning in subject-verb agreement production.

Verbal working memory predicts co-speech gesture: evidence from individual differences.

Syntactic structure has been considered an integral component of agreement computation in language production. In agreement error studies, clause-boundedness (Bock & Cutting, 1992) and hierarchical feature-passing (Franck et al., 2002) predict that local nouns within clausal modifiers should produce fewer errors than those within phrasal modifiers due to structural differences; however, Gillespie and Pearlmutter (2011b) suggest structure may play a more limited role. Two studies examined whether the clause-boundedness effect would occur when prepositional phrase modifiers and relative clause modifiers were matched in properties likely to influence timing of planning (Gillespie & Pearlmutter; Solomon & Pearlmutter, 2004). In both studies, more errors occurred for plural local nouns, but the clause-boundedness effect was not observed. These findings suggest that agreement computation during production does not involve a hierarchical component.

/pdf/against-structural-constraints-in-subject-verb-agreement-gndjkadrot.pdf

Against structural constraints in subject-verb agreement production.

http://csjarchive.cogsci.rpi.edu/Proceedings/2011/papers/0364/paper0364.pdf

Effects of Semantic Integration and Advance Planning on Grammatical Encoding in Sentence Production

OF DISSERTATION Submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Psychology in the Graduate School of Arts and Sciences of Northeastern University, July, 2011

https://repository.library.northeastern.edu/files/neu:1864/fulltext.pdf

Maureen Gillespie

Papers

Hierarchy and scope of planning in subject-verb agreement production.

Verbal working memory predicts co-speech gesture: evidence from individual differences.

Against structural constraints in subject-verb agreement production.

Effects of Semantic Integration and Advance Planning on Grammatical Encoding in Sentence Production

Agreement computation in sentence production: Conceptual and temporal factors