Showing papers in "Journal of Memory and Language in 2020"

TL;DR: The use of linear mixed-effects models (LMMs) is set to dominate statistical analyses in psychological science and may become the default approach to analyzing quantitative data as discussed by the authors, however, there has been a proliferation of differences in practice.

TL;DR: In this article, the generalized inverse is used to compute the coefficients for contrasts that test hypotheses that are not covered by the default set of contrasts, i.e., treatment, sum, repeated, polynomial, custom, nested, interaction contrasts.

TL;DR: A large-sample experiment is conducted that investigates both facilitatory and inhibitory interference effects in reflexives and presents a quantitative evaluation of the cue-based retrieval model of Engelmann et al. (2019), with respect to the reflexives data.

TL;DR: This paper provided a comprehensive theoretical review of the existing evidence to date and several Bayesian meta-analyses and meta-regressions to determine the size of the effect and explore the experimental conditions in which the effect surfaces.

TL;DR: In this article, a large-scale pre-registered randomized controlled trial (n = 255) used a 4-week adaptive working memory training with a single digit n-back task.

TL;DR: This finding suggests that the disruption of DLPFC during learning induces qualitative changes in the consolidation of non-adjacent statistical regularities, which promotes a shift to model-free learning by weakening the access tomodel-based processes.

TL;DR: This work identifies individual differences in children's reliance on statistical regularities as reflected by actual reading behavior in a word naming task, showing that those whose oral naming performance is impacted more by print-speech regularities and less by associations between print and meaning have better reading skills.

TL;DR: The authors reported results that demonstrate that the Bowers et al. findings were artifactual and that listeners will use essentially any pattern that has been experienced often enough, not just the units that are wellsuited to linguistic descriptions of language.

TL;DR: This paper found that the degree of auditory precision was negatively associated with participants' chronological age (19-45 years) and that earlier age of onset may allow them to take advantage of more precise auditory processing, which in turn helps them to make the most of every input opportunity throughout extensive immersion experience, leading to more advanced L2 phonological skills in the long run.

TL;DR: The finding of facilitation with opaque primes suggests that morphological processing is independent of semantic and phonological representations, and is incompatible with theories that make semantic overlap a necessary condition for relatedness.

TL;DR: This article showed that a few exposures to a novel word in context is sufficient to elicit a long-lasting positivity advantage previously shown in existing words only, and they further demonstrated that the transfer that occurs over a few exposure to a new word in contexts is sufficient for long-term positivity gain.

TL;DR: This article conducted three attraction experiments in Armenian, a language with a rich and productive case system, and found that distinctive case marking on noun phrases reduced attraction effects in production, i.e., the tendency to produce a verb that agrees with a nonsubject noun.

TL;DR: The authors proposed the A-maze task, which involves sequential forced choice between each successive word in a sentence and a contextually inappropriate distractor, and showed that the resulting A(uto)-Maze method has dramatically superior statistical power and localization for well-established syntactic ambiguity resolution phenomena.

TL;DR: This paper showed that the concept of contextual diversity is more relevant to learning than is WF, which is instead an index of total exposure to a stimulus (see Adelman, Brown, & Quesada, 2006; Jones, Johns, & Recchia, 2012).

TL;DR: In this paper, the authors claim that such concepts obtain their sensorimotor grounding indirectly, via already-known concepts used to describe them, and they offer a perspective on how concepts learned without direct experience can nonetheless be grounded in the learning phase.

TL;DR: The authors found that participants were more likely to attribute a previously unseen string to the familiarization lexicon if it contained an affix, and if the affix appeared in its typical position.

TL;DR: In this article, data from a list length experiment were analyzed using variants of the Ondeh and Dennis (2015) model with the diffusion decision model (Ratcliff, 1978) to jointly account for choice probabilities and RT distributions.

TL;DR: Insight is provided into the highly structured nature of natural language, and how instance memory models can be a powerful model type to exploit this structure, and the utility of using the formalisms developed in episodic memory research to understand performance in other domains, such as in language processing.

TL;DR: The authors compared translation equivalent priming and cross-linguistic semantic priming in 27-month-old bilingual toddlers learning English and one other language to determine whether the early bilingual lexicon possesses similar properties to its adult counterpart.

TL;DR: In this article, the authors compared memory performance across participants who received an interpolated test after every list, received no interpolated tests, or received interpolated testing during only the early lists.

TL;DR: It was found that global semantic similarity could only partially account for the word frequency effect, suggesting that other factors besides semantic similarity may be responsible.

TL;DR: A role for attention in supporting structural alignment is suggested, but the lack of clear differences between alignment magnitudes in monologue and dialogue suggests that communicative intent and a physically-present interlocutor have at best a minor role in promoting alignment.

TL;DR: The authors found that L1 and L2 speakers are prone to lingering misinterpretation during dependency resolution, however this was dependent on how the dependency was disambiguated, and suggest that L 1/L2 differences are more likely when reanalysis is particularly difficult.

TL;DR: In this article, the authors present the first fully-implemented and data-driven model of perception-based conceptual combination and use the predictions of such a model to investigate processing times for compound words in four large-scale behavioral experiments employing three paradigms (naming, lexical decision, and timed sensibility judgments).

TL;DR: This paper investigated whether lexical entrainment occurs in the matching task even when cards change over trials and partners are not able to develop conceptual pacts about specific objects, and found that lexical diversity decreased for pairs in the new cards condition (albeit less than for classical pairs); inconsistent reductions in collaborative effort were also observed.

TL;DR: This paper found that repeatedly encountering a structure leads to fewer and shorter fixations, and fewer corrective saccades, and learning curves are steeper for structures that have a higher overall frequency, hence evidencing true statistical learning over and above readers' general tendency to accelerate as they progress through the book.

TL;DR: This model proposes that human memory uses indirect associations to learn part-of-speech and that the basic associative mechanisms of memory and learning support knowledge of both semantics and grammatical structure.

TL;DR: It is concluded that the quick availability of information relevant for word understanding in sentences is a function of individuals' knowledge of both specific facts and the domain to which the facts belong.

TL;DR: In this article, a bilateral integration of statistical learning (SL) research with cognitive science is discussed, which can lead to a better understanding of reading, while also revealing the complexity and abundance of different statistical patterns present in printed text.

TL;DR: The text environment contains regularities that are relevant to readers and that statistical learning is a promising way for this information to be acquired, implying that statistical regularities are relevant not only at the level of word semantics but also individual written characters.