Showing papers in "Journal of Psycholinguistic Research in 1984"

What makes a good story

Abstract: Three different ways have been selected for analyzing a story's structure, each focusing on different types of information. (a) Episodic or story grammar approaches stories as problem-solving episodes, emphasizing goals and activities to achieve them. (b) Labov's high point structure emphasizes affective information and sees stories as organized around emotional high points or crisis events. (c) Deese's dependency analysis emphasizes linguistic complexity and, in particular, the way propositions are related to each other through a relationship of either coordination or subordination. Stories were scored according to how well they realized good structure in each system, and the three scoring systems were relatively independent of each other. Adults were asked to rate 3-to 9-year old children's personal narratives in terms of how good a story each was, and their ratings were compared to how the stories were scored in terms of all three systems. None of the systems completely explained the subjective quality ratings; rather, all three seemed to contribute in different ways to subjects' ratings, with the best narratives generally deemed sophisticated and complex in at least two of the three systems.

Verb frame preferences: Descriptive norms

Abstract: This paper presents normative data about the frequency with which college students construct sentences with different syntactically defined frames for 127 English verbs. The norms are intended to be of use to experimenters in preparing materials to study sentence comprehension.

Metaphors do not use associations between concepts, they are used to create them

Abstract: Does the interpretability and aptness of a metaphor depend on prior existing associative relations between the metaphor topic and vehicle? Lexical decision latencies for pairs of words drawn from apt, comprehensible metaphors were no faster than latencies for randomly paired words. In contrast, lexical decision latencies for associatively related word pairs were faster than latencies for randomly paired words. These data suggest that good metaphors do not use preexisting associations to achieve their effects. Instead, we argue tht people use metaphors to create new relations between concepts. Implications for a theory of metaphor comprehension are discussed.

A comparative analysis of mother-father speech in the naturalistic home environment

Abstract: The purpose of this study was to compare qualitatively and quantitatively the communicative interactions of fathers and mothers with their young child in the naturalistic home environment. Ten couples of similar background served as subjects. Three different settings—(a) mother and child, (b) father and child, and (c) mother and father with child—were arranged and 30-minute tape-recordings were made in the homes with the use of wireless recording equipment. Although differences were found as mothers and fathers interacted alone with their child, the similarities outweighed the differences. When both parents were together with their child, there were even fewer differences. The results indicate that both parents can provide very similar programmable input for the child and that the child acquires languages in a rich and highly varied linguistic environment.

Generic versus specific inclusion of women in language: Effects on recall

Abstract: Considerable evidence suggests that, although “generic” terms (he, his, man, men) may be intended to refer to both women and men, they are often interpreted literally and thus function to exclude women. Two experiments tested the hypothesis that readers' sensitivity to and literal interpretation of gender references in prose can affect performance in a memory task. Collegestudent subjects read essays that were identical except for the use of “generic” terms versus those that specifically include women (he/she, his/her, people). In Experiment I, the Generic essay form led to better recall of the essay's factual content by male subjects, while the Specific form produced better recall by females. A similar pattern was found for female subjects in Experiment 2. In both experiments, effects were stronger for good learners. Results suggest that Generic and Specific styles are more relevant to men and women, respectively, and that the observed differences in recall may be mediated by differences in interpretation and interest based on perceived relevance.

From 2 to two: an analysis of a transcoding process by means of neuropsychological evidence.

Abstract: This study investigates the abilities of aphasic subjects to transcode numbers from the digital code into the alphabetic code. The subjects' performances are considered first as dependent on general structural parameters such as item, length or due to general behavioral impairments such as serial ordering disturbances. The second analysis focuses on typical aphasic errors in the processing of lexical primitives that are not specific to the linguistic material used in this transcoding task, such as literal or morphemic paragraphias. The third analysis considers the erroneous transcriptions as resulting from partial or inappropriate use of a subset of normal transcoding strategies. The latter approach proves to be particularly powerful in accounting for the systematicity of the errors produced by aphasic subjects. The result thus appear to be relevant to the study of the psycholinguistic mechanisms responsible for performing such transcoding tasks by normals.

Assessing the psychological status of the vowel shift rule.

Abstract: Several experiments designed to test the psychological validity of Chomsky and Halle's (1968) Vowel Shift Rule are reviewed, and both positive and negative evidence is evaluated. Moskowitz's (1973) claim that speakers' knowledge of vowel alternations is due to their knowledge of spelling rules is introduced, and an experiment designed to differentiate between behavior based on the Vowel Shift Rule and on spelling rules is presented in detail. It is shown that subjects in this experiment, and in previous experiments that claimed to have obtained positive evidence for the Vowel Shift Rule, are behaving in accord with spelling rules and not the Vowel Shift Rule. It is argued that literacy is a possible source of psychologically real linguistic knowledge.

Need metaphoric comprehension take longer than literal comprehension

Abstract: To determine if metaphoric comprehension necessarily depends upon a more complex process than literal comprehension, 120 subjects in six different experiments were asked to code a series of sentences into one of the following logical sentence categories: analytic, synthetic, contradictory, anomalous, and metaphoric. Prior to this task, all subjects were given practice in learning to code examples of each of the various categories. Results of the present set of experiments revealed few systematic differences among the various categories in RT and a high degree of consistency in coding patterns across both the learning and RT phases of the experiments. Although procedural variations introduced for purposes of control produced clear and easily understandable changes in RT, coding patterns were essentially unchanged across the various experiments, suggesting that none of the categories could be considered as logically more basic than any other. The results were discussed in terms of contemporary semantic theory, where it was suggested that metaphoric recognition need not be conceptualized as depending on a more inferential level of semantic processing than literal recognition and that future theories must be more context-sensitive than those currently in fashion.

The effects of redundant communications on listeners: why different types may have different effects.

Abstract: Much of our communication is redundant in that we say more than necessary to be informative. How listeners respond to verbal redundancy is important because of its frequency of occurrence and because such knowledge should enable us to increase our understanding of the development of listening skills. Previous research indicated qualitative developmental differences in how listeners respond to differentiating redundancy (several distinguishing features of a referent are mentioned). The present research compared performance with two forms of redundancy: differentiating and structured (e.g., mentioning a distinguishing referential feature and a feature shared by several contiguous stimuli) and investigated causes of differences in responding to the two forms. First- and fifty-graders participated in a referential communication paradigm. Results were discussed in terms of a processing capacity model: Redundancy should facilitate performance only if it decreases processing demands on a listener. Which processing demands will be affected will depend on the specific redundancy and the specific task.

Word association responses in normal adult subjects

Abstract: A word association test was administered to a group of 316 undergraduate students. Word stimuli were balanced according to frequency of occurrence in written English language usage (frequent, infrequent), word length (short, long), abstraction level (low, medium, high), and grammatical class (noun, verb, adjective). Responses were analyzed according to a syntactic classification system. The factorial nature of the word list used enhances its value as a research tool.

Subjective reactions to phonological variation in Costa Rican spanish

Abstract: The results of a subjective reaction test on a sample of 440 Costa Ricans indicate that in societies where educational levels are not generally high, social status groups may be differentiated phonologically by the use of prestigeful features rather than by stigmatized ones, contrary to findings regarding social dialects in the United States. Participating listeners discriminated between three speakers whose reading of a Spanish text varied only according to their percentage use of stigmatized and prestige phonological variables--specifically, accent shift, vowel alternation, and consonantal alternation. As hypothesized, listeners assigned occupational status to, distanced themselves socially from, and attributed personality and socioeconomically related traits to speakers according to the degree of prestigefulness or stigmatization of the latter's speech. However, whereas listeners could distinguish well between the prestige speaker, on the one hand, and the intermediate and stigmatized speakers on the other, they barely differentiated between the latter two. Whereas male and female hsteners did not differ significantly from each other in their reactions, contrary to expectation, older listeners, compared to younger ones, significantly more often discriminated between speakers in the expected direction, confirming further that sociolinguistic competence is acquired gradually.

The role of imagery, analogy, and instantiation in proverb comprehension

Abstract: The role of imagery, analogy, and instantiation in understanding proverbs was examined in the light of the Conceptual Base Theory (CBT). The CBT proposes that proverb comprehension involves four phases and that (a) after Problem Recognition, imagery is often used during the Literal Transformation Phase with the intention of constructing a figurative meaning but that imagery does not enter into this meaning; (b) figurative meaning is the solution to a four-part, a:b::c:d, analogy, which occurs during the Figurative Phase; (c) the Instantiation Phase can be entered only if a figurative meaning is constructed, but once instantiation occurs it serves to refine this meaning. A transfer paradigm was used to test these hypotheses. During acquisition, the subjects were presented proverbs and given rating tasks in connection with one of the following: pictures that illustrated the literal proverb information (picture groups), instructions to image the literal proverb information (imagery groups), or analogies involving literala andb terms drawn from the proverb andc andd terms that constituted an interpretation of the proverb (analogy group), concrete verbal instances that illustrated the proverbs' figurative meanings (instance group), or an analogy and an instance (analogy-instance group). During transfer, all subjects attempted to distinguish between novel sentences that were either positive or negative instances of the figurative meaning of the acquisition proverbs. The picture and imagery groups, which were assumed to have used imagery without the intention of constructing a figurative meaning, performed at chance. The analogy group performed above chance and on a par with the instance group subjects, who theoretically had constructed and solved an implicit analogy. The analogy-instance group showed superior performance. Discussion centered on the pattern of the results in relation to the CBT and on the role of imagery and analogy in understanding proverbs as opposed to metaphors.

Parsing strategies and discourse context

Abstract: Two experiments investigated syntactic processing during comprehension of sentences presented either in isolation or in a discourse context. Comprehension of a range of different types of surface structurally ambiguous sentences was studied. To explain the interpretations generally given to the sentences processed in isolation, two parsing principles were proposed: Kimball's (1973) Right Association and Verb Dominance. When the ambiguous sentences were read in context, the interpretations computed were still determined by these structurally based principles, even when this meant that the meanings were at variance with the prior context. These results indicate that surface structure parsing of sentences proceeds in the same way whether sentences are processed alone or in context.

Linguistic analysis of children's conversational repairs

Abstract: Conversational repairs used by children in Brown's Stages III and V and by 5- to 6-year-olds were investigated. A linguistic analysis revealed that each group repaired their utterances when not understood but did so using different repair types. Individual preferences for using a specific repair type was observed, although preferences decreased with age.

The interaction of strategy and context in children's oral reading performance

Abstract: An experiment was designed to test the interactive reading theory prediction that children's reading strategies vary with the availability of higher-level information. Third- and fourthgrade children (aged 8 and 9 years, respectively) were assigned to one of three context conditions and one of three experimental instructions conditions. Results supported the hypothesis the children adopt different oral reading speed strategies, depending on the amount of contextual information available, in order to maximize reading accuracy and, where appropriate, ongoing comprehension. When reading meaningful materials, children adopt a fluent, top-down reading strategy that is relatively resistant to modification. Although a slower, bottom-up strategy is preferred in the reading of words in isolation, children are able to modify this strategy in accordance with experimental instructions. These results are consistent with an interactive theory of reading.

Does imagery contribute to metaphoric quality

Abstract: With metaphoric quality divided into an appropriateness and novelty component, college-student subjects rated 75 metaphoric sentences on those components and on imageability. Different subjects were assigned to each of the three rating conditions (n=45 in each). Correlations based on mean ratings of the metaphors indicated that imageability was negatively related to novelty and positively related to appropriateness. A composite of the novelty and appropriateness ratings (deemed to reflect metaphoric quality) proved to be independent of imageability. Examination of metaphors with the highest and lowest imagery ratings suggested that imagery was facilitated by perceptual-configural linkages and inhibited by remote conceptual linkages between topic and vehicle. This configural-conceptual distinction appears to be of greater importance than quality in influencing the extent to which a metaphor is imaged.

Sensitivity to propositional units in good reading

Abstract: Good readers detect fewer silent /e/s at the end of a clause than at the beginning in printed English text. Relatively poor (but normal) readers do not show this difference. This result suggests that good reading involves fluctuations in visual attention that respond to propositional units, in the same way as does auditory attention in normal listening.

Evidence for a reciprocal model of language development

Abstract: A reciprocal model of language development is proposed analogous to Bowlby's model for the development of attachment, a control system model. The hypothesis for the research reported is that a reciprocal behavioral system operates between the language-developing infant-child and the competent language user in a socializing-teaching-nurturing role vis-a-vis the language-developing child. Findings are from a longitudinal study of four infant-mother dyads, videotaped in the home from the time the infants were 3 months until they were 2 years old. The mother's linguistic behavior following vocalizing and verbalizing by her infant is analyzed for evidence that it is language-teaching behavior appropriate to the infant's level of linguistic development and, in the terms of the control system model, elicited by the infant's linguistic behavior.

Sentential structure and the perceptual span in normal reading development.

Abstract: An eye-voice span paradigm was adopted to determine whether children use different aspects of sentence structure to facilitate decoding early in the course of reading development. Eightyfour Grade 1 and Grade 2 children, representing four levels of early reading competence, and 15 skilled adult subjects read from four textual conditions; materials varied in the extent to which the texts were semantically and/or syntactically constrained. The more precocious the young reader, the longer his reported span. The better readers' and the adults' advantage was greater the more linguistically constrained the reading material. These data support a continuous model fo reading development and are compatible with an interactive definition of early reading behavior.

Morphemic and phonemic factors in letter cancellation

Abstract: A letter cancellation task was employed to examine whether a prelexical phonological representation is an essential component of the normal reading process. In the cancellation of letter “e” s in the “ed” affix attached to the past tense forms of English regular verbs, there was no evidence that detection performance was influenced by the pronunciation of the target letter. In Experiment I, instructions to remember the content of the text had no effect upon performance, and any effects of instructions to read the text aloud were attributable to a speed-accuracy trade-off. In Experiment II, there was no evidence that articulatory suppression affected the normal reading process. Although aspects of performance in letter cancellation may be contaminated by task-specific scanning strategies, the present findings permit one to conclude that normal reading employs a direct, nonphonological means of lexical access.

Effectiveness of word order over grammatical markers as a syntactic indicator of semantic relations in an opaque partial description situation

Abstract: Using an artificial language system, an attempt was made (1) to examine the effect of relative completeness in describing the reference situations on acquisition of the system and (2) to determine the effectiveness of word order and grammatical markers as syntactic indicators of semantic relations in an opaque partial description situation. The results showed that syntax was induced faster in the mixed description condition, where partial three-word sentences and two-word phrases were given mixed with complete five-word sentences, than in the partial description condition, where only three-word sentences and two-word phrases were given. It was further found that word order was more effective than grammatical markers as a syntactic indicator. It is suggested that language acquisition under partial description conditions is possible provided a sufficient number of experiencing exemplars and/or pragmatic cues as to meaning-form correspondence are given.

Bilingual frequency encoding

Abstract: Two experiments are reported that examine the nature of the processing of frequency information in Spanish-English bilinguals. In the first study, subjects studied a list of English-only, Spanish-only, and mixed-language words varying in their frequency of occurrence, and under conditions of being either informed or uninformed about the later frequency test. Subjects were then shown pictures represeting the nominally presented items and had to give frequency judgments for the words depicting the objects. Frequency judgments were significantly faster when the words had been presented in a single language, suggesting a summation of access times for the mixed-language words. Instructional conditions had no effect on frequency judgments, but the latency to judge was significantly reduced for the informed subjects. In the second study, using similar acquisition procedures, subjects were shown test words in either the same or the different language from the one in which the words were originally experienced. Subjects demonstrated a clear ability to assign frequencies according to the relationship between acquisition and test language. The data were discussed in terms of supporting the hypothesis of separate bilingual language processing, and implications for the automatic nature of frequency acquisition were also addressed.

Subvocal motor activity and contextual processing.

Abstract: Twenty male and female subjects listened for mispronounced words while minimizing either subvocal or frontalis electromyographic activity. Stimuli were varied on size of the distortion, lexical constraint, and contextual constraint, all known to influence detections. Analysis of both the reaction time and detection data indicated that the minimization of subvocal EMG activity reduced or eliminated the effect of contextual constraint, while minimization of frontalis EMG activity resulted in the typically observed contextual constraint effect. Results indicate that subvocal activity is related to contextual processing. Additionally, reaction time data are reported that indicate that although low contextual constraint greatly slows the decision process, detectability is actually superior. A possible underlying mechanism for this reversal of the speed-accuracy trade-off is discussed.

Temporal analyses of children's comprehension during oral reading

Abstract: Second- and fourth-grade children read aloud one normal story then two stories that contained an anomalous phrase in the third of five sentences The anomalies were produced by reversing the order of two predicate nouns The rate of articulation was slower and total pause time was greater when children read the anomalous sentences than when they read the normal sentences While the anomalous sentences were read literally, all but a few children restored the anomalous phrase to its original meaning or changed some of the words to make the anomalous event more plausible The results of the study suggest that temporal measures are highly sensitive to comprehension processes and that children comprehend the story as they read and compare what they read with what they know about the world

Comprehension of complex sentences in children at three levels of cognitive development

Abstract: The purpose of this study was to explore the relationship between level of cognitive development and the comprehension of complex sentences in children. Twenty males and 20 females at the preoperational and concrete operational levels of cognitive development who were attending regular first-, fourth-, and seventh-grade classes served as subjects. Four examples each of parallel and nonparallel function forms of center-embedded and right-branching sentences served as stimuli within an object-manipulation task. The sentences were also described in terms of those containing a reversed word order clause, a clause with a role change (nonparallel function), neither, or both. Preoperational children could interpret sentences containing neither reversed word order nor role change as well as concrete operational children. Concrete operational children providing identity and reversibility arguments during conservation tasks had a significantly higher accuracy rate on sentences containing either role change or reversed word order than preoperational children. Concrete operational children providing reversibility, identity, and compensation arguments had a significantly higher accuracy rate on sentences containing role change and both role change and reversed word order than any other group of children. Preoperational children were noted to rely heavily on the use of word-order strategy to decode the sentences. Reliance on this strategy decreased as cognitive level advanced.

In and behind a Lenneberg paradigm

Abstract: Lenneberg suggested that a chimpanzee's linguistic ability could be tested by presenting sentences containing two prepositional phrases joined by a conjunction. This would involve joining two semantic propositions, and thus represents a more complex test of chimpanzee syntactic competence than previously attempted. Jane, a five year-old language trained chimpanzee, was tested on her ability to both produce and comprehend sentences involving a preposition (“in” or “behind”) and a conjunction (“and”). The results from production and comprehension were substantially the same. Jane showed the ability to appropriately deploy “and,” “behind” and “in,” but displayed very little flexibility in their use. It is suggested that a chimpanzee may be able to learn some rules of syntax but is not able to be creative with that syntax.

The lexical decision list task: a research note

Abstract: The lexical decision list task, a paper-and-pencil version of the standard lexical decision task, is introduced and described. Data are reported demonstrating that subjects' responses to manipulations of phonological confusability, stimulus difficulty, and case presentation are analogous to those obtained with the use of the standard task.