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Preschoolers' brains rely on semantic cues prior to the mastery of syntax during sentence comprehension

Chiao-Yi Wu, Kodjo Vissiennon, Angela D. Friederici, Jens Brauer
2016 NeuroImage  
The current study provides both behavioral and neural evidence that five-year-old children compared to adults rely more on semantic information than on syntactic cues during sentence comprehension, but  ...  Sentence comprehension requires the integration of both syntactic and semantic information, the acquisition of which seems to have different trajectories in the developing brain.  ...  Conflict of interest The authors declare that there are no conflicts of interest. Appendix A.  ... 
doi:10.1016/j.neuroimage.2015.10.036 pmid:26497266 pmcid:PMC4739511 fatcat:3gj23qgd4nh7ngcvj7i2twlujm

Multiple sources of competence underlying the comprehension of inconsistencies: A developmental investigation

Bradley J. Morris, Uri Hasson
2010 Journal of Experimental Psychology. Learning, Memory and Cognition  
One possibility is that they are sensitive to the formal structure of the sentences and know that a proposition and its negation cannot be jointly true.  ...  The results demonstrate that competence in understanding inconsistent relations depends on (a) the ability to represent 2 states of affairs and (b) the ability to process negation in the context of an  ...  not on syntax or semantics but on their knowledge of situational pragmatics.  ... 
doi:10.1037/a0017519 pmid:20192531 fatcat:arawxz6dmrb7vnvexi56t5rnea

The Benefit of Assessment-Based Language and Reading Instruction: Perspectives From a Case Study

D. Corcoran Nielsen
2002 Journal of Deaf Studies and Deaf Education  
Marcy moved to a suburb of a large Midwestern city with her adoptive parents. She had three older sisters, one of whom was deaf.  ...  To compile the case study, we analyzed data from nine years of follow-up, including listening, speech articulation, semantic, syntactic, reading, and writing information drawn from a number of informal  ...  Typical of readers at this early stage of developing word-recognition skills, Marcy did not attempt to segment unknown words beyond the first letter or rely on her limited knowledge of syntax to provide  ... 
doi:10.1093/deafed/7.2.149 pmid:15451882 fatcat:gf4syhp2ovfynfkla6aidnbttq

The development of cognitive flexibility and language abilities

Gedeon O Deák
2003 Advances in Child Development and Behavior  
ACKNOWLEDGMENT Preparation of this chapter was supported by NSF award BCS-0092027. Address correspondences to the author at deak@cogsci.ucsd.edu.  ...  That is, children might rely on verbal cues (e.g., rules) when other salient cues become less predictable.  ...  The next utterance's meaning might rest on a different combination of syntactic, lexical, semantic, discourse, and paralinguistic cues.  ... 
pmid:14528664 fatcat:kxo3bdqvl5b4hbvmjy4ymocaya

Language development after cochlear implantation: an epigenetic model

Timothy M. Markman, Alexandra L. Quittner, Laurie S. Eisenberg, Emily A. Tobey, Donna Thal, John K. Niparko, Nae-Yuh Wang
2011 Journal of Neurodevelopmental Disorders  
Prior to intervention, these participants were subject to naturally imposed constraints in sensory (acoustic-phonologic) inputs during critical phases of development when spoken language skills are typically  ...  Here, we review neurobiological and genetic influences on spoken language development in the context of results of a longitudinal trial of cochlear implantation of young children with severe to profound  ...  Acknowledgments This work was sponsored by the National Institutes of Health, National Institute of Deafness and Other Communication Disorders R01DC04797 (John K. Niparko, principal investigator).  ... 
doi:10.1007/s11689-011-9098-z pmid:22101809 pmcid:PMC3230757 fatcat:uqjrjl4pvbcztlq6obnv4uvphq

Language and communicative development in Williams syndrome

Carolyn B. Mervis, Angela M. Becerra
2007 Mental Retardation and Developmental Disabilities Research Reviews  
consider the language abilities of school-age children and adolescents, focusing on semantics, grammar, and pragmatics.  ...  The syndrome has often been argued to provide strong evidence for the independence of language from other aspects of cognition.  ...  In contrast, Landau et al. [2006] suggested that these difficulties may instead be due to problems in the alignment of the components of the sentence during the process of sentence production.  ... 
doi:10.1002/mrdd.20140 pmid:17326109 fatcat:f3s3s4tttbhvhg3uiureistlg4

How Psychological Science Informs the Teaching of Reading

Keith Rayner, Barbara R. Foorman, Charles A. Perfetti, David Pesetsky, Mark S. Seidenberg
2001 Psychological Science in the Public Interest  
neuroscience on skilled reading, and connectionist models of learning to read.  ...  After an initial overview of writing systems, the discussion summarizes research from developmental psychology on children's language competency when they enter school and on the nature of early reading  ...  Acknowledgments-We thank the reviewers (David Balota, Keith Stanovich, Richard Wagner, and two anonymous reviewers) for their helpful comments on an earlier version of this report.  ... 
doi:10.1111/1529-1006.00004 pmid:26151366 fatcat:fuktaygbsjfqpgek6xnifjka4e

Increasing the Odds: Applying Emergentist Theory in Language Intervention

Gerard H. Poll
2011 Language, Speech & Hearing Services in Schools  
Method-A review of selected literature on emergentist theory and research is presented, with a focus on the acquisition of early morphology and syntax.  ...  introduction of factors that increase the odds for correctly mapping language form to meaning.  ...  and discussions on topics related to this review.  ... 
doi:10.1044/0161-1461(2011/10-0041) pmid:21616988 pmcid:PMC3164388 fatcat:ydxkpe7ujrce5pqd4plixotodq

Mechanisms for interaction: Syntax as procedures for online interactive meaning building

Ruth Kempson, Stergios Chatzikyriakidis, Ronnie Cann
2016 Behavioral and Brain Sciences  
, as in Dynamic Syntax, in which syntax is the incremental building of semantic representations reflecting real-time parsing dynamics.  ...  We argue that to reflect participant interactivity in conversational dialogue, the Christiansen & Chater (C&C) perspective needs a formal grammar framework capturing word-by-word incrementality  ...  Grip force is adjusted too rapidly during the manipulation of an object to rely on sensory feedback (Flanagan & Wing 1997) .  ... 
doi:10.1017/s0140525x15000849 pmid:27562087 fatcat:5fmm7eb6bzfepo4jjjwqoblt5e

Abstracts of the 20th European Conference on Eye Movements, 18-22 August 2019, in Alicante (Spain)

Susana Martinez-Conde, Luis Martinez-Otero, Albert Compte, Rudolf Groner
2019 Journal of Eye Movement Research  
This document contains all abstracts of the 20th European Conference on Eye Movements, August 18-22, 2019, in Alicante, Spain Video stream "Glimpses at 20th ECEM": https://vimeo.com/user43478756.  ...  Both tasks involved three incentive levels indicated by an auditory cue before the start of each saccade.  ...  Reward was calculated as a fraction of the maximum depending on the performance (accuracy and speed).  ... 
doi:10.16910/jemr.12.7.1 pmid:33828763 pmcid:PMC7917478 fatcat:wqzwn552cndsnablyikzx3og5e

The Now-or-Never bottleneck: A fundamental constraint on language

Morten H. Christiansen, Nick Chater
2015 Behavioral and Brain Sciences  
How, then, can the brain deal successfully with the continual deluge of linguistic input?  ...  We argue that, to deal with this "Now-or-Never" bottleneck, the brain must compress and recode linguistic input as rapidly as possible.  ...  Grip force is adjusted too rapidly during the manipulation of an object to rely on sensory feedback (Flanagan & Wing 1997) .  ... 
doi:10.1017/s0140525x1500031x pmid:25869618 fatcat:n5cecbsddvdgbcwid5w2gmr6ay

The Use of ASL to Support the Development of English and Literacy

R. B. Wilbur
2000 Journal of Deaf Studies and Deaf Education  
A first step, then, would be to train more teachers of the deaf to use ASL and understand its structure, and to improve the attitudes of all persons-deaf and hearing, teacher and student-Research on ASL  ...  , if procedures similar to the ones used in bilingual education programs for minority children were followed in teaching English to deaf children.  ...  Consequently, reading materials intended for hearing children rely heavily on the phonological properties of the words to serve as recognition cues to the beginning reader.  ... 
doi:10.1093/deafed/5.1.81 pmid:15454519 fatcat:6lkacermlnhdzcpcrmastcxro4

An individualised literacy intervention for low-progress readers and writers in the Foundation Phase

Marika Swart, Renee Nathanson
2012 Per Linguam : A Journal of Language Learning  
Based on qualitative data, the intervention proved to be successful, because observations indicated positive change in the low-progress learners' reading and writing behaviours.  ...  Qualitative and quantitative data were gathered by means of observations of learners and assessment results obtained in a pre-test-post-test design, with the addition of a mid-test to observe learners'  ...  When reading continuous texts, children learn to make use of cues such as drawing on prior knowledge to gain meaning, using syntax and searching for visual information in print.  ... 
doi:10.5785/27-2-108 fatcat:calnickxijhovmuwsnxavimu6y

Hunting the Fox of Word Learning: Why "Constraints" Fail to Capture It

Gedeon O. Deák
2000 Developmental Review  
We cannot separate the effects of so-called constraints or biases from a wide range of cognitive and contextual influences on children's inferences about novel word meanings.  ...  We are typically interested in mappings that allow generalizing of the lexeme to novel referents.  ...  Just as children integrate syntactic and semantic (i.e., predicate) cues to infer novel word meanings, they rely on semantic information presented in particular pragmatic contexts.  ... 
doi:10.1006/drev.1999.0494 fatcat:h67rqmjncff7jdu6puh6qdogri

Statistical Learning in Specific Language Impairment and Autism Spectrum Disorder: A Meta-Analysis

Rita Obeid, Patricia J. Brooks, Kasey L. Powers, Kristen Gillespie-Lynch, Jarrad A. G. Lum
2016 Frontiers in Psychology  
Similarly, in a study of typically children of ages 6-8 years, Kidd and Arciuli (2016) linked performance on a visual statistical learning task with comprehension of complex sentence structures (passives  ...  Nevertheless, pragmatics and semantics are typically more impaired than syntax and phonology across the lifespan in ASD relative to SLI (Boucher, 2012) .  ...  Conflict of Interest Statement: The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest  ... 
doi:10.3389/fpsyg.2016.01245 pmid:27602006 pmcid:PMC4993848 fatcat:fdggq2tmc5eslpnmotkcwhax6i
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