Thematic processing in adjuncts: evidence from an eye tracking experiment.

We investigated thematic processing in sentences containing a prepositional phrase that was ambiguous between a locative and a temporal interpretation. We manipulated context (temporal or locative), target sentence (temporal or locative), and whether or not the main verb of the target and the context was repeated. Results showed that context dictated the participants' thematic expectations. Thematically, congruent target and context pairs were read faster than incongruent pairs. This effect was not modulated by verb repetition. We argue that wh -words cause readers to lodge semantically vacuous thematic roles in their discourse representation that bias a reader's interpretation of subsequent thematically ambiguous adjuncts in their discourse representation

It’s not what you see: it’s the language you say it in

In an eye-tracking experiment, we investigated the interplay between visual and linguistic information processing during time-telling, and how this is affected by speaking in a non-native language. We compared time-telling in Greek and English, which differ in time-telling word order (hour vs. minute mentioned first), by contrasting Greek-English bilinguals speaking in their L1-Greek or their L2-English, and English monolingual speakers. All three groups were faster when telling the time for digital than for analogue clocks, and when telling the time for the first half-hour than the second half-hour. Critically, first fixation and gaze duration analyses for the hour and minute regions showed a different pattern for Greek-English bilinguals when speaking in their L1 versus L2, with the latter resembling that of English monolinguals. Our results suggest that bilingual speakers� eye-movement programming was influenced by the type of time-telling utterance specific to the language of production currently in use

Modelling and Evaluation of Lexical and Syntactic Alignment with a Priming-Based Microplanner

Buschmeier H, Bergmann K, Kopp S. Modelling and Evaluation of Lexical and Syntactic Alignment with a Priming-Based Microplanner. In: Krahmer E, Theune M, eds. Empiricial Methods in Natural Language Generation. Lecture Notes in Computer Science. Vol 5790. Berlin/Heidelberg, Germany: Springer; 2010: 85-104.Alignment of interlocutors is a well known psycholinguistic phenomenon of great relevance for dialogue systems in general and natural language generation in particular. In this chapter, we present the alignment-capable microplanner SPUD prime. Using a priming-based model of interactive alignment, it is flexible enough to model the alignment behaviour of human speakers to a high degree. We demonstrate that SPUD prime can account for lexical as well as syntactic alignment and present an evaluation on corpora of task-oriented dialogue that were collected in two experiments designed to investigate the alignment behaviour of humans in a controlled fashion. This will allow for further investigation of which parameters are important to model alignment and how the human?computer interaction changes when the computer aligns to its users

Effects of immediate and cumulative syntactic experience in language impairment: Evidence from priming of subject relatives in children with SLI

We investigated the production of subject relative clauses (SRc) in Italian pre-school children with Specific Language Impairment (SLI) and age-matched typically-developing children (TD) controls. In a structural priming paradigm, children described pictures after hearing the experimenter produce a bare noun or an SRc description, as part of a picture matching task. In a sentence repetition task, children repeated SRc. In the priming paradigm, children with SLI produced SRc after hearing the experimenter use SRc with the same or different lexical content; the magnitude of this priming effect was the same as in TDC. However, children with SLI showed a smaller cumulative priming effect than TDC. Children with SLI showed superior SRc performance in picture-matching than in sentence repetition. We propose that children with SLI have an abstract representation of SRc that can be facilitated by prior exposure, but exhibit impaired implicit learning mechanisms