Switching modalities in a sentence verification task: ERP evidence for embodied language processing

In an event related potential (ERP) experiment using written language materials only, we investigated a potential modulation of the N400 by the modality switch effect. The modality switch effect occurs when a first sentence, describing a fact grounded in one modality, is followed by a second sentence describing a second fact grounded in a different modality. For example, "A cellar is dark" (visual), was preceded by either another visual property "Ham is pink" or by a tactile property "A mitten is soft." We also investigated whether the modality switch effect occurs for false sentences ("A cellar is light"). We found that, for true sentences, the ERP at the critical word "dark" elicited a significantly greater frontal, early N400-like effect (270370 ms) when there was a modality mismatch than when there was a modality-match. This pattern was not found for the critical word "light" in false sentences. Results similar to the frontal negativity were obtained in a late time window (500700 ms). The obtained ERP effect is similar to one previously obtained for pictures. We conclude that in this paradigm we obtained fast access to conceptual properties for modality-matched pairs, which leads to embodiment effects similar to those previously obtained with pictorial stimuli

Memory and comprehension deficits in spatial descriptions of children with non-verbal and reading disabilities

open4The present study investigated the difficulties encountered by children with non-verbal learning disability (NLD) and reading disability (RD) when processing spatial information derived from descriptions, based on the assumption that both groups should find it more difficult than matched controls, but for different reasons, i.e., due to a memory encoding difficulty in cases of RD and to spatial information comprehension problems in cases of NLD. Spatial descriptions from both survey and route perspectives were presented to 9-12-year-old children divided into three groups: NLD (N = 12); RD (N = 12), and typically developing controls (TD; N = 15); then participants completed a sentence verification task and a memory for locations task. The sentence verification task was presented in two conditions: in one the children could refer to the text while answering the questions (i.e., text present condition), and in the other the text was withdrawn (i.e., text absent condition). Results showed that the RD group benefited from the text present condition, but was impaired to the same extent as the NLD group in the text absent condition, suggesting that the NLD children's difficulty is due mainly to their poor comprehension of spatial descriptions, while the RD children's difficulty is due more to a memory encoding problem. These results are discussed in terms of their implications in the neuropsychological profiles of children with NLD or RD, and the processes involved in spatial descriptions.openIrene C. Mammarella;Chiara Meneghetti;Francesca Pazzaglia;Cesare CornoldiMammarella, IRENE CRISTINA; Meneghetti, Chiara; Pazzaglia, Francesca; Cornoldi, Cesar

Comprehension of familiar and unfamiliar native accents under adverse listening conditions

This study aimed to determine the relative processing cost associated with comprehension of an unfamiliar native accent under adverse listening conditions. Two sentence verification experiments were conducted in which listeners heard sentences at various signal-to-noise ratios. In Experiment 1, these sentences were spoken in a familiar or an unfamiliar native accent or in two familiar native accents. In Experiment 2, they were spoken in a familiar or unfamiliar native accent or in a nonnative accent. The results indicated that the differences between the native accents influenced the speed of language processing under adverse listening conditions and that this processing speed was modulated by the relative familiarity of the listener with the native accent. Furthermore, the results showed that the processing cost associated with the nonnative accent was larger than for the unfamiliar native accent

Semantic memory redux: an experimental test of hierarchical category representation

Four experiments investigated the classic issue in semantic memory of whether people organize categorical information in hierarchies and use inference to retrieve information from them, as proposed by Collins & Quillian (1969). Past evidence has focused on RT to confirm sentences such as “All birds are animals” or “Canaries breathe.” However, confounding variables such as familiarity and associations between the terms have led to contradictory results. Our experiments avoided such problems by teaching subjects novel materials. Experiment 1 tested an implicit hierarchical structure in the features of a set of studied objects (e.g., all brown objects were large). Experiment 2 taught subjects nested categories of artificial bugs. In Experiment 3, subjects learned a tree structure of novel category hierarchies. In all three, the results differed from the predictions of the hierarchical inference model. In Experiment 4, subjects learned a hierarchy by means of paired associates of novel category names. Here we finally found the RT signature of hierarchical inference. We conclude that it is possible to store information in a hierarchy and retrieve it via inference, but it is difficult and avoided whenever possible. The results are more consistent with feature comparison models than hierarchical models of semantic memory

Cognitive Processing of Verbal Quantifiers in the Context of Affirmative and Negative Sentences: a Croatian Study

Studies from English and German have found differences in the processing of affirmative and negative sentences. However, little attention has been given to quantifiers that form negations. A picture-sentence verification task was used to investigate the processing of different types of quantifiers in Croatian: universal quantifiers in affirmative sentences (e.g. all), non-universal quantifiers in compositional negations (e.g. not all), null quantifiers in negative concord (e.g. none) and relative disproportionate quantifiers in both affirmative and negative sentences (e.g. some). The results showed that non-universal and null quantifiers, as well as negations were processed significantly slower compared to affirmative sentences, which is in line with previous findings supporting the two-step model. The results also confirmed that more complex tasks require a longer reaction time. A significant difference in the processing of same-polarity sentences with first-order quantifiers was observed: sentences with null quantifiers were processed faster and more accurately than sentences with disproportional and non-universal quantifiers. A difference in reaction time was also found in affirmatives with different quantifiers: sentences with universal quantifiers were processed significantly faster and more accurately compared to sentences with relative disproportionate quantifiers. These findings indicate that the processing of quantifiers follows after the processing of affirmative information. In the context of the two-step model, the processing of quantifiers occurs in the second step, along with negations

Exploring modality switching effects in negated sentences: further evidence for grounded representations

Theories of embodied cognition (e.g., Perceptual Symbol Systems Theory; Barsalou, 1999, 2009) suggest that modality specific simulations underlie the representation of concepts. Supporting evidence comes from modality switch costs: participants are slower to verify a property in one modality (e.g., auditory, BLENDER-loud) after verifying a property in a different modality (e.g., gustatory, CRANBERRIES-tart) compared to the same modality (e.g., LEAVES-rustling, Pecher et al., 2003). Similarly, modality switching costs lead to a modulation of the N400 effect in event-related potentials (ERPs; Collins et al., 2011; Hald et al., 2011). This effect of modality switching has also been shown to interact with the veracity of the sentence (Hald et al., 2011). The current ERP study further explores the role of modality match/mismatch on the processing of veracity as well as negation (sentences containing “not”). Our results indicate a modulation in the ERP based on modality and veracity, plus an interaction. The evidence supports the idea that modality specific simulations occur during language processing, and furthermore suggest that these simulations alter the processing of negation

Pragmatic inferences modulate N400 during sentence comprehension: evidence from picture-sentence verification

The present study examines the online realization of pragmatic meaning using event-related potentials (ERPs). Participants read sentences including the English quantifier some, which has both a semantic meaning (at least one) and a pragmatic meaning (not all). Unlike previous ERP studies of this phenomenon, sentences in the current study were evaluated not in terms of their truth with respect to the real world, but in terms of their consistency with a picture presented before the sentence. Sentences (such as “The boy cut some of the steaks in this story”) were constructed such that either 1) both the semantic and pragmatic interpretations were true with respect to the preceding picture (when the boy in fact cut some but not all of the steaks); 2) neither interpretation was true (when the boy in fact cut none of the steaks); or 3) the semantic interpretation was true but the pragmatic interpretation false (when the boy in fact cut all of the steaks). ERPs at the object word, which determined whether the sentence was consistent with the story, showed the largest N400 effect for objects that made the sentence false, whereas they showed an intermediate effect for objects that made the sentence false under the pragmatic interpretation but true under the semantic interpretation. The results suggest that this pragmatic aspect of meaning is computed online and integrated into the sentence model rapidly enough to influence comprehension of later words

A construct validity study of the sentence verification technique as a method of measuring reading comprehension.

The primary purpose of this thesis is to investigate the construct validity of the sentence verification technique as a method of measuring reading comprehension. The thesis is organized into two chapters. The first chapter presents research suggesting that two of the most common methods of assessing reading comprehension on norm referenced reading comprehension tests are inadequate. The two methods critiqued in chapter one are the close procedure and the multiple choice procedure. The second chapter presents an experiment investigating the construct validity of the sentence verification techniqu