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Predictive inference in reading comprehension: What can biased judgments inform us about information processing in the brain?
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Syntax and semantics: Similarities in late positive components
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Novel stress phonotactics are learnable by English speakers: Novel tone phonotactics are not
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In: Springer US (2020)
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Implicit learning of distributional patterns in linguistic and non-linguistic sequence production
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Tracking Keystroke Sequences at the Cortical Level Reveals the Dynamics of Serial Order Production
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In: ISSN: 0898-929X ; EISSN: 1530-8898 ; Journal of Cognitive Neuroscience ; https://hal.archives-ouvertes.fr/hal-02093896 ; Journal of Cognitive Neuroscience, Massachusetts Institute of Technology Press (MIT Press), 2019, 31 (7), pp.1030-1043. ⟨10.1162/jocn_a_01401⟩ (2019)
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Masking auditory feedback does not eliminate repetition reduction ...
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Masking auditory feedback does not eliminate repetition reduction ...
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Getting more out of working memory: Stacking verbal relational role-bindings
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Maintenance Versus Transmission Deficits: The Effect of Delay on Naming Performance in Aphasia
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Novel stress phonotactics are learnable by English speakers: Novel tone phonotactics are not
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Abstract:
Speech errors are sensitive to newly learned phonotactic constraints. For example, if speakers produce strings of syllables in which /f/ is an onset if the vowel is /æ/, but a coda if the vowel is /I/, their slips will respect that constraint after a period of sleep. Constraints in which the contextual factor is nonlinguistic, however, do not appear to be learnable by this method—for example, /f/ is an onset if the speech rate is fast, but /f/ is a coda if the speech rate is slow. The present study demonstrated that adult English speakers can learn (after a sleep period) constraints based on stress (e.g., /f/ is an onset if the syllable is stressed, but /f/ is a coda if the syllable is unstressed), but cannot learn analogous constraints based on tone (e.g., /f/ is an onset if the tone is rising, but /f/ is a coda if the tone is falling). The results are consistent with the fact that, in English, stress is a relevant lexical phonological property (e.g., “INsight” and “inCITE” are different words), but tone is not (e.g., “yes!” and “yes?” are the same word, despite their different pragmatic functions). The results provide useful constraints on how consolidation effects in learning may interact with early learning experiences.
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Keyword:
Article
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URL: http://www.ncbi.nlm.nih.gov/pubmed/31879827 http://www.ncbi.nlm.nih.gov/pmc/articles/PMC7051924/ https://doi.org/10.3758/s13421-019-01000-9
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The role of memory processes and quality of lexical representations in native and non-native reading comprehension
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Explicit and implicit learning of verb bias using reversal learning
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The role of consolidation in learning context-dependent phonotactic patterns in speech and digital sequence production
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Individual differences in syntactic processing during reading: a psycholinguist’s “two disciplines” problem
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Optimal nonlinear control and estimation using global domain linearization
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Precursors and downstream consequences of prediction in language comprehension
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