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  1. The Now-or-Never bottleneck: A fundamental constraint on language.Morten H. Christiansen & Nick Chater - 2016 - Behavioral and Brain Sciences 39:e62.
    Memory is fleeting. New material rapidly obliterates previous material. 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. This observation has strong implications for the nature of language processing: (1) the language system must “eagerly” recode and compress linguistic input; (2) as the bottleneck recurs at each new representational level, the language system must build (...)
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  • (1 other version)Scalar implicatures: experiments at the semantics–pragmatics interface.A. Papafragou - 2003 - Cognition 86 (3):253-282.
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  • Reassessing working memory: Comment on Just and Carpenter (1992) and Waters and Caplan (1996).Maryellen C. MacDonald & Morten H. Christiansen - 2002 - Psychological Review 109 (1):35-54.
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  • Does language guide event perception? Evidence from eye movements.Anna Papafragou, Justin Hulbert & John Trueswell - 2008 - Cognition 108 (1):155.
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  • The Coordinated Interplay of Scene, Utterance, and World Knowledge: Evidence From Eye Tracking.Pia Knoeferle & Matthew W. Crocker - 2006 - Cognitive Science 30 (3):481-529.
    Two studies investigated the interaction between utterance and scene processing by monitoring eye movements in agent–action–patient events, while participants listened to related utterances. The aim of Experiment 1 was to determine if and when depicted events are used for thematic role assignment and structural disambiguation of temporarily ambiguous English sentences. Shortly after the verb identified relevant depicted actions, eye movements in the event scenes revealed disambiguation. Experiment 2 investigated the relative importance of linguistic/world knowledge and scene information. When the verb (...)
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  • (1 other version)Balancing Effort and Information Transmission During Language Acquisition: Evidence From Word Order and Case Marking.Maryia Fedzechkina, Elissa L. Newport & T. Florian Jaeger - 2017 - Cognitive Science 41 (2):416-446.
    Across languages of the world, some grammatical patterns have been argued to be more common than expected by chance. These are sometimes referred to as (statistical) language universals. One such universal is the correlation between constituent order freedom and the presence of a case system in a language. Here, we explore whether this correlation can be explained by a bias to balance production effort and informativity of cues to grammatical function. Two groups of learners were presented with miniature artificial languages (...)
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  • Language Acquisition Meets Language Evolution.Nick Chater & Morten H. Christiansen - 2010 - Cognitive Science 34 (7):1131-1157.
    Recent research suggests that language evolution is a process of cultural change, in which linguistic structures are shaped through repeated cycles of learning and use by domain-general mechanisms. This paper draws out the implications of this viewpoint for understanding the problem of language acquisition, which is cast in a new, and much more tractable, form. In essence, the child faces a problem of induction, where the objective is to coordinate with others (C-induction), rather than to model the structure of the (...)
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  • A Probabilistic Constraints Approach to Language Acquisition and Processing.Mark S. Seidenberg & Maryellen C. MacDonald - 1999 - Cognitive Science 23 (4):569-588.
    This article provides an overview of a probabilistic constraints framework for thinking about language acquisition and processing. The generative approach attempts to characterize knowledge of language (i.e., competence grammar) and then asks how this knowledge is acquired and used. Our approach is performance oriented: the goal is to explain how people comprehend and produce utterances and how children acquire this skill. Use of language involves exploiting multiple probabilistic constraints over various types of linguistic and nonlinguistic information. Acquisition is the process (...)
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  • The rapid use of gender information: evidence of the time course of pronoun resolution from eyetracking.J. Arnold - 2000 - Cognition 76 (1):B13-B26.
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  • The role of abstract syntactic knowledge in language acquisition: a reply to Tomasello.Cynthia Fisher - 2002 - Cognition 82 (3):259-278.
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  • Preschool children’s use of cues to generic meaning.Andrei Cimpian & Ellen M. Markman - 2008 - Cognition 107 (1):19-53.
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  • Availability of Alternatives and the Processing of Scalar Implicatures: A Visual World Eye‐Tracking Study.Judith Degen & Michael K. Tanenhaus - 2016 - Cognitive Science 40 (1):172-201.
    Two visual world experiments investigated the processing of the implicature associated with some using a “gumball paradigm.” On each trial, participants saw an image of a gumball machine with an upper chamber with orange and blue gumballs and an empty lower chamber. Gumballs dropped to the lower chamber, creating a contrast between a partitioned set of gumballs of one color and an unpartitioned set of the other. Participants then evaluated spoken statements, such as “You got some of the blue gumballs.” (...)
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  • The Developmental Origins of Syntactic Bootstrapping.Cynthia Fisher, Kyong-sun Jin & Rose M. Scott - 2020 - Topics in Cognitive Science 12 (1):48-77.
    Fisher, Jin, and Scott push a central assumption of syntactic bootstrapping: that learners have a universal bias to map each noun in a sentence onto a participant role (i.e., argument of the verb). They propose two enrichments: First, that children use both semantic and syntactic information in representing nouns that accompany a verb; second, that children expect continuity across a discourse. They provide evidence for both learning mechanisms among young children, further spelling out the precise mechanisms underlying syntactic bootstrapping.
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  • (1 other version)Asymmetries in the Acquisition of Numbers and Quantifiers.Felicia Hurewitz, Anna Papafragou & Lila Gleitman - unknown
    Number terms and quantifiers share a range of linguistic (syntactic, semantic, and pragmatic) properties. On the basis of these similarities, one might expect these 2 classes of linguistic expression to pose similar problems to children acquiring language. We report here the results of an experiment that explicitly compared the acquisition of numerical expressions (two, four) and quantificational (some, all) expressions in younger and older 3-year-olds. Each group showed adult-like preferences for “exact” interpretations when evaluating number terms; however they did not (...)
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  • Children's command of quantification.Jeffrey Lidz & Julien Musolino - 2002 - Cognition 84 (2):113-154.
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  • The Question–Answer Requirement for scope assignment.Andrea Gualmini, Sarah Hulsey, Valentine Hacquard & Danny Fox - 2008 - Natural Language Semantics 16 (3):205-237.
    This paper focuses on children’s interpretation of sentences containing negation and a quantifier (e.g., The detective didn’t find some guys). Recent studies suggest that, although children are capable of accessing inverse scope interpretations of such sentences, they resort to surface scope to a larger extent than adults. To account for children’s behavioral pattern, we propose a new factor at play in Truth Value Judgment tasks: the Question–Answer Requirement (QAR). According to the QAR, children (and adults) must interpret the target sentence (...)
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  • The Benefits of Executive Control Training and the Implications for Language Processing.Erika K. Hussey & Jared M. Novick - 2012 - Frontiers in Psychology 3.
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  • Exploring socioeconomic differences in syntactic development through the lens of real-time processing.Yi Ting Huang, Kathryn Leech & Meredith L. Rowe - 2017 - Cognition 159:61-75.
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  • Learning to Attend: A Connectionist Model of Situated Language Comprehension.Marshall R. Mayberry, Matthew W. Crocker & Pia Knoeferle - 2009 - Cognitive Science 33 (3):449-496.
    Evidence from numerous studies using the visual world paradigm has revealed both that spoken language can rapidly guide attention in a related visual scene and that scene information can immediately influence comprehension processes. These findings motivated the coordinated interplay account (Knoeferle & Crocker, 2006) of situated comprehension, which claims that utterance‐mediated attention crucially underlies this closely coordinated interaction of language and scene processing. We present a recurrent sigma‐pi neural network that models the rapid use of scene information, exploiting an utterance‐mediated (...)
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  • The Emergence of Modern Languages: Has Human Self-Domestication Optimized Language Transmission?Antonio Benítez-Burraco & Vera Kempe - 2018 - Frontiers in Psychology 9.
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  • Adult Learning and Language Simplification.Mark Atkinson, Kenny Smith & Simon Kirby - 2018 - Cognitive Science 42 (8):2818-2854.
    Languages spoken in larger populations are relatively simple. A possible explanation for this is that languages with a greater number of speakers tend to also be those with higher proportions of non‐native speakers, who may simplify language during learning. We assess this explanation for the negative correlation between population size and linguistic complexity in three experiments, using artificial language learning techniques to investigate both the simplifications made by individual adult learners and the potential for such simplifications to influence group‐level language (...)
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  • Three-year-olds' comprehension of contrastive and descriptive adjectives: Evidence for contrastive inference.Catherine Davies, Jamie Lingwood, Bissera Ivanova & Sudha Arunachalam - 2021 - Cognition 212 (C):104707.
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  • Developmental effects in the online use of morphosyntactic cues in sentence processing: Evidence from Tagalog.Rowena Garcia, Gabriela Garrido Rodriguez & Evan Kidd - 2021 - Cognition 216 (C):104859.
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  • Why wait for the verb? Turkish speaking children use case markers for incremental language comprehension.Duygu Özge, Aylin Küntay & Jesse Snedeker - 2019 - Cognition 183 (C):152-180.
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  • Tracking the Continuity of Language Comprehension: Computer Mouse Trajectories Suggest Parallel Syntactic Processing.Thomas A. Farmer, Sarah A. Cargill, Nicholas C. Hindy, Rick Dale & Michael J. Spivey - 2007 - Cognitive Science 31 (5):889-909.
    Although several theories of online syntactic processing assume the parallel activation of multiple syntactic representations, evidence supporting simultaneous activation has been inconclusive. Here, the continuous and non‐ballistic properties of computer mouse movements are exploited, by recording their streaming x, y coordinates to procure evidence regarding parallel versus serial processing. Participants heard structurally ambiguous sentences while viewing scenes with properties either supporting or not supporting the difficult modifier interpretation. The curvatures of the elicited trajectories revealed both an effect of visual context (...)
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  • Who did what? A causal role for cognitive control in thematic role assignment during sentence comprehension.Malathi Thothathiri, Christine T. Asaro, Nina S. Hsu & Jared M. Novick - 2018 - Cognition 178 (C):162-177.
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  • Phrasal prosody constrains syntactic analysis in toddlers.Alex de Carvalho, Isabelle Dautriche, Isabelle Lin & Anne Christophe - 2017 - Cognition 163 (C):67-79.
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  • Grammatical aspect and event recognition in children’s online sentence comprehension.Peng Zhou, Stephen Crain & Likan Zhan - 2014 - Cognition 133 (1):262-276.
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  • Bottom-up processes dominate early word recognition in toddlers.Janette Chow, Armando Q. Angulo-Chavira, Marlene Spangenberg, Leonie Hentrup & Kim Plunkett - 2022 - Cognition 228 (C):105214.
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  • Immediate use of prosody and context in predicting a syntactic structure.Chie Nakamura, Manabu Arai & Reiko Mazuka - 2012 - Cognition 125 (2):317-323.
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  • The Interplay of Cross‐Situational Word Learning and Sentence‐Level Constraints.Judith Koehne & Matthew W. Crocker - 2015 - Cognitive Science 39 (5):849-889.
    A variety of mechanisms contribute to word learning. Learners can track co-occurring words and referents across situations in a bottom-up manner. Equally, they can exploit sentential contexts, relying on top–down information such as verb–argument relations and world knowledge, offering immediate constraints on meaning. When combined, CSWL and SLCL potentially modulate each other's influence, revealing how word learners deal with multiple mechanisms simultaneously: Do they use all mechanisms? Prefer one? Is their strategy context dependent? Three experiments conducted with adult learners reveal (...)
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  • Linking Adult Second Language Learning and Diachronic Change: A Cautionary Note.Vera Kempe & Patricia J. Brooks - 2018 - Frontiers in Psychology 9.
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  • Young Children with ASD Use Lexical and Referential Information During On-line Sentence Processing.Edith L. Bavin, Evan Kidd, Luke A. Prendergast & Emma K. Baker - 2016 - Frontiers in Psychology 7.
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  • Word learning in linguistic context: Processing and memory effects.Yi Ting Huang & Alison R. Arnold - 2016 - Cognition 156 (C):71-87.
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  • The logical syntax of number words: theory, acquisition and processing.Julien Musolino - 2009 - Cognition 111 (1):24-45.
    Recent work on the acquisition of number words has emphasized the importance of integrating linguistic and developmental perspectives [Musolino, J. (2004). The semantics and acquisition of number words: Integrating linguistic and developmental perspectives. Cognition93, 1-41; Papafragou, A., Musolino, J. (2003). Scalar implicatures: Scalar implicatures: Experiments at the semantics-pragmatics interface. Cognition, 86, 253-282; Hurewitz, F., Papafragou, A., Gleitman, L., Gelman, R. (2006). Asymmetries in the acquisition of numbers and quantifiers. Language Learning and Development, 2, 76-97; Huang, Y. T., Snedeker, J., Spelke, (...)
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  • From scalar semantics to implicature : Children's interpretation of aspectuals.Anna Papafragou - unknown
    One of the tasks of language learning is the discovery of the intricate division of labour between the lexical-semantic content of an expression and the pragmatic inferences the expression can be used to convey. Here we investigate experimentally the development of the semantics– pragmatics interface, focusing on Greek-speaking five-year-olds’ interpretation of aspectual expressions such as arxizo (‘ start ’) and degree modifiers such as miso (‘ half ’) and mexri ti mesi (‘ halfway ’). Such expressions are known to give (...)
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  • Putting lexical constraints in context into the visual-world paradigm.Jared M. Novick, Sharon L. Thompson-Schill & John C. Trueswell - 2008 - Cognition 107 (3):850-903.
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  • Developmental Timescale of Rapid Adaptation to Conflicting Cues in Real‐Time Sentence Processing.Angele Yazbec, Michael P. Kaschak & Arielle Borovsky - 2019 - Cognitive Science 43 (1):e12704.
    Children and adults use established global knowledge to generate real‐time linguistic predictions, but less is known about how listeners generate predictions in circumstances that semantically conflict with long‐standing event knowledge. We explore these issues in adults and 5‐ to 10‐year‐old children using an eye‐tracked sentence comprehension task that tests real‐time activation of unexpected events that had been previously encountered in brief stories. Adults generated predictions for these previously unexpected events based on these discourse cues alone, whereas children overall did not (...)
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  • Disfluencies, language comprehension, and Tree Adjoining Grammars.Fernanda Ferreira, Ellen F. Lau & Karl G. D. Bailey - 2004 - Cognitive Science 28 (5):721-749.
    Disfluencies include editing terms such as uh and um as well as repeats and revisions. Little is known about how disfluencies are processed, and there has been next to no research focused on the way that disfluencies affect structure-building operations during comprehension. We review major findings from both computational linguistics and psycholinguistics, and then we summarize the results of our own work which centers on how the parser behaves when it encounters a disfluency. We describe some new research showing that (...)
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  • Developing incrementality in filler-gap dependency processing.Emily Atkinson, Matthew W. Wagers, Jeffrey Lidz, Colin Phillips & Akira Omaki - 2018 - Cognition 179:132-149.
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  • The Other Side of Cognitive Control: Can a Lack of Cognitive Control Benefit Language and Cognition?Evangelia G. Chrysikou, Jared M. Novick, John C. Trueswell & Sharon L. Thompson-Schill - 2011 - Topics in Cognitive Science 3 (2):253-256.
    Cognitive control refers to the regulation of mental activity to support flexible cognition across different domains. Cragg and Nation (2010) propose that the development of cognitive control in children parallels the development of language abilities, particularly inner speech. We suggest that children’s late development of cognitive control also mirrors their limited ability to revise misinterpretations of sentence meaning. Moreover, we argue that for certain tasks, a tradeoff between bottom-up (data-driven) and top-down (rule-based) thinking may actually benefit performance in both children (...)
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  • Children's Use of Trait Information in Understanding Verbal Irony.Penny M. Pexman, Melanie Glenwright, Suzanne Hala, Stacey L. Kowbel & Sara Jungen - 2006 - Metaphor and Symbol 21 (1):39-60.
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  • Do Children with SLI Use Verbs to Predict Arguments and Adjuncts: Evidence from Eye Movements During Listening.Llorenç Andreu, Mònica Sanz-Torrent & Javier Rodríguez-Ferreiro - 2015 - Frontiers in Psychology 6.
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  • Novel methodology to examine cognitive and experiential factors in language development: combining eye-tracking and LENA technology.Rosalie Odean, Alina Nazareth & Shannon M. Pruden - 2015 - Frontiers in Psychology 6:156342.
    Developmental systems theory posits that development cannot be segmented by influences acting in isolation, but should be studied through a scientific lens that highlights the complex interactions between these forces over time ( Overton, 2013a ). This poses a unique challenge for developmental psychologists studying complex processes like language development. In this paper, we advocate for the combining of highly sophisticated data collection technologies in an effort to move toward a more systemic approach to studying language development. We investigate the (...)
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  • Children's comprehension of sentences with focus particles.Kevin B. Paterson, Simon P. Liversedge, Caroline Rowland & Ruth Filik - 2003 - Cognition 89 (3):263-294.
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  • Do Children Use Multi‐Word Information in Real‐Time Sentence Comprehension?Rana Abu-Zhaya, Inbal Arnon & Arielle Borovsky - 2022 - Cognitive Science 46 (3):e13111.
    Cognitive Science, Volume 46, Issue 3, March 2022.
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  • Who “it” is influences what “it” does: Discourse effects on children's syntactic parsing.Yi Ting Huang & Zoe Ovans - 2022 - Cognitive Science 46 (1):e13076.
    Cognitive Science, Volume 46, Issue 1, January 2022.
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  • Investigating the form-meaning mapping in the acquisition of English and Japanese measure phrase comparatives.Tomoe Arii, Kristen Syrett & Takuya Goro - 2017 - Natural Language Semantics 25 (1):53-90.
    We present a set of experiments investigating how English- and Japanese-speaking children interpret Measure Phrase comparatives. We show that despite overt cues to the comparative interpretation, children representing both languages diverge from their adult counterparts in that they access a non-adult-like ‘absolute measurement’ interpretation. We propose to account for their response pattern by appealing to proposals by Svenonius and Kennedy and Sawada and Grano that Meas in the head of the DegP, which houses the differential, selects for an absolute minimal (...)
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  • When a look is enough: Neurophysiological correlates of referential speaker gaze in situated comprehension.Torsten Kai Jachmann, Heiner Drenhaus, Maria Staudte & Matthew W. Crocker - 2023 - Cognition 236 (C):105449.
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  • Different time courses of integrative semantic processing for plural and singular nouns: implications for theories of sentence processing.Shelia M. Kennison - 2005 - Cognition 97 (3):269-294.
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