Unlike children acquiring their first language (L1), L2/Ln learners can draw on existing grammatical knowledge to ease the task, at least for those properties where the grammars align. This means that, in addition to statistical learning, there might …
The burgeoning field of third language (L3) acquisition has increasingly focused on intermediate stages of language development, aiming to establish the groundwork for comprehensive models of L3 learning that encompass the entire developmental …
The acquisition of a third language (L3) often involves the transfer of morphosyntactic structures from the first language and/or the second language to the developing L3 grammar, allowing the recycling of previously acquired knowledge (Rothman et …
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Labotka, D., Sabo, E., Bonais, R., Gelman, S. A., & Baptista, M. (2023). Testing the effects of congruence in adult multilingual acquisition with implications for creole genesis. Cognition, 235, 105387. https://doi.org/10.1016/j.cognition.2023.105387
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Jost, E., Brill-Schuetz, K., Morgan-Short, K., & Christiansen, M. H. (2019). Input complexity affects long-term retention of statistically learned regularities in an artificial language learning task. Frontiers in Human Neuroscience, 13, 358. https://www.frontiersin.org/articles/10.3389/fnhum.2019.00358
Liu et al. (2018) present a study that implements the conceptual modality switch (CMS) paradigm, which has been used to investigate the modality-specific nature of conceptual representations (Pecher et al., 2003). Liu et al.‘s experiment uses event-related potentials (ERPs; similarly, see Bernabeu et al., 2017; Collins et al., 2011; Hald et al., 2011, 2013). In the design of the switch conditions, the experiment implements a corpus analysis to distinguish between purely-embodied modality switches and switches that are more liable to linguistic bootstrapping (also see Bernabeu et al.
This preregistration outlines a study that will investigate the dynamic nature of conceptual processing by examining the interplay between linguistic distributional systems—comprising word co-occurrence and word association—and embodied systems—comprising sensorimotor and emotional information. A set of confirmatory research questions are addressed using data from the Calgary Semantic Decision project, along with additional measures for the stimuli corresponding to distributional language statistics, embodied information, and individual differences in vocabulary size.
Throughout the 1990s, two opposing theories were used to explain how people understand texts, later bridged by the Landscape Model of reading (van den Broek, Young, Tzeng, & Linderholm, 1999). A review is offered below, including a schematic representation of the Landscape Model.
Memory-based view
The memory-based view presented reading as an autonomous, unconscious, effortless process. Readers were purported to achieve an understanding of a text as a whole by combining the concepts, and implications readily afforded, in the text with their own background knowledge (Myers & O’Brien, 1998; O’Brien & Myers, 1999).
The engagement of sensory brain regions during word recognition is widely documented, yet its precise relevance is less clear. It would constitute perceptual simulation only if it has a functional role in conceptual processing. We investigated this …
Research has extensively investigated whether conceptual processing is modality-specific—that is, whether meaning is processed to a large extent on the basis of perceptual and motor affordances (Barsalou, 2016). This possibility challenges long-established theories. It suggests a strong link between physical experience and language which is not borne out of the paradigmatic arbitrariness of words (see Lockwood, Dingemanse, & Hagoort, 2016). Modality-specificity also clashes with models of language that have no link to sensory and motor systems (Barsalou, 2016).
Traditionally, the second word presented (whether noun or adjective) has been the point of measure, both for RTs and ERPs. Yet, could it be better to measure at the first word?