psycholinguistics

Third language acquisition often involves morphosyntactic transfer from previously acquired languages. Research suggests that crosslinguistic influence follows systematic patterns, with attention playing a role in selecting the source of transfer. …

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 …

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 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 …

Slideshare 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

Slideshare 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

Critical examination of Liu et al. (2018) claims about methodological inconsistencies in ERP studies of conceptual modality switching, arguing that their conclusions overlook theoretical and methodological justifications for varying analytical approaches.

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).

Het menselijk brein begrijpt de wereld om ons heen op een taalkundige en zintuiglijke manier. Pablo Bernabeu (Language and Communication) onderzocht waarom dat zo is.

Event-related potential experiment investigating conceptual modality switching, finding early-onset negativity effects (160-750 ms) that increase over time, suggesting sensory regions have a functional role in conceptual processing and supporting the compatibility of distributional and embodied processing.

An ERP study demonstrating that conceptual modality switch effects emerge within 200ms and increase throughout processing, supporting the role of perceptual simulation in conceptual processing while suggesting that both amodal and modal systems contribute to cognition.

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?