Anne Cutler

Publications

Displaying 1 - 6 of 6
  • Scott, D. R., & Cutler, A. (1984). Segmental phonology and the perception of syntactic structure. Journal of Verbal Learning and Verbal Behavior, 23, 450-466. Retrieved from http://www.sciencedirect.com/science//journal/00225371.

    Abstract

    Recent research in speech production has shown that syntactic structure is reflected in segmental phonology--the application of certain phonological rules of English (e.g., palatalization and alveolar flapping) is inhibited across phrase boundaries. We examined whether such segmental effects can be used in speech perception as cues to syntactic structure, and the relation between the use of these segmental features as syntactic markers in production and perception. Speakers of American English (a dialect in which the above segmental effects occur) could indeed use the segmental cues in syntax perception; speakers of British English (in which the effects do not occur) were unable to make use of them, while speakers of British English who were long-term residents of the United States showed intermediate performance.
  • Cutler, A. (1980). Productivity in word formation. In J. Kreiman, & A. E. Ojeda (Eds.), Papers from the Sixteenth Regional Meeting, Chicago Linguistic Society (pp. 45-51). Chicago, Ill.: CLS.
  • Cutler, A. (1980). La leçon des lapsus. La Recherche, 11(112), 686-692.
  • Swinney, D. A., Zurif, E. B., & Cutler, A. (1980). Effects of sentential stress and word class upon comprehension in Broca’s aphasics. Brain and Language, 10, 132-144. doi:10.1016/0093-934X(80)90044-9.

    Abstract

    The roles which word class (open/closed) and sentential stress play in the sentence comprehension processes of both agrammatic (Broca's) aphasics and normal listeners were examined with a word monitoring task. Overall, normal listeners responded more quickly to stressed than to unstressed items, but showed no effect of word class. Aphasics also responded more quickly to stressed than to unstressed materials, but, unlike the normals, responded faster to open than to closed class words regardless of their stress. The results are interpreted as support for the theory that Broca's aphasics lack the functional underlying open/closed class word distinction used in word recognition by normal listeners.
  • Cutler, A., & Fay, D. (1975). You have a Dictionary in your Head, not a Thesaurus. Texas Linguistic Forum, 1, 27-40.
  • Cutler, A. (1974). On saying what you mean without meaning what you say. In M. Galy, R. Fox, & A. Bruck (Eds.), Papers from the Tenth Regional Meeting, Chicago Linguistic Society (pp. 117-127). Chicago, Ill.: CLS.

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