Publications

Abstract

Perceptual and sensorimotor timing skills can be thoroughly assessed with the Battery for the Assessment of Auditory Sensorimotor and Timing Abilities (BAASTA). The battery has been used for testing rhythmic skills in healthy adults and patient populations (e.g., with Parkinson disease), showing sensitivity to timing and rhythm deficits. Here we assessed the test-retest reliability of the BAASTA in 20 healthy adults. Participants were tested twice with the BAASTA, implemented on a tablet interface, with a 2-week interval. They completed 4 perceptual tasks, namely, duration discrimination, anisochrony detection with tones and music, and the Beat Alignment Test (BAT). Moreover, they completed motor tasks via finger tapping, including unpaced and paced tapping with tones and music, synchronization-continuation, and adaptive tapping to a sequence with a tempo change. Despite high variability among individuals, the results showed good test-retest reliability in most tasks. A slight but significant improvement from test to retest was found in tapping with music, which may reflect a learning effect. In general, the BAASTA was found a reliable tool for evaluating timing and rhythm skills.

Abstract

In this dissertation the perceptual relevance of prevoicing in Dutch was investigated. Prevoicing is the presence of vocal fold vibration during the closure of initial voiced plosives (negative voice onset time). The presence or absence of prevoicing is generally used to describe the difference between voiced and voiceless Dutch plosives. The first experiment described in this dissertation showed that prevoicing is frequently absent in Dutch and that several factors affect the production of prevoicing. A detailed acoustic analysis of the voicing distinction identified several acoustic correlates of voicing. Prevoicing appeared to be by far the best predictor. Perceptual classification data revealed that prevoicing was indeed the strongest cue that listeners use when classifying plosives as voiced or voiceless. In the cases where prevoicing was absent, other acoustic cues influenced classification, such that some of these tokens were still perceived as being voiced. In the second part of this dissertation the influence of prevoicing variation on spoken-word recognition was examined. In several cross-modal priming experiments two types of prevoicing variation were contrasted: a difference between the presence and absence of prevoicing (6 versus 0 periods of prevoicing) and a difference in the amount of prevoicing (12 versus 6 periods). All these experiments indicated that primes with 12 and 6 periods of prevoicing had the same effect on lexical decisions to the visual targets. The primes without prevoicing had a different effect, but only when their voiceless counterparts were real words. Phonetic detail appears to influence lexical access only when it is useful: In Dutch, the presence versus absence of prevoicing is informative, while the amount of prevoicing is not.

Abstract

An event-related brain potential experiment was carried out to investigate the influence of semantic and syntactic context constraints on lexical selection and integration in spoken-word comprehension. Subjects were presented with constraining spoken sentences that contained a critical word that was either (a) congruent, (b) semantically and syntactically incongruent, but beginning with the same initial phonemes as the congruent critical word, or (c) semantically and syntactically incongruent, beginning with phonemes that differed from the congruent critical word. Relative to the congruent condition, an N200 effect reflecting difficulty in the lexical selection process was obtained in the semantically and syntactically incongruent condition where word onset differed from that of the congruent critical word. Both incongruent conditions elicited a large N400 followed by a left anterior negativity (LAN) time-locked to the moment of word category violation and a P600 effect. These results would best fit within a cascaded model of spoken-word processing, proclaiming an optimal use of contextual information during spokenword identification by allowing for semantic and syntactic processing to take place in parallel after bottom-up activation of a set of candidates, and lexical integration to proceed with a limited number of candidates that still match the acoustic input.

Abstract

In normal conversation, speakers translate thoughts into words at high speed. To enable this speed, the retrieval of distinct types of linguistic knowledge has to be orchestrated with millisecond precision. The nature of this orchestration is still largely unknown. This report presents dynamic measures of the real-time activation of two basic types of linguistic knowledge, syntax and phonology. Electrophysiological data demonstrate that during noun-phrase production speakers retrieve the syntactic gender of a noun before its abstract phonological properties. This two-step process operates at high speed: the data show that phonological information is already available 40 milliseconds after syntactic properties have been retrieved.

Abstract

In this paper we investigate acoustic differences between vowels in syllables that do or do not carry lexical stress. In doing so, we concentrated on segmental acoustic phonetic features that are conventionally assumed to differ between stressed and unstressed syllables, viz. Duration, Energy and Spectral Tilt. The speech material in this study differs from the type of material used in previous research: instead of specially constructed sentences we used phonetically rich sentences from the Dutch POLYPHONE corpus. Most of the Duration, Energy and Spectral Tilt features that we used in the investigation show statistically significant differences for the population means of stressed and unstressed vowels. However, it also appears that the distributions overlap to such an extent that automatic detection of stressed and unstressed syllables yields correct classifications of 72.6% at best. It is argued that this result is due to the large variety in the ways in which the abstract linguistic feature `lexical stress' is realized in the acoustic speech signal. Our findings suggest that a lexical stress detector has little use for a single pass decoder in an automatic speech recognition (ASR) system, but could still play a useful role as an additional knowledge source in a multi-pass decoder.

Abstract

Learning new vocabulary from context typically requires multiple encounters during which word meaning can be retrieved from memory or inferred from context. We compared the effect of memory retrieval and context inferences on short‐ and long‐term retention in three experiments. Participants studied novel words and then practiced the words either in an uninformative context that required the retrieval of word meaning from memory (“I need the funguo”) or in an informative context from which word meaning could be inferred (“I want to unlock the door: I need the funguo”). The informative context facilitated word comprehension during practice. However, later recall of word form and meaning and word recognition in a new context were better after successful retrieval practice and retrieval practice with feedback than after context‐inference practice. These findings suggest benefits of retrieval during contextualized vocabulary learning whereby the uninformative context enhanced word retention by triggering memory retrieval.

Abstract

We report on a prospective longitudinal research programme exploring the connection between language acquisition deficits and dyslexia. The language development profile of children at-risk for dyslexia is compared to that of age-matched controls as well as of children who have been diagnosed with specific language impairment (SLI). The experiments described concern the perception and production of grammatical morphology, categorical perception of speech sounds, phonological processing (non-word repetition), mispronunciation detection, and rhyme detection. The results of each of these indicate that the at-risk children as a group underperform in comparison to the controls, and that, in most cases, they approach the SLI group. It can be concluded that dyslexia most likely has precursors in language development, also in domains other than those traditionally considered conditional for the acquisition of literacy skills. The dyslexia-SLI connection awaits further, particularly qualitative, analyses.

Abstract

An event-related brain potentials experiment was carried out to examine the interplay of referential and structural factors during sentence processing in discourse. Subjects read (Dutch) sentences beginning like “David told the girl that … ” in short story contexts that had introduced either one or two referents for a critical singular noun phrase (“the girl”). The waveforms showed that within 280 ms after onset of the critical noun the reader had already determined whether the noun phrase had a unique referent in earlier discourse. Furthermore, this referential information was immediately used in parsing the rest of the sentence, which was briefly ambiguous between a complement clause (“ … that there would be some visitors”) and a relative clause (“ … that had been on the phone to hang up”). A consistent pattern of P600/SPS effects elicited by various subsequent disambiguations revealed that a two-referent discourse context had led the parser to initially pursue the relative-clause alternative to a larger extent than a one-referent context. Together, the results suggest that during the processing of sentences in discourse, structural and referential sources of information interact on a word-by-word basis.

Abstract

An introductory study of the perception of stochastically specified events is reported. The initial problem was to determine whether the perceiver can split visual input data of this kind into random and determined components. The inability of subjects to do so with the stimulus material used (a filmlike sequence of dot patterns), led to the more general question of how subjects code this kind of visual material. To meet the difficulty of defining the subjects' responses, two experiments were designed. In both, patterns were presented as a rapid sequence of dots on a screen. The patterns were more or less disturbed by “noise,” i.e. the dots did not appear exactly at their proper places. In the first experiment the response was a rating on a semantic scale, in the second an identification from among a set of alternative patterns. The results of these experiments give some insight in the coding systems adopted by the subjects. First, noise appears to be detrimental to pattern recognition, especially to patterns with little spread. Second, this shows connections with the factors obtained from analysis of the semantic ratings, e.g. easily disturbed patterns show a large drop in the semantic regularity factor, when only a little noise is added.

Abstract

This paper reports two experiments with vowels and consonants as phoneme detection targets in real words. In the first experiment, two relatively distinct vowels were compared with two confusible stop consonants. Response times to the vowels were longer than to the consonants. Response times correlated negatively with target phoneme length. In the second, two relatively distinct vowels were compared with their corresponding semivowels. This time, the vowels were detected faster than the semivowels. We conclude that response time differences between vowels and stop consonants in this task may reflect differences between phoneme categories in the variability of tokens, both in the acoustic realisation of targets and in the' representation of targets by subjects.

Abstract

Computer simulations in an instructional context can be characterized according to four aspects (themes): simulation models, learning goals, learning processes and learner activity. The present paper provides an outline of these four themes. The main classification criterion for simulation models is quantitative vs. qualitative models. For quantitative models a further subdivision can be made by classifying the independent and dependent variables as continuous or discrete. A second criterion is whether one of the independent variables is time, thus distinguishing dynamic and static models. Qualitative models on the other hand use propositions about non-quantitative properties of a system or they describe quantitative aspects in a qualitative way. Related to the underlying model is the interaction with it. When this interaction has a normative counterpart in the real world we call it a procedure. The second theme of learning with computer simulation concerns learning goals. A learning goal is principally classified along three dimensions, which specify different aspects of the knowledge involved. The first dimension, knowledge category, indicates that a learning goal can address principles, concepts and/or facts (conceptual knowledge) or procedures (performance sequences). The second dimension, knowledge representation, captures the fact that knowledge can be represented in a more declarative (articulate, explicit), or in a more compiled (implicit) format, each one having its own advantages and drawbacks. The third dimension, knowledge scope, involves the learning goal's relation with the simulation domain; knowledge can be specific to a particular domain, or generalizable over classes of domains (generic). A more or less separate type of learning goal refers to knowledge acquisition skills that are pertinent to learning in an exploratory environment. Learning processes constitute the third theme. Learning processes are defined as cognitive actions of the learner. Learning processes can be classified using a multilevel scheme. The first (highest) of these levels gives four main categories: orientation, hypothesis generation, testing and evaluation. Examples of more specific processes are model exploration and output interpretation. The fourth theme of learning with computer simulations is learner activity. Learner activity is defined as the ‘physical’ interaction of the learner with the simulations (as opposed to the mental interaction that was described in the learning processes). Five main categories of learner activity are distinguished: defining experimental settings (variables, parameters etc.), interaction process choices (deciding a next step), collecting data, choice of data presentation and metacontrol over the simulation.

Abstract

The aim of this thesis was to gain more insight into spoken-word comprehension and the influence of sentence-contextual information on these processes using ERPs. By manipulating critical words in semantically constraining sententes, in semantic or syntactic sense, and examining the consequences in the electrophysiological signal (e.g., elicitation of ERP components such as the N400, N200, LAN, and P600), three questions were tackled: I At which moment is context information used in the spoken-word recognition process? II What is the temporal relationship between lexical selection and integration of the meaning of a spoken word into a higher-order level representeation of the preceding sentence? III What is the time course of the processing of different sources of linguistic information obtained from the context, such as phonological, semantic and syntactic information, during spoken-word comprehension? From the results of this thesis it can be concluded that sentential context already exerts an influence on spoken-word processing at approximately 200 ms after word onset. In addition, semantic integration is attempted before a spoken word can be selected on the basis of the acoustic signal, i.e. before lexical selection is completed. Finally, knowledge of the syntactic category of a word is not needed before semantic integration can take place. These findings, therefore, were interpreted as providing evidence for an account of cascaded spoken-word processing that proclaims an optimal use of contextual information during spoken-word identification. Optimal use is accomplished by allowing for semantic and syntactic processing to take place in parallel after bottom-up activation of a set of candidates, and lexical integration to proceed with a limited number of candidates that still match the acoustic input

Abstract

Three experiments investigated the voicing distinction in Dutch initial labial and alveolar plosives. The difference between voiced and voiceless Dutch plosives is generally described in terms of the presence or absence of prevoicing (negative voice onset time). Experiment 1 showed, however, that prevoicing was absent in 25% of voiced plosive productions across 10 speakers. The production of prevoicing was influenced by place of articulation of the plosive, by whether the plosive occurred in a consonant cluster or not, and by speaker sex. Experiment 2 was a detailed acoustic analysis of the voicing distinction, which identified several acoustic correlates of voicing. Prevoicing appeared to be by far the best predictor. Perceptual classification data revealed that prevoicing was indeed the strongest cue that listeners use when classifying plosives as voiced or voiceless. In the cases where prevoicing was absent, other acoustic cues influenced classification, such that some of these tokens were still perceived as being voiced. These secondary cues were different for the two places of articulation. We discuss the paradox raised by these findings: although prevoicing is the most reliable cue to the voicing distinction for listeners, it is not reliably produced by speakers.

Abstract

We report a series of experiments examining the effects on word processing of insertion of an optional epenthetic vowel in word-final consonant clusters in Dutch. Such epenthesis turns film, for instance, into film. In a word-reversal task listeners treated words with and without epenthesis alike, as monosyllables, suggesting that the variant forms both activate the same canonical representation, that of a monosyllabic word without epenthesis. In both lexical decision and word spotting, response times to recognize words were significantly faster when epenthesis was present than when the word was presented in its canonical form without epenthesis. It is argued that addition of the epenthetic vowel makes the liquid consonants constituting the first member of a cluster more perceptible; a final phoneme-detection experiment confirmed that this was the case. These findings show that a transformed variant of a word, although it contacts the lexicon via the representation of the canonical form, can be more easily perceptible than that canonical form.

Abstract

Heterozygous mutations of the Forkhead-box protein 2 (FOXP2) gene in humans cause childhood apraxia of speech. Loss of Foxp2 in mice is known to affect striatal development and impair motor skills. However, it is unknown if striatal excitatory/inhibitory balance is affected during development and if the imbalance persists into adulthood. We investigated the effect of reduced Foxp2 expression, via a loss-of-function mutation, on striatal medium spiny neurons (MSNs). Our data show that heterozygous loss of Foxp2 decreases excitatory (AMPA receptor-mediated) and increases inhibitory (GABA receptor-mediated) currents in D1 dopamine receptor positive MSNs of juvenile and adult mice. Furthermore, reduced Foxp2 expression increases GAD67 expression, leading to both increased presynaptic content and release of GABA. Finally, pharmacological blockade of inhibitory activity in vivo partially rescues motor skill learning deficits in heterozygous Foxp2 mice. Our results suggest a novel role for Foxp2 in the regulation of striatal direct pathway activity through managing inhibitory drive.

Abstract

The use of computer simulations in education and training can have substantial advantages over other approaches. In comparison with alternatives such as textbooks, lectures, and tutorial courseware, a simulation-based approach offers the opportunity to learn in a relatively realistic problem-solving context, to practise task performance without stress, to systematically explore both realistic and hypothetical situations, to change the time-scale of events, and to interact with simplified versions of the process or system being simulated. However, learners are often unable to cope with the freedom offered by, and the complexity of, a simulation. As a result many of them resort to an unsystematic, unproductive mode of exploration. There is evidence that simulation-based learning can be improved if the learner is supported while working with the simulation. Constructing such an instructional environment around simulations seems to run counter to the freedom the learner is allowed to in ‘stand alone’ simulations. The present article explores instructional measures that allow for an optimal freedom for the learner. An extensive discussion of learning goals brings two main types of learning goals to the fore: conceptual knowledge and operational knowledge. A third type of learning goal refers to the knowledge acquisition (exploratory learning) process. Cognitive theory has implications for the design of instructional environments around simulations. Most of these implications are quite general, but they can also be related to the three types of learning goals. For conceptual knowledge the sequence and choice of models and problems is important, as is providing the learner with explanations and minimization of error. For operational knowledge cognitive theory recommends learning to take place in a problem solving context, the explicit tracing of the behaviour of the learner, providing immediate feedback and minimization of working memory load. For knowledge acquisition goals, it is recommended that the tutor takes the role of a model and coach, and that learning takes place together with a companion. A second source of inspiration for designing instructional environments can be found in Instructional Design Theories. Reviewing these shows that interacting with a simulation can be a part of a more comprehensive instructional strategy, in which for example also prerequisite knowledge is taught. Moreover, information present in a simulation can also be represented in a more structural or static way and these two forms of presentation provoked to perform specific learning processes and learner activities by tutor controlled variations in the simulation, and by tutor initiated prodding techniques. And finally, instructional design theories showed that complex models and procedures can be taught by starting with central and simple elements of these models and procedures and subsequently presenting more complex models and procedures. Most of the recent simulation-based intelligent tutoring systems involve troubleshooting of complex technical systems. Learners are supposed to acquire knowledge of particular system principles, of troubleshooting procedures, or of both. Commonly encountered instructional features include (a) the sequencing of increasingly complex problems to be solved, (b) the availability of a range of help information on request, (c) the presence of an expert troubleshooting module which can step in to provide criticism on learner performance, hints on the problem nature, or suggestions on how to proceed, (d) the option of having the expert module demonstrate optimal performance afterwards, and (e) the use of different ways of depicting the simulated system. A selection of findings is summarized by placing them under the four themes we think to be characteristic of learning with computer simulations (see de Jong, this volume).

Abstract

Interpersonal discourse particles (DPs), such as Dutch inderdaad (≈‘indeed’) and eigenlijk (≈‘actually’) are highly frequent in everyday conversational interaction. Despite extensive theoretical descriptions of their polyfunctionality, little is known about how they are used by language comprehenders. In two visual world eye-tracking experiments involving an online dialogue completion task, we asked to what extent inderdaad, confirming an inferred expectation, and eigenlijk, contrasting with an inferred expectation, influence real-time understanding of dialogues. Answers in the dialogues contained a DP or a control adverb, and a critical discourse referent was replaced by a beep; participants chose the most likely dialogue completion by clicking on one of four referents in a display. Results show that listeners make rapid and fine-grained situation-specific inferences about the use of DPs, modulating their expectations about how the dialogue will unfold. Findings further specify and constrain theories about the conversation-managing function and polyfunctionality of DPs.

Abstract

In the recent literature, the effects of noninvasive neurostimulation on cognitive functioning appear to lack consistency and replicability. We propose that such effects may be concealed unless dedicated, sensitive, and process-specific dependent measures are used. The expression and subsequent suppression of response capture are often studied using conflict tasks. Response-time distribution analyses have been argued to provide specific measures of the susceptibility to make fast impulsive response errors, as well as the proficiency of the selective suppression of these impulses. These measures of response capture and response inhibition are particularly sensitive to experimental manipulations and clinical deficiencies that are typically obfuscated in commonly used overall performance analyses. Recent work using structural and functional imaging techniques links these behavioral outcome measures to the integrity of frontostriatal networks. These studies suggest that the presupplementary motor area (pre-SMA) is linked to the susceptibility to response capture whereas the right inferior frontal cortex (rIFC) is associated with the selective suppression of action impulses. Here, we used repetitive transcranial magnetic stimulation (rTMS) to test the causal involvement of these two cortical areas in response capture and inhibition in the Simon task. Disruption of rIFC function specifically impaired selective suppression of conflicting action tendencies, whereas the anticipated increase of fast impulsive errors after perturbing pre-SMA function was not confirmed. These results provide a proof of principle of the notion that the selection of appropriate dependent measures is perhaps crucial to establish the effects of neurostimulation on specific cognitive functions.

Abstract

As a preliminary to further research on musical consonance an explanatory investigation was made on the different modes of judgment of musical intervals. This was done by way of a semantic differential. Subjects rated 23 intervals against 10 scales. In a factor analysis three factors appeared: pitch, evaluation and fusion. The relation between these factors and some physical characteristics has been investigated. The scale consonant-dissonant showed to be purely evaluative (in opposition to Stumpf's theory). This evaluative connotation is not in accordance with the musicological meaning of consonance. Suggestions to account for this difference have been given.

Abstract

Social information use is a pivotal characteristic of the human species. Avoiding the cost of individual exploration, social learning confers substantial fitness benefits under a wide variety of environmental conditions, especially when the process is governed by biases toward relative superiority (e.g., experts, the majority). Here, we examine the development of social information use in children aged 4–14 years (n = 605) across seven societies in a standardised social learning task. We measured two key aspects of social information use: general reliance on social information and majority preference. We show that the extent to which children rely on social information depends on children’s cultural background. The extent of children’s majority preference also varies cross-culturally, but in contrast to social information use, the ontogeny of majority preference follows a U-shaped trajectory across all societies. Our results demonstrate both cultural continuity and diversity in the realm of human social learning.

Abstract

In two ERP experiments we investigated how and when the language comprehension system relates an incoming word to semantic representations of an unfolding local sentence and a wider discourse. In experiment 1, subjects were presented with short stories. The last sentence of these stories occasionally contained a critical word that, although acceptable in the local sentence context, was semantically anomalous with respect to the wider discourse (e.g., "Jane told the brother that he was exceptionally slow" in a discourse context where he had in fact been very quick). Relative to coherent control words (e.g., "quick"), these discourse-dependent semantic anomalies elicited a large N400 effect that began at about 200-250 ms after word onset. In experiment 2, the same sentences were presented without their original story context. Although the words that had previously been anomalous in discourse still elicited a slightly larger average N400 than the coherent words, the resulting N400 effect was much reduced, showing that the large effect observed in stories was related to the wider discourse. In the same experiment, single sentences that contained a clear local semantic anomaly elicited a standard sentence-dependent N400 effect (e.g., Kutas & Hillyard, 1980). The N400 effects elicited in discourse and in single sentences had the same time course, overall morphology, and scalp distribution. We argue that these findings are most compatible with models of language processing in which there is no fundamental distinction between the integration of a word in its local (sentence-level) and its global (discourse-level) semantic context.

Abstract

Reactive and proactive subtypes of aggression have been recognized to help parse etiological heterogeneity of this complex phenotype. With a heritability of about 50%, genetic factors play a role in the development of aggressive behavior. Imaging studies implicate brain structures related to social behavior in aggression etiology, most notably the amygdala and striatum. This study aimed to gain more insight into the pathways from genetic risk factors for aggression to aggression phenotypes. To this end, we conducted genome-wide gene-based cross-trait meta-analyses of aggression with the volumes of amygdala, nucleus accumbens and caudate nucleus to identify genes influencing both aggression and aggression-related brain volumes. We used data of large-scale genome-wide association studies (GWAS) of: (a) aggressive behavior in children and adolescents (EAGLE, N = 18,988); and (b) Magnetic Resonance Imaging (MRI)-based volume measures of aggression-relevant subcortical brain regions (ENIGMA2, N = 13,171). Second, the identified genes were further investigated in a sample of healthy adults (mean age (SD) = 25.28 (4.62) years; 43% male) who had genome-wide genotyping data and questionnaire data on aggression subtypes available (Brain Imaging Genetics, BIG, N = 501) to study their effect on reactive and proactive subtypes of aggression. Our meta-analysis identified two genes, MECOM and AVPR1A, significantly associated with both aggression risk and nucleus accumbens (MECOM) and amygdala (AVPR1A) brain volume. Subsequent in-depth analysis of these genes in healthy adults (BIG), including sex as an interaction term in the model, revealed no significant subtype-specific gene-wide associations. Using cross-trait meta-analysis of brain measures and psychiatric phenotypes, this study generated new hypotheses about specific links between genes, the brain and behavior. Results indicate that MECOM and AVPR1A may exert an effect on aggression through mechanisms involving nucleus accumbens and amygdala volumes, respectively.

Abstract

Understanding intraspecific variation in sociality is essential for characterizing the flexibility and evolution of social systems, yet its study in nonhuman animals is rare. Here, we investigated whether chimpanzees exhibit population-level differences in sociality that cannot be easily explained by differences in genetics or ecology. We compared social proximity and grooming tendencies across four semiwild populations of chimpanzees living in the same ecological environment over three consecutive years, using both linear mixed models and social network analysis. Results indicated temporally stable, population-level differences in dyadic-level sociality. Moreover, group cohesion measures capturing network characteristics beyond dyadic interactions (clustering, modularity, and social differentiation) showed population-level differences consistent with the dyadic indices. Subsequently, we explored whether the observed intraspecific variation in sociality could be attributed to cultural processes by ruling out alternative sources of variation including the influences of ecology, genetics, and differences in population demographics. We conclude that substantial variation in social behavior exists across neighboring populations of chimpanzees and that this variation is in part shaped by cultural processes.

Abstract

In natural conversations, words are generally shorter and they often lack segments. It is unclear to what extent such durational and segmental reductions affect word recognition. The present study investigates to what extent reduction in the initial syllable hinders word comprehension, which types of segments listeners mostly rely on, and whether listeners use word duration as a cue in word recognition. We conducted three experiments in Dutch, in which we adapted the gating paradigm to study the comprehension of spontaneously uttered conversational speech by aligning the gates with the edges of consonant clusters or vowels. Participants heard the context and some segmental and/or durational information from reduced target words with unstressed initial syllables. The initial syllable varied in its degree of reduction, and in half of the stimuli the vowel was not clearly present. Participants gave too short answers if they were only provided with durational information from the target words, which shows that listeners are unaware of the reductions that can occur in spontaneous speech. More importantly, listeners required fewer segments to recognize target words if the vowel in the initial syllable was absent. This result strongly suggests that this vowel hardly plays a role in word comprehension, and that its presence may even delay this process. More important are the consonants and the stressed vowel.

Abstract

We review the implications of recent ERP evidence for when and how grammatical gender agreement constrains sentence parsing. In some theories of parsing, gender is assumed to immediately and categorically block gender-incongruent phrase structure alternatives from being pursued. In other theories, the parser initially ignores gender altogether. The ERP evidence we discuss suggests an intermediate position, in which grammatical gender does not immediately block gender-incongruent phrase structures from being considered, but is used to dispose of them shortly thereafter.

Abstract

Motor-related brain potentials were used to examine the time course of grammatical and phonological processes during noun phrase production in Dutch. In the experiments, participants named colored pictures using a no-determiner noun phrase. On half of the trials a syntactic-phonological classification task had to be performed before naming. Depending on the outcome of the classifications, a left or a right push-button response was given (go trials), or no push-button response was given (no-go trials). Lateralized readiness potentials (LRPs) were derived to test whether syntactic and phonological information affected the motor system at separate moments in time. The results showed that when syntactic information determined the response-hand decision, an LRP developed on no-go trials. However, no such effect was observed when phonological information determined response hand. On the basis of the data, it can be estimated that an additional period of at least 40 ms is needed to retrieve a word's initial phoneme once its lemma has been retrieved. These results provide evidence for the view that during speaking, grammatical processing precedes phonological processing in time.

Abstract

Insight in the developmental trajectory of the neuroanatomical reading correlates is important to understand related cognitive processes and disorders. In adults, a dual pathway model has been suggested encompassing a dorsal phonological and a ventral orthographic white matter system. This dichotomy seems not present in pre-readers, and the specific role of ventral white matter in reading remains unclear. Therefore, the present longitudinal study investigated the relation between ventral white matter and cognitive processes underlying reading in children with a broad range of reading skills (n = 61). Ventral pathways of the reading network were manually traced using diffusion tractography: the inferior fronto-occipital fasciculus (IFOF), inferior longitudinal fasciculus (ILF) and uncinate fasciculus (UF). Pathways were examined pre-reading (5–6 years) and after two years of reading acquisition (7–8 years). Dimension reduction for the cognitive measures resulted in one component for pre-reading cognitive measures and a separate phonological and orthographic component for the early reading measures. Regression analyses revealed a relation between the pre-reading cognitive component and bilateral IFOF and left ILF. Interestingly, exclusively the left IFOF was related to the orthographic component, whereas none of the pathways was related to the phonological component. Hence, the left IFOF seems to serve as the lexical reading route, already in the earliest reading stages.

Abstract

Learning often occurs in communicative and collaborative settings, yet almost all research into the neural basis of memory relies on participants encoding and retrieving information on their own. We investigated whether learning linguistic labels in a collaborative context at least partly relies on cognitively and neurally distinct representations, as compared to learning in an individual context. Healthy human participants learned labels for sets of abstract shapes in three different tasks. They came up with labels with another person in a collaborative communication task (collaborative condition), by themselves (individual condition), or were given pre-determined unrelated labels to learn by themselves (arbitrary condition). Immediately after learning, participants retrieved and produced the labels aloud during a communicative task in the MRI scanner. The fMRI results show that the retrieval of collaboratively generated labels as compared to individually learned labels engages brain regions involved in understanding others (mentalizing or theory of mind) and autobiographical memory, including the medial prefrontal cortex, the right temporoparietal junction and the precuneus. This study is the first to show that collaboration during encoding affects the neural networks involved in retrieval.

Abstract

During a post-encoding delay period, the ongoing consolidation of recently acquired memories can suffer interference if the delay period involves encoding of new memories, or sensory stimulation tasks. Interestingly, two recent independent studies suggest that (i) autobiographical thinking also interferes markedly with ongoing consolidation of recently learned wordlist material, while (ii) a 2-Back task might not interfere with ongoing consolidation, possibly due to the suppression of autobiographical thinking. In this study, we directly compare these conditions against a quiet wakeful rest baseline to test whether the promotion (via familiar sound-cues) or suppression (via a 2-Back task) of autobiographical thinking during the post-encoding delay period can affect consolidation of studied wordlists in a negative or a positive way, respectively. Our results successfully replicate previous studies and show a significant interference effect (as compared to the rest condition) when learning is followed by familiar sound-cues that promote autobiographical thinking, whereas no interference effect is observed when learning is followed by the 2-Back task. Results from a post-experimental experience-sampling questionnaire further show significant differences in the degree of autobiographical thinking reported during the three post-encoding periods: highest in the presence of sound-cues and lowest during the 2-Back task. In conclusion, our results suggest that varying levels of autobiographical thought during the post-encoding period may modulate episodic memory consolidation.

Abstract

In English, Dutch, and other European languages, it is well established that the fundamental phonological unit in word production is the phoneme; in contrast, recent studies have shown that in Chinese it is the (atonal) syllable and in Japanese the mora. The present study investigated whether this cross-language variation in the size of the unit of word production is due to the type of script used in the language (i.e., alphabetic, morphosyllabic, or moraic). Capitalizing on the multiscriptal nature of Japanese, and using the Stroop color naming task, we show that the overlap in the initial mora between the color name and the written distractor facilitates color naming independent of script type. These results confirm the mora as the phonological unit of word production in Japanese, and establish the Stroop color naming task as a useful task for investigating the fundamental (or "proximate") phonological unit used in speech production.

Abstract

TANK-binding kinase 1 (TBK1) loss-of-function (LoF) mutations are known to cause frontotemporal dementia (FTD) and amyotrophic lateral sclerosis (ALS), often combined with memory deficits early in the disease course. We performed targeted resequencing of TBK1 in 1253 early onset Alzheimer's disease (EOAD) patients from 8 European countries to investigate whether pathogenic TBK1 mutations are enriched among patients with clinical diagnosis of EOAD. Variant frequencies were compared against 2117 origin-matched controls. We identified only 1 LoF mutation (p.Thr79del) in a patient clinically diagnosed with Alzheimer's disease and a positive family history of ALS. We did not observe enrichment of rare variants in EOAD patients compared to controls, nor of rare variants affecting NFκB induction. Of 3 common coding variants, rs7486100 showed evidence of association (OR 1.46 [95% CI 1.13–1.9]; p-value 0.01). Homozygous carriers of the risk allele showed reduced expression of TBK1 (p-value 0.03). Our findings are not indicative of a significant role for TBK1 mutations in EOAD. The association between common variants in TBK1, disease risk and reduced TBK1 expression warrants follow-up in FTD/ALS cohorts. © 2017 The Author(s)

Abstract

Over 25 genes are known to affect the risk of developing Alzheimer disease (AD), the most common neurodegenerative dementia. However, mechanistic insights and improved disease management remains limited, due to difficulties in determining the functional consequences of genetic associations. Transcriptomics is increasingly being used to corroborate or enhance interpretation of genetic discoveries. These approaches, which include second and third generation sequencing, single-cell sequencing, and bioinformatics, reveal allele-specific events connecting AD risk genes to expression profiles, and provide converging evidence of pathophysiological pathways underlying AD. Simultaneously, they highlight brain region- and cell-type-specific expression patterns, and alternative splicing events that affect the straightforward relation between a genetic variant and AD, re-emphasizing the need for an integrated approach of genetics and transcriptomics in understanding AD. © 2018 The Authors

Abstract

In an experimental study we explored the role of word frequency and orthographic constraints in the reading of Dutch bisyllabic words. Although Dutch orthography is highly regular, several deviations from a one-to-one correspondence occur. In polysyllabic words, the grapheme E may represent three different vowels: /ε /, /e/, or /œ /. In the experiment, skilled adult readers were presented lists of bisyllabic words containing the vowel E in the initial syllable and the same grapheme or another vowel in the second syllable. We expected word frequency to be related to word latency scores. On the basis of general word frequency data, we also expected the interpretation of the initial syllable as a stressed /e/ to be facilitated as compared to the interpretation of an unstressed /œ /. We found a strong negative correlation between word frequency and latency scores. Moreover, for words with E in either syllable we found a preference for a stressed /e/ interpretation, indicating a lexical frequency effect. The results are discussed with reference to a parallel dual-route model of word decoding.

Abstract

This study examines the influence of orthography on the processing of reduced word forms. For this purpose, we compared the impact of phonological variation with the impact of spelling-sound consistency on the processing of words that may be produced with or without the vowel schwa. Participants learnt novel French words in which the vowel schwa was present or absent in the first syllable. In Experiment 1, the words were consistently produced without schwa or produced in a variable manner (i.e., sometimes produced with and sometimes produced without schwa). In Experiment 2, words were always produced in a consistent manner, but an orthographic exposure phase was included in which words that were produced without schwa were either spelled with or without the letter . Results from naming and eye-tracking tasks suggest that both phonological variation and spelling-sound consistency influence the processing of spoken novel words. However, the influence of phonological variation outweighs the effect of spelling-sound consistency. Our findings therefore suggest that the influence of orthography on the processing of reduced word forms is relatively small.

Abstract

Semantic substitution errors (e.g., saying "arm" when "leg" is intended) are among the most common types of errors occurring during spontaneous speech. It has been shown that grammatical gender of German target nouns is preserved in the errors (E. Marx, 1999). In 3 experiments, the authors explored different accounts of the grammatical gender preservation effect in German. In all experiments, semantic substitution errors were induced using a continuous naming paradigm. In Experiment 1, it was found that gender preservation disappeared when speakers produced bare nouns. Gender preservation was found when speakers produced phrases with determiners marked for gender (Experiment 2) but not when the produced determiners were not marked for gender (Experiment 3). These results are discussed in the context of models of lexical retrieval during production.

Abstract

Navigation through familiar environments can rely upon distinct neural representations that are related to different memory systems with either the hippo-campus or the caudate nucleus at their core. However,it is a fundamental question whether and how these systems interact during route recognition. To address this issue, we combined a functional neuroimaging approach with a naturally occurring, well-controlled humanmodel of caudate nucleus dysfunction (i.e., pre-clinical and early-stage Huntington’s disease). Our results reveal a noncompetitive interaction so that the hippocampus compensates for gradual caudate nucleus dysfunction with a gradual activity increase,maintaining normal behavior. Furthermore, we revealed an interaction between medial temporal and caudate activity in healthy subjects, which was adaptively modified in Huntington patients to allow compensatory hippocampal processing. Thus, the two memory systems contribute in a noncompetitive, co operative manner to route recognition, which enables Polthe hippocampus to compensate seamlessly for the functional degradation of the caudate nucleus

Abstract

Before infants become mature speakers of their native language, they must acquire a robust word-recognition system which allows them to strike the balance between allowing some variation (mood, voice, accent) and recognizing variability that potentially changes meaning (e.g. cat vs hat). The current meta-analysis quantifies how the latter, termed mispronunciation sensitivity, changes over infants’ first three years, testing competing predictions of mainstream language acquisition theories. Our results show that infants were sensitive to mispronunciations, but accepted them as labels for target objects. Interestingly, and in contrast to predictions of mainstream theories, mispronunciation sensitivity was not modulated by infant age, suggesting that a sufficiently flexible understanding of native language phonology is in place at a young age.

Abstract

We meta‐analyzed the effectiveness of incidental second language word learning from spoken input. Our sample contained 105 effect sizes from 32 primary studies employing meaning‐focused word‐learning activities with 1,964 participants with typical cognitive functioning. The random‐effects meta‐analysis yielded a mean effect size of g = 1.05, reflecting generally large vocabulary gains from spoken input in meaning‐focused activities. A meta‐regression with three substantive and two methodological predictors also revealed that adult participants outperformed children in terms of word learning and that interactive learning tasks were more effective than noninteractive ones. Furthermore, learning scores were higher when measured with recognition than with recall tests. Methodologically, the use of a no‐input control group seemed to protect against an overestimation of learning effects, evidenced by smaller effect sizes. Finally, whether a pretest–posttest design was used did not influence effect sizes. All data and the analysis script are publicly available.

Abstract

Noticing the hole (NTH) occurs when speakers want to say something, but realise they do not know the right word(s). Such awareness of lacking knowledge supposedly facilitates the acquisition of the unknown word(s) from later input (Swain, 1993). We tested this claim by experimentally inducing NTH in a second language (L2) for some participants (experimental), but not others (control). Then, in a price comparison game, all participants were exposed to spoken L2 input containing the to-be-learned words. They were unaware of taking part in an L2 study. Post-tests showed that participants who had noticed holes in their vocabulary had indeed learned more words compared to participants who had not. This held both for the experimental group as well as those participants in the control group who later reported to have noticed holes. Thus, when we become aware of vocabulary holes, the first step to improve our vocabulary is already taken.

Abstract

Hoe is de complexe taal van de mens ontstaan? Geleidelijk door natuurlijke selectie, omdat groeiende grammaticale vermogens voor de mens een evolutionair voordeel opleverden? Of plotseling, als onbedoeld bijproduct of neveneffect van een genetische mutatie, zonder dat er sprake is van een adaptief proces? In dit artikel zet ik de argumenten van Pinker en Bloom voor de eerste stelling tegenover argumenten van Chomsky en Gould voor de tweede stelling. Vervolgens laat ik zien dat deze twee extreme standpunten ruimte bieden voor andere opties, die nader onderzoek waard zijn. Zo kan genetisch onderzoek in de komende decennia informatie opleveren, die nuancering van beide standpunten noodzakelijk maakt.

Abstract

Metaphors occur frequently in literary texts. Deliberate Metaphor Theory (DMT; e.g., Steen, 2017) proposes that metaphors that serve a communicative function as metaphor are radically different from metaphors that do not have this function. We investigated differences in processing between deliberate and non-deliberate metaphors, compared to non-metaphorical words in literary reading. Using the Deliberate Metaphor Identification Procedure (Reijnierse et al., 2018), we identified metaphors in two literary stories. Then, eye-tracking was used to investigate participants’ (N = 72) reading behavior. Deliberate metaphors were read slower than non-deliberate metaphors, and both metaphor types were read slower than non-metaphorical words. Differences were controlled for several psycholinguistic variables. Differences in reading behavior were related to individual differences in reading experience and absorption and appreciation of the story. These results are in line with predictions from DMT and underline the importance of distinguishing between metaphor types in the experimental study of literary reading.

Abstract

The present study investigated the interplay between selective inhibition (the ability to suppress specific competing responses) and nonselective inhibition (the ability to suppress any inappropriate response) during single word production. To this end, we combined two well-established research paradigms: the picture-word interference task and the stop-signal task. Selective inhibition was assessed by instructing participants to name target pictures (e.g., dog) in the presence of semantically related (e.g., cat) or unrelated (e.g., window) distractor words. Nonselective inhibition was tested by occasionally presenting a visual stop-signal, indicating that participants should withhold their verbal response. The stop-signal was presented early (250 ms) aimed at interrupting the lexical selection stage, and late (325 ms) to influence the word-encoding stage of the speech production process. We found longer naming latencies for pictures with semantically related distractors than with unrelated distractors (semantic interference effect). The results further showed that, at both delays, stopping latencies (i.e., stop-signal RTs) were prolonged for naming pictures with semantically related distractors compared to pictures with unrelated distractors. Taken together, our findings suggest that selective and nonselective inhibition, at least partly, share a common inhibitory mechanism during different stages of the speech production process.

Abstract

Previous research has shown that inertial cues resulting from passive transport through a large environment do not necessarily facilitate acquiring knowledge about its layout. Here we examine whether the additional body-based cues that result from active movement facilitate the acquisition of spatial knowledge. Three groups of participants learned locations along an 840-m route. One group walked the route during learning, allowing access to body-based cues (i.e., vestibular, proprioceptive, and efferent information). Another group learned by sitting in the laboratory, watching videos made from the first group. A third group watched a specially made video that minimized potentially confusing head-on-trunk rotations of the viewpoint. All groups were tested on their knowledge of directions in the environment as well as on its configural properties. Having access to body-based information reduced pointing error by a small but significant amount. Regardless of the sensory information available during learning, participants exhibited strikingly common biases.

Abstract

Tzeltal, a Mayan language spoken in southern Mexico, exhibits allo-morphy of an unusual type. The vowel quality of the perfective suffix is determined by the number of syllables in the stem to which it is attaching. This paper presents previously unpublished data of this allomorphy and demonstrates that a syllable-count analysis of the phenomenon is the proper one. This finding is put in a more general context of segment-prosody interaction in allomorphy.

Abstract

Readers and listeners actively predict upcoming words during language processing. These predictions might serve to support the unification of incoming words into sentence context and thus rely on interactions between areas in the language network. In the current magnetoencephalography study, participants read sentences that varied in contextual constraints so that the predictability of the sentence-final words was either high or low. Before the sentence-final words, we observed stronger alpha power suppression for the highly compared with low constraining sentences in the left inferior frontal cortex, left posterior temporal region, and visual word form area. Importantly, the temporal and visual word form area alpha power correlated negatively with left frontal gamma power for the highly constraining sentences. We suggest that the correlation between alpha power decrease in temporal language areas and left prefrontal gamma power reflects the initiation of an anticipatory unification process in the language network.

Abstract

Using magnetoencephalography, the current study examined gamma activity associated with language prediction. Participants read high- and low-constraining sentences in which the final word of the sentence was either expected or unexpected. Although no consistent gamma power difference induced by the sentence-final words was found between the expected and unexpected conditions, the correlation of gamma power during the prediction and activation intervals of the sentence-final words was larger when the presented words matched with the prediction compared with when the prediction was violated or when no prediction was available. This suggests that gamma magnitude relates to the match between predicted and perceived words. Moreover, the expected words induced activity with a slower gamma frequency compared with that induced by unexpected words. Overall, the current study establishes that prediction is related to gamma power correlations and a slowing of the gamma frequency.

Abstract

The blocked cyclic naming paradigm has been increasingly employed to investigate the mechanisms underlying spoken word production. Semantic homogeneity typically elicits longer naming latencies than heterogeneity; however, it is debated whether competitive lexical selection or incremental learning underlies this effect. The current study manipulated both semantic and phonological homogeneity and used behavioural and electrophysiological measurements to provide evidence that can distinguish between the two accounts. Results show that naming latencies are longer in semantically homogeneous blocks, but shorter in phonologically homogeneous blocks, relative to heterogeneity. The semantic factor significantly modulates electrophysiological waveforms from 200 ms and the phonological factor from 350 ms after picture presentation. A positive component was demonstrated in both manipulations, possibly reflecting a task-related top-down bias in performing blocked cyclic naming. These results provide novel insights into the neural correlates of blocked cyclic naming and further contribute to the understanding of spoken word production.

Abstract

Neurodevelopmental disorders have a strong genetic component, but despite widespread efforts, the specific genetic factors underlying these disorders remain undefined for a large proportion of affected individuals. Given the accessibility of exome-sequencing, this problem has thus far been addressed from a protein-centric standpoint; however, protein-coding regions only make up ∼1-2% of the human genome. With the advent of whole-genome sequencing we are in the midst of a paradigm shift as it is now possible to interrogate the entire sequence of the human genome (coding and non-coding) to fill in the missing heritability of complex disorders. These new technologies bring new challenges, as the number of non-coding variants identified per individual can be overwhelming, making it prudent to focus on non-coding regions of known function, for which the effects of variation can be predicted and directly tested to assess pathogenicity. The 3’UTRome is a region of the non-coding genome that perfectly fulfils these criteria and is of high interest when searching for pathogenic variation related to complex neurodevelopmental disorders. Herein, we review the regulatory roles of the 3’UTRome as binding sites for microRNAs, RNA binding proteins or during alternative polyadenylation. We detail existing evidence that these regions contribute to neurodevelopmental disorders and outline strategies for identification and validation of novel putatively pathogenic variation in these regions. This evidence suggests that studying the 3’UTRome will lead to the identification of new risk factors, new candidate disease genes and a better understanding of the molecular mechanisms contributing to NDDs.

Abstract

Words which are expected to contain the same surface string of segments may, under identical prosodic circumstances, sometimes be realized with slight differences in duration. Some researchers have attributed such effects to differences in the words’ underlying forms (incomplete neutralization), while others have suggested orthographic influence and extremely careful speech as the cause. In this paper, we demonstrate such sub-phonemic durational differences in Dutch, a language which some past research has found not to have such effects. Past literature has also shown that listeners can often make use of incomplete neutralization to distinguish apparent homophones. We extend perceptual investigations of this topic, and show that listeners can perceive even durational differences which are not consistently observed in production. We further show that a difference which is primarily orthographic rather than underlying can also create such durational differences. We conclude that a wide variety of factors, in addition to underlying form, can induce speakers to produce slight durational differences which listeners can also use in perception.

Abstract

This article presents electrophysiological data on on-line syntactic processing during auditory sentence comprehension in patients with Broca's aphasia. Event-related brain potentials (ERPs) were recorded from the scalp while subjects listened to sentences that were either syntactically correct or contained violations of subject-verb agreement. Three groups of subjects were tested: Broca patients (n = 10), nonaphasic patients with a right-hemisphere (RH) lesion (n = 5), and healthy agedmatched controls (n = 12). The healthy, control subjects showed a P600/SPS effect as response to the agreement violations. The nonaphasic patients with an RH lesion showed essentially the same pattern. The overall group of Broca patients did not show this sensitivity. However, the sensitivity was modulated by the severity of the syntactic comprehension impairment. The largest deviation from the standard P600/SPS effect was found in the patients with the relatively more severe syntactic comprehension impairment. In addition, ERPs to tones in a classical tone oddball paradigm were also recorded. Similar to the normal control subjects and RH patients, the group of Broca patients showed a P300 effect in the tone oddball condition. This indicates that aphasia in itself does not lead to a general reduction in all cognitive ERP effects. It was concluded that deviations from the standard P600/SPS effect in the Broca patients reflected difficulties with on-line maintaining of number information across clausal boundaries for establishing subject-verb agreement.

Abstract

The establishment of a reliable model for the study of Purkinje cells in vitro is of particular importance, given their central role in cerebellar function and pathology. Recent advances in induced pluripotent stem cell (iPSC) technology offer the opportunity to generate multiple neuronal subtypes for study in vitro. However, to date, only a handful of studies have generated Purkinje cells from human pluripotent stem cells, with most of these protocols proving challenging to reproduce. Here, we describe a simplified method for the reproducible generation of Purkinje cells from human iPSCs. After 21 days of treatment with factors selected to mimic the self-inductive properties of the isthmic organiser—insulin, fibroblast growth factor 2 (FGF2), and the transforming growth factor β (TGFβ)-receptor blocker SB431542—hiPSCs could be induced to form En1-positive cerebellar progenitors at efficiencies of up to 90%. By day 35 of differentiation, subpopulations of cells representative of the two cerebellar germinal zones, the rhombic lip (Atoh1-positive) and ventricular zone (Ptf1a-positive), could be identified, with the latter giving rise to cells positive for Purkinje cell progenitor-specific markers, including Lhx5, Kirrel2, Olig2 and Skor2. Further maturation was observed following dissociation and co-culture of these cerebellar progenitors with mouse cerebellar cells, with 10% of human cells staining positive for the Purkinje cell marker calbindin by day 70 of differentiation. This protocol, which incorporates modifications designed to enhance cell survival and maturation and improve the ease of handling, should serve to make existing models more accessible, in order to enable future advances in the field.

Abstract

Four eye-tracking experiments examined lexical competition in non-native spoken-word recognition. Dutch listeners hearing English fixated longer on distractor pictures with names containing vowels that Dutch listeners are likely to confuse with vowels in a target picture name (pencil, given target panda) than on less confusable distractors (beetle, given target bottle). English listeners showed no such viewing time difference. The confusability was asymmetric: given pencil as target, panda did not distract more than distinct competitors. Distractors with Dutch names phonologically related to English target names (deksel, ‘lid,’ given target desk) also received longer fixations than distractors with phonologically unrelated names. Again, English listeners showed no differential effect. With the materials translated into Dutch, Dutch listeners showed no activation of the English words (desk, given target deksel). The results motivate two conclusions: native phonemic categories capture second-language input even when stored representations maintain a second-language distinction; and lexical competition is greater for non-native than for native listeners.

Abstract

Recent studies using phoneme detection tasks have shown that spoken-language processing is neither facilitated nor interfered with by optional assimilation, but is inhibited by violation of obligatory assimilation. Interpretation of these results depends on an assessment of their generality, specifically, whether they also obtain when listeners are processing nonnative language. Two separate experiments are presented in which native listeners of German and native listeners of Dutch had to detect a target fricative in legal monosyllabic Dutch nonwords. All of the nonwords were correct realisations in standard Dutch. For German listeners, however, half of the nonwords contained phoneme strings which violate the German fricative assimilation rule. Whereas the Dutch listeners showed no significant effects, German listeners detected the target fricative faster when the German fricative assimilation was violated than when no violation occurred. The results might suggest that violation of assimilation rules does not have to make processing more difficult per se.

Abstract

Two eye-tracking experiments examined linguistic gender effects in non-native spoken-word recognition. French participants, who knew German well, followed spoken instructions in German to click on pictures on a computer screen (e.g., Wo befindet sich die Perle, “where is the pearl”) while their eye movements were monitored. The name of the target picture was preceded by a gender-marked article in the instructions. When a target and a competitor picture (with phonologically similar names) were of the same gender in both German and French, French participants fixated competitor pictures more than unrelated pictures. However, when target and competitor were of the same gender in German but of different gender in French, early fixations to the competitor picture were reduced. Competitor activation in the non-native language was seemingly constrained by native gender information. German listeners showed no such viewing time difference. The results speak against a form-based account of the linguistic gender effect. They rather support the notion that the effect originates from the grammatical level of language processing.

Abstract

In this paper, we present empirical data from a corpus study on the linear order of subjects and objects in German main clauses. The aim was to establish the validity of three well-known ordering constraints: given complements tend to occur before new complements, definite before indefinite, and pronoun before full noun phrase complements. Frequencies of occurrences were derived for subject-first and object-first sentences from the German Negra corpus. While all three constraints held on subject-first sentences, results for object-first sentences varied. Our findings suggest an influence of grammatical functions on the ordering of verb complements.

Abstract

Reports of an advantage of bilingualism on brain structure in young adult participants
are inconsistent. Abutalebi et al. (2012) reported more efficient monitoring of conflict during the
Flanker task in young bilinguals compared to young monolingual speakers. The present study
compared young adult (mean age = 24) Cantonese-English bilinguals in Hong Kong and young
adult monolingual speakers. We expected (a) differences in metabolites in neural tissue to result
from bilingual experience, as measured by 1H-MRS at 3T, (b) correlations between metabolic
levels and Flanker conflict and interference effects (c) different associations in bilingual and
monolingual speakers. We found evidence of metabolic differences in the ACC due to bilingualism,
specifically in metabolites Cho, Cr, Glx and NAA. However, we found no significant correlations
between metabolic levels and conflict and interference effects and no significant evidence of
differential relationships between bilingual and monolingual speakers. Furthermore, we found no
evidence of significant differences in the mean size of conflict and interference effects between
groups i.e. no bilingual advantage. Lower levels of Cho, Cr, Glx and NAA in bilingual adults
compared to monolingual adults suggest that the brains of bilinguals develop greater adaptive
control during conflict monitoring because of their extensive bilingual experience.

Abstract

Three experiments examined the time course of phonological encoding in speech production. A new methodology is introduced in which subjects are required to monitor their internal speech production for prespecified target segments and syllables. Experiment 1 demonstrated that word initial target segments are monitored significantly faster than second syllable initial target segments. The addition of a concurrent articulation task (Experiment 1b) had a limited effect on performance, excluding the possibility that subjects are monitoring a subvocal articulation of the carrier word. Moreover, no relationship was observed between the pattern of monitoring latencies and the timing of the targets in subjects′ overt speech. Subjects are not, therefore, monitoring an internal phonetic representation of the carrier word. Experiment 2 used the production monitoring task to replicate the syllable monitoring effect observed in speech perception experiments: responses to targets were faster when they corresponded to the initial syllable of the carrier word than when they did not. We conclude that subjects are monitoring their internal generation of a syllabified phonological representation. Experiment 3 provides more detailed evidence concerning the time course of the generation of this representation by comparing monitoring latencies to targets within, as well as between, syllables. Some amendments to current models of phonological encoding are suggested in light of these results.

Abstract

Field data are drawn from a particular speech community at a certain place and time. The intent of this survey is to enrich understanding of the various socio-cultural contexts in which linguistic and “cognitive” data may have been collected, so that we can explore the role which societal, cultural and contextual factors may play in this material. The questionnaire gives guidelines concerning types of ethnographic information that are important to cross-cultural and cross-linguistic enquiry, and will be especially useful to researchers who do not have specialised training in anthropology.

Abstract

How do languages encode different kinds of movement, and what features do people pay attention to when describing motion events? This document outlines topics concerning the investigation of “enter” and “exit” events. It helps contextualise research tasks that examine this domain (see 'Motion Elicitation' and 'Enter/Exit animation') and gives some pointers about what other questions can be explored.

Abstract

How do languages express ideas of movement, and how do they package features that can be part of motion, such as path and cause? This questionnaire is used to gain a picture of the lexical resources a language draws on for motion expressions. It targets issues of semantic conflation (i.e., what other semantic information besides motion may be encoded in a verb root) and patterns of semantic distribution (i.e., what types of information are encoded in the morphemes that come together to build a description of a motion event). It was originally designed for Australian languages, but has since been used around the world.

Abstract

Contrastive reference, where a speaker presents or identifies one item in explicit contrast to another (I like this book but that one is boring), has special communicative and information structure properties. This can be reflected in rules of demonstrative use. For example, in some languages, terms equivalent to this and that can be used for contrastive reference in almost any spatial context. But other two-term languages stick more closely to “distance rules” for demonstratives, allowing a this-like term in close space only. This task elicits data concerning one context of contrastive reference, focusing on whether (and how) non-proximal demonstratives can be used to distinguish objects within a proximal area. The task runs like a memory game, with the consultant being asked to identify the locations of two or three hidden items arranged within arm’s reach.

Abstract

How do languages encode different kinds of movement, and what features do people pay attention to when describing motion events? This task investigates the expression of “enter” and “exit” activities, that is, events involving motion in(to) and motion out (of) container-like items. The researcher first uses particular stimuli (a ball, a cup, rice, etc.) to elicit descriptions of enter/exit events from one consultant, and then asks another consultant to demonstrate the event based on these descriptions. See also the related entries Enter/Exit Animation and Background Questions for Enter/Exit Research.

Abstract

Demonstrative terms (e.g., this and that) are key to understanding how a language constructs and interprets spatial relationships. They are tricky to pin down, typically having functions that do not match “idealized” uses, and that can become invisible in narrow elicitation settings. This questionnaire is designed to identify the range(s) of use of certain spatial demonstrative terms, and help assess the roles played by gesture, access, attention, and addressee knowledge in demonstrative use. The stimuli consist of 25 diagrammed “elicitation settings” to be created by the researcher.

Abstract

The purpose of this paper is to question some of the basic assumpiions concerning motion verbs. In particular, it examines the assumption that "come" and "go" are lexical universals which manifest a universal deictic Opposition. Against the background offive working hypotheses about the nature of'come" and ''go", this study presents a comparative investigation of t wo unrelated languages—Mparntwe Arrernte (Pama-Nyungan, Australian) and Longgu (Oceanic, Austronesian). Although the pragmatic and deictic "suppositional" complexity of"come" and "go" expressions has long been recognized, we argue that in any given language the analysis of these expressions is much more semantically and systemically complex than has been assumed in the literature. Languages vary at the lexical semantic level äs t o what is entailed by these expressions, äs well äs differing äs t o what constitutes the prototype and categorial structure for such expressions. The data also strongly suggest that, ifthere is a lexical universal "go", then this cannof be an inherently deictic expression. However, due to systemic Opposition with "come", non-deictic "go" expressions often take on a deictic Interpretation through pragmatic attribution. Thus, this crosslinguistic investigation of "come" and "go" highlights the need to consider semantics and pragmatics äs modularly separate.

Abstract

Background

The biological mechanisms of headache chronification are poorly understood. We aimed to identify changes in DNA methylation associated with the transformation from episodic to chronic headache.
Methods

Participants were recruited from the population-based Norwegian HUNT Study. Thirty-six female headache patients who transformed from episodic to chronic headache between baseline and follow-up 11 years later were matched against 35 controls with episodic headache. DNA methylation was quantified at 485,000 CpG sites, and changes in methylation level at these sites were compared between cases and controls by linear regression analysis. Data were analyzed in two stages (Stages 1 and 2) and in a combined meta-analysis.
Results

None of the top 20 CpG sites identified in Stage 1 replicated in Stage 2 after multiple testing correction. In the combined meta-analysis the strongest associated CpG sites were related to SH2D5 and NPTX2, two brain-expressed genes involved in the regulation of synaptic plasticity. Functional enrichment analysis pointed to processes including calcium ion binding and estrogen receptor pathways.
Conclusion

In this first genome-wide study of DNA methylation in headache chronification several potentially implicated loci and processes were identified. The study exemplifies the use of prospectively collected population cohorts to search for epigenetic mechanisms of disease

Abstract

Researchers have suggested that the vocabularies of languages are oriented towards the communicative needs of language users. Here, we provide evidence demonstrating that the higher frequency of visual words in a large variety of English corpora is reflected in greater lexical differentiation—a greater number of unique words—for the visual domain in the English lexicon. In comparison, sensory modalities that are less frequently talked about, particularly taste and smell, show less lexical differentiation. In addition, we show that even though sensory language can be expected to change across historical time and between contexts of use (e.g., spoken language versus fiction), the pattern of visual dominance is a stable property of the English language. Thus, we show that across the board, precisely those semantic domains that are more frequently talked about are also more lexically differentiated, for perceptual experiences. This correlation between type and token frequencies suggests that the sensory lexicon of English is geared towards communicative efficiency.

Abstract

Angelika Wittek untersuchte Zustandsveränderungsverben bei vier- bis sechsjährigen Kindern. Englischsprechende Kinder verstehen bis zum Alter von 8 Jahren diese Verben als Bewegungsverben und ignorieren, daß sie zusätzlich die Information über einen Endzustand im Sinne der Negation des Ausgangszustands beeinhalten. Wittek zeigte, daß entgegen der Erwartung transparente, morphologisch komplexe Formen (wachmachen), in denen die Partikel den Endzustand explizit macht, nicht besser verstanden werden als Simplizia (wecken). Zudem diskutierte sie, inwieweit die Verwendung des Adverbs wieder in restitutiver Lesart Hinweise auf den Erwerb dieser Verben geben kann.