Publications

Abstract

This study investigates whether spoken sentence comprehension deficits in Broca's aphasics results from their inability to access the subordinate meaning of ambiguous words (e.g. bank), or alternatively, from a delay in their selection of the contextually appropriate meaning. Twelve Broca's aphasics and twelve elderly controls were presented with lexical ambiguities in three context conditions, each followed by the same target words. In the concordant condition, the sentence context biased the meaning of the sentence final ambiguous word that was related to the target. In the discordant condition, the sentence context biased the meaning of the sentence final ambiguous word that was incompatible with the target.In the unrelated condition, the sentence-final word was unambiguous and unrelated to the target. The task of the subjects was to listen attentively to the stimuli The activational status of the ambiguous sentence-final words was inferred from the amplitude of the N399 to the targets at two inter-stimulus intervals (ISIs) (100 ms and 1250 ms). At the short ISI, the Broca's aphasics showed clear evidence of activation of the subordinate meaning. In contrast to elderly controls, however, the Broca's aphasics were not successful at selecting the appropriate meaning of the ambiguity in the short ISI version of the experiment. But at the long ISI, in accordance with the performance of the elderly controls, the patients were able to successfully complete the contextual selection process. These results indicate that Broca's aphasics are delayed in the process of contextual selection. It is argued that this finding of delayed selection is compatible with the idea that comprehension deficits in Broca's aphasia result from a delay in the process of integrating lexical information.

Abstract

This volume on Inuit speech follows the evolution of a native language of the North American Arctic, from its historical roots to its present-day linguistic structure and patterns of use from Alaska to Greenland. Drawing on a wide range of research from the fields of linguistics, anthropology, and sociology, Dorais integrates these diverse perspectives in a comprehensive view of native language development, maintenance, and use under conditions of marginalization due to social transition.

Abstract

Retrieval of recently acquired declarative memories depends on
the hippocampus, but with time, retrieval is increasingly sustainable
by neocortical representations alone. This process has been
conceptualized as system-level consolidation. Using functional
magnetic resonance imaging, we assessed over the course of three
months how consolidation affects the neural correlates of memory
retrieval. The duration of slow-wave sleep during a nap/rest
period after the initial study session and before the first scan
session on day 1 correlated positively with recognition memory
performance for items studied before the nap and negatively with
hippocampal activity associated with correct confident recognition.
Over the course of the entire study, hippocampal activity for
correct confident recognition continued to decrease, whereas activity
in a ventral medial prefrontal region increased. These findings,
together with data obtained in rodents, may prompt a
revision of classical consolidation theory, incorporating a transfer
of putative linking nodes from hippocampal to prelimbic prefrontal
areas.

Abstract

This paper explores body part terms in Lavukaleve, a Papuan isolate spoken in the Solomon Islands. The full set of body part terms collected so far is presented, and their grammatical properties are explained. It is argued that Lavukaleve body part terms do not enter into partonomic relations with each other, and that a hierarchical structure of body part terms does not apply for Lavukaleve. It is shown too that some universal claims which have been made about the expression of terms relating to limbs are contradicted in Lavukaleve, which has only one general term covering arm, hand, leg and (for some people) foot.

Abstract

In our recent paper, ‘Semantic generality, input frequency and the acquisition of syntax’ (Journal of Child Language31, 61–99), we presented data from two-year-old children to examine the question of whether the semantic generality of verbs contributed to their ease and stage of acquisition over and above the effects of their typically high frequency in the language to which children are exposed. We adopted two different categorization schemes to determine whether individual verbs should be considered to be semantically general, or ‘light’, or whether they encoded more specific semantics. These categorization schemes were based on previous work in the literature on the role of semantically general verbs in early verb acquisition, and were designed, in the first case, to be a conservative estimate of semantic generality, including only verbs designated as semantically general by a number of other researchers (e.g. Clark, 1978; Pinker, 1989; Goldberg, 1998), and, in the second case, to be a more inclusive estimate of semantic generality based on Ninio's (1999a,b) suggestion that grammaticalizing verbs encode the semantics associated with semantically general verbs. Under this categorization scheme, a much larger number of verbs were included as semantically general verbs.

Abstract

Effects on spoken-word recognition of prevoicing differences in Dutch initial voiced plosives were examined. In 2 cross-modal identity-priming experiments, participants heard prime words and nonwords beginning with voiced plosives with 12, 6, or 0 periods of prevoicing or matched items beginning with voiceless plosives and made lexical decisions to visual tokens of those items. Six-period primes had the same effect as 12-period primes. Zero-period primes had a different effect, but only when their voiceless counterparts were real words. Listeners could nevertheless discriminate the 6-period primes from the 12- and 0-period primes. Phonetic detail appears to influence lexical access only to the extent that it is useful: In Dutch, presence versus absence of prevoicing is more informative than amount of prevoicing.

Abstract

An event-related brain potential experiment was carried out to investigate the temporal relationship
between lexical selection and the semantic integration in auditory sentence processing. Participants were
presented with spoken sentences that ended with a word that was either semantically congruent or
anomalous. Information about the moment in which a sentence-final word could uniquely be identified,
its isolation point (IP), was compared with the onset of the elicited N400 congruity effect, reflecting
semantic integration processing. The results revealed that the onset of the N400 effect occurred prior to
the IP of the sentence-final words. Moreover, the factor early or late IP did not affect the onset of the
N400. These findings indicate that lexical selection and semantic integration are cascading processes, in
that semantic integration processing can start before the acoustic information allows the selection of a
unique candidate and seems to be attempted in parallel for multiple candidates that are still compatible
with the bottom–up 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

This paper presents a cognitive theory on the production and shaping of selfrepairs during speaking. In an extensive experimental study, a new technique is tried out: artificial elicitation of self-repairs. The data clearly indicate that two mechanisms for computing the shape of self-repairs should be distinguished. One is based on the repair strategy called reformulation, the second one on lemma substitution. W. Levelt’s (1983, Cognition, 14, 41- 104) well-formedness rule, which connects self-repairs to coordinate structures, is shown to apply only to reformulations. In case of lemma substitution, a totally different set of rules is at work. The linguistic unit of central importance in reformulations is the major syntactic constituent; in lemma substitutions it is a prosodic unit. the phonological phrase. A parametrization of the model yielded a very satisfactory fit between observed and reconstructed scores.

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

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

This paper outlines a method for collecting information on the extensional meanings of body part terms using a colouring in task.

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

The article by Schmidt and colleagues (2006) reported neuropsychological sequelae of bacterial and viral meningitis. In a retrospective study, they carefully selected patients and excluded those with concomitant conditions such as alcoholism after Streptococcus pneumoniae meningitis (Schmidt et al., 2006). The authors should be complimented for their solid work; however, some questions can be raised.

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

Mutations in the FOXP2 gene cause a severe communication disorder involving speech deficits (developmental verbal dyspraxia), accompanied by wide-ranging impairments in expressive and receptive language. The protein encoded by FOXP2 belongs to a divergent subgroup of forkhead-box transcription factors, with a distinctive DNA-binding domain and motifs that mediate hetero- and homodimerization. Here we report the first direct functional genetic investigation of missense and nonsense mutations in FOXP2 using human cell-lines, including a well-established neuronal model system. We focused on three unusual FOXP2 coding variants, uniquely identified in cases of verbal dyspraxia, assessing expression, subcellular localization, DNA-binding and transactivation properties. Analysis of the R553H forkhead-box substitution, found in all affected members of a large three-generation family, indicated that it severely affects FOXP2 function, chiefly by disrupting nuclear localization and DNA-binding properties. The R328X truncation mutation, segregating with speech/language disorder in a second family, yields an unstable, predominantly cytoplasmic product that lacks transactivation capacity. A third coding variant (Q17L) observed in a single affected child did not have any detectable functional effect in the present study. In addition, we used the same systems to explore the properties of different isoforms of FOXP2, resulting from alternative splicing in human brain. Notably, one such isoform, FOXP2.10+, contains dimerization domains, but no DNA-binding domain, and displayed increased cytoplasmic localization, coupled with aggresome formation. We hypothesize that expression of alternative isoforms of FOXP2 may provide mechanisms for post-translational regulation of transcription factor function.

Abstract

The distribution of energy across the noise spectrum provides the primary cues for the identification of a fricative. Formant transitions have been reported to play a role in identification of some fricatives, but the combined results so far are conflicting. We report five experiments testing the hypothesis that listeners differ in their use of formant transitions as a function of the presence of spectrally similar fricatives in their native language. Dutch, English, German, Polish, and Spanish native listeners performed phoneme monitoring experiments with pseudowords containing either coherent or misleading formant transitions for the fricatives / s / and / f /. Listeners of German and Dutch, both languages without spectrally similar fricatives, were not affected by the misleading formant transitions. Listeners of the remaining languages were misled by incorrect formant transitions. In an untimed labeling experiment both Dutch and Spanish listeners provided goodness ratings that revealed sensitivity to the acoustic manipulation. We conclude that all listeners may be sensitive to mismatching information at a low auditory level, but that they do not necessarily take full advantage of all available systematic acoustic variation when identifying phonemes. Formant transitions may be most useful for listeners of languages with spectrally similar fricatives.

Abstract

This study, following up on work on Dutch by Warner, Jongman, Sereno, and Kemps (2004. Journal of Phonetics, 32, 251–276), investigates the influence of orthographic distinctions and underlying morphological distinctions on the small sub-phonemic durational differences that have been called incomplete neutralization. One part of the previous work indicated that an orthographic geminate/singleton distinction could cause speakers to produce an incomplete neutralization effect. However, one interpretation of the materials in that experiment is that they contain an underlying difference in the phoneme string at the level of concatenation of morphemes, rather than just an orthographic difference. Thus, the previous effect might simply be another example of incomplete neutralization of a phonemic distinction. The current experiment, also on Dutch, uses word pairs which have the same underlying morphological contrast, but do not differ in orthography. These new materials show no incomplete neutralization, and thus support the hypothesis that orthography, but not underlying morphological differences, can cause incomplete neutralization effects.

Abstract

Social interaction relies on the ability to react to communication signals. Although cortical sensory–motor “mirror” networks are thought to play a key role in visual aspects of primate communication, evidence for a similar generic role for auditory–motor interaction in primate nonverbal communication is lacking. We demonstrate that a network of human premotor cortical regions activated during facial movement is also involved in auditory processing of affective nonverbal vocalizations. Within this auditory–motor mirror network, distinct functional subsystems respond preferentially to emotional valence and arousal properties of heard vocalizations. Positive emotional valence enhanced activation in a left posterior inferior frontal region involved in representation of prototypic actions, whereas increasing arousal enhanced activation in presupplementary motor area cortex involved in higher-order motor control. Our findings demonstrate that listening to nonverbal vocalizations can automatically engage preparation of responsive orofacial gestures, an effect that is greatest for positive-valence and high-arousal emotions. The automatic engagement of responsive orofacial gestures by emotional vocalizations suggests that auditory–motor interactions provide a fundamental mechanism for mirroring the emotional states of others during primate social behavior. Motor facilitation by positive vocal emotions suggests a basic neural mechanism for establishing cohesive bonds within primate social groups.

Abstract

In two eye-tracking experiments the role of contrastive pitch accents during the on-line determination of referents was examined. In both experiments, German listeners looked earlier at the picture of a referent belonging to a contrast pair (red scissors, given purple scissors) when instructions to click on it carried a contrastive accent on the color adjective (L + H*) than when the adjective was not accented. In addition to this prosodic facilitation, a general preference to interpret adjectives contrastively was found in Experiment 1: Along with the contrast pair, a noncontrastive referent was displayed (red vase) and listeners looked more often at the contrastive referent than at the noncontrastive referent even when the adjective was not focused. Experiment 2 differed from Experiment 1 in that the first member of the contrast pair (purple scissors) was introduced with a contrastive accent, thereby strengthening the salience of the contrast. In Experiment 2, listeners no longer preferred a contrastive interpretation of adjectives when the accent in a subsequent instruction was not contrastive. In sum, the results support both an early role for prosody in reference determination and an interpretation of contrastive focus that is dependent on preceding prosodic context.

Abstract

Highly proficient German users of English as a second language, and native speakers of American English, listened to nonsense sequences and responded whenever they detected an embedded English word. The responses of both groups were equivalently facilitated by preceding context that both by English and by German phonotactic constraints forced a boundary at word onset (e.g., lecture was easier to detect in moinlecture than in gorklecture, and wish in yarlwish than in plookwish. The American L1 speakers’ responses were strongly facilitated, and the German listeners’ responses almost as strongly facilitated, by contexts that forced a boundary in English but not in German thrarshlecture, glarshwish. The German listeners’ responses were significantly facilitated also by contexts that forced a boundary in German but not in English )moycelecture, loitwish, while L1 listeners were sensitive to acoustic boundary cues in these materials but not to the phonotactic sequences. The pattern of results suggests that proficient L2 listeners can acquire the phonotactic probabilities of an L2 and use them to good effect in segmenting continuous speech, but at the same time they may not be able to prevent interference from L1 constraints in their L2 listening.

Abstract

An eye-tracking experiment examined whether prosodic cues can affect the interpretation of grammatical functions in the absence of clear morphological information. German listeners were presented with scenes depicting three potential referents while hearing temporarily ambiguous SVO and OVS sentences. While case marking on the first noun phrase (NP) was ambiguous, clear case marking on the second NP disambiguated sentences towards SVO or OVS. Listeners interpreted caseambiguous NP1s more often as Subject, and thus expected an Object as upcoming argument, only when sentence beginnings carried an SVO-type intonation. This was revealed by more anticipatory eye movements to suitable Patients (Objects) than Agents (Subjects) in the visual scenes. No such preference was found when sentence beginnings had a clearly OVS-type intonation. Prosodic cues were integrated rapidly enough to affect listeners’ interpretation of grammatical function before disambiguating case information was available. We conclude that in addition to manipulating attachment ambiguities, prosody can influence the interpretation of constituent order ambiguities.

Abstract

This paper provides a description of body part terminology used in Savosavo, a Papuan language of the Solomon Islands. The first part of the paper lists the known terms and discusses their meanings. This is followed by an analysis of their structural properties. Finally, the paper discusses partonomic relations in Savosavo and argues that it is difficult to structure the body part terminology hierarchically, because there is no linguistic evidence for part–whole relations between body parts.

Abstract

This follow-up study of the European Dexamethasone Study was designed to examine the potential harmful effect of adjunctive dexamethasone treatment on long-term neuropsychological outcome in adults with bacterial meningitis. METHODS: Neurological, audiological, and neuropsychological examinations were performed in adults who survived pneumococcal or meningococcal meningitis. RESULTS: Eighty-seven of 99 (88%) eligible patients were included in the follow-up study; 46 (53%) were treated with dexamethasone and 41 (47%) with placebo. Median time between meningitis and testing was 99 months. Neuropsychological evaluation showed no significant differences between patients treated with dexamethasone and placebo. The proportions of patients with persisting neurological sequelae or hearing loss were similar in the dexamethasone and placebo groups. The overall rate of cognitive dysfunction did not differ significantly between patients and control subjects; however, patients after pneumococcal meningitis had a higher rate of cognitive dysfunction (21 vs 6%; p = 0.05) and experienced more impairment of everyday functioning due to physical problems (p = 0.05) than those after meningococcal meningitis. INTERPRETATION: Treatment with adjunctive dexamethasone is not associated with an increased risk for long-term cognitive impairment. Adults who survive pneumococcal meningitis are at significant risk for long-term neuropsychological abnormalities.

Abstract

Objectives To assess cognitive outcome and quality of life in patients with moderate disability after bacterial meningitis as compared to patients with good recovery. Methods Neuropsychological evaluation was performed in 40 adults after pneumococcal meningitis; 20 patients with moderate disability at discharge on the glasgow outcome scale (GOS score 4) and 20 with good recovery (GOS score 5). Results Patients with GOS score 4 had similar test results as compared to patients with GOS score 5 for the neuropsychological domains ‘intelligence’, ‘memory’ and ‘attention and executive functioning’. Patients with GOS score 4 showed less cognitive slowness than patients with GOS score 5. In a linear regression analysis cognitive speed was related to current intelligence, years of education and time since meningitis. Overall performance on the speed composite score correlated significantly with time since meningitis (−0.62; P<0.001). Therefore, difference between both groups may have been related to a longer time between meningitis and testing for GOS four patients (29 vs. 12 months; P<0.001). Conclusions Patients with moderate disability after bacterial meningitis are not at higher risk for neuropsychological abnormalities than patients with good recovery. In addition, cognitive slowness after bacterial meningitis may be reversible in time.

Abstract

A combination of Southern blot analysis on a panel of tumor-derived somatic cell hybrids and fluorescence in situ hybridization techniques was used to map YACs, cosmids and DNA markers from the Xp11.2 region relative to the X chromosome breakpoint of the renal cell carcinoma-associated t(X;1)(p11;q21). The position of the breakpoint could be determined as follows: Xcen-OATL2-DXS146-DXS255-SYP-t(X;1)-TFE 3-OATL1-Xpter. Fluorescence in situ hybridization experiments using TFE3-containing YACs and cosmids revealed split signals indicating that the corresponding DNA inserts span the breakpoint region. Subsequent Southern blot analysis showed that a 2.3-kb EcoRI fragment which is present in all TFE3 cosmids identified, hybridizes to aberrant restriction fragments in three independent t(X;1)-positive renal cell carcinoma DNAs. The breakpoints in these tumors are not the same, but map within a region of approximately 6.5 kb. Through preparative gel electrophoresis an (X;1) chimaeric 4.4-kb EcoRI fragment could be isolated which encompasses the breakpoint region present on der(X). Preliminary characterization of this fragment revealed the presence of a 150-bp region with a strong homology to the 5' end of the mouse TFE3 cDNA in the X-chromosome part, and a 48-bp segment in the chromosome 1-derived part identical to the 5' end of a known EST (accession number R93849). These observations suggest that a fusion gene is formed between the two corresponding genes in t(X;1)(p11;q21)-positive papillary renal cell carcinomas.

Abstract

In 2001, a point mutation in the forkhead box P2 (FOXP2) coding sequence was identified as the basis of an inherited speech and language disorder suffered by members of the family known as "KE." This mini-symposium review focuses on recent findings and research-in-progress, primarily from five laboratories. Each aims at capitalizing on the FOXP2 discovery to build a neurobiological bridge between molecule and phenotype. Below, we describe genetic through behavioral techniques used currently to investigate FoxP2 in birds, rodents, and humans for discovery of the neural bases of vocal learning and language.

Abstract

This auditory lexical decision study shows that cohort entropies, conditional root uniqueness points, and morphological family size all contribute to the dynamics of the auditory comprehension of prefixed words. Three entropy measures calculated for different positions in the stem of Dutch prefixed words revealed facilitation for higher entropies, except at the point of disambiguation, where we observed inhibition. Morphological family size was also facilitatory, but only for prefixed words in which the conditional root uniqueness point coincided with the conventional uniqueness point. For words with early conditional disambiguation, in contrast, only the morphologically related words that were onset-aligned with the target word facilitated lexical decision.