Publications

Displaying 1 - 66 of 66
  • Yu, X. (2021). Foreign language learning in study-abroad and at-home contexts. PhD Thesis, Raboud University Nijmegen, Nijmegen.
  • Armeni, K. (2021). On model-based neurobiology of language comprehension: Neural oscillations, processing memory, and prediction. PhD Thesis, Radboud University Nijmegen, Nijmegen.
  • Behnke, K. (1998). The acquisition of phonetic categories in young infants: A self-organising artificial neural network approach. PhD Thesis, University of Twente, Enschede. doi:10.17617/2.2057688.
  • Bentum, M. (2021). Listening with great expectations: A study of predictive natural speech processing. PhD Thesis, Radboud University Nijmegen, Nijmegen.
  • Bowerman, M. (1973). Early syntactic development: A cross linguistic study with special reference to Finnish. Cambridge: Cambridge University Press.

    Abstract

    First published in 1973, this important work was the first systematic attempt to apply theoretical and methodological tools developed in America to the acquisition of a language other than English. Dr Bowerman presents and analyses data from a longitudinal investigation of the early syntactic development of two Finnish children, and compares their speech at two stages of development with that of American, Samoan and Luo children. The four language families (Finno-Ugric, Indo-European, Malayo-Polynesian and Nilotic respectively) with very different structures, and this is the first systematic comparison of the acquisition of several types of native language within a common analysis. Similarities in the linguistic behaviour of children learning these four different languages are used to evaluate hypotheses about universals of language, and to generate new proposals.
  • Cholin, J. (2004). Syllables in speech production: Effects of syllable preparation and syllable frequency. PhD Thesis, Radboud University Nijmegen, Nijmegen. doi:10.17617/2.60589.

    Abstract

    The fluent production of speech is a very complex human skill. It requires the coordination of several articulatory subsystems. The instructions that lead articulatory movements to execution are the result of the interplay of speech production levels that operate above the articulatory network. During the process of word-form encoding, the groundwork for the articulatory programs is prepared which then serve the articulators as basic units. This thesis investigated whether or not syllables form the basis for the articulatory programs and in particular whether or not these syllable programs are stored, separate from the store of the lexical word-forms. It is assumed that syllable units are stored in a so-called 'mental syllabary'. The main goal of this thesis was to find evidence of the syllable playing a functionally important role in speech production and for the assumption that syllables are stored units. In a variant of the implicit priming paradigm, it was investigated whether information about the syllabic structure of a target word facilitates the preparation (advanced planning) of a to-be-produced utterance. These experiments yielded evidence for the functionally important role of syllables in speech production. In a subsequent row of experiments, it could be demonstrated that the production of syllables is sensitive to frequency. Syllable frequency effects provide strong evidence for the notion of a mental syllabary because only stored units are likely to exhibit frequency effects. In a last study, effects of syllable preparation and syllable frequency were investigated in a combined study to disentangle the two effects. The results of this last experiment converged with those reported for the other experiments and added further support to the claim that syllables play a core functional role in speech production and are stored in a mental syllabary.

    Additional information

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  • Cutler, A., Aslin, R. N., Gervain, J., & Nespor, M. (Eds.). (2021). Special issue in honor of Jacques Mehler, Cognition's founding editor [Special Issue]. Cognition, 213.
  • Deutsch, W., & Frauenfelder, U. (1985). Max-Planck-Institute for Psycholinguistics: Annual Report Nr.6 1985. Nijmegen: MPI for Psycholinguistics.
  • Dimroth, C. (2004). Fokuspartikeln und Informationsgliederung im Deutschen. Tübingen: Stauffenburg.
  • Drude, S. (2004). Wörterbuchinterpretation: Integrative Lexikographie am Beispiel des Guaraní. Tübingen: Niemeyer.

    Abstract

    This study provides an answer to the question of how dictionaries should be read. For this purpose, articles taken from an outline for a Guaraní-German dictionary geared to established lexicographic practice are provided with standardized interpretations. Each article is systematically assigned a formal sentence making its meaning explicit both for content words (including polysemes) and functional words or affixes. Integrative Linguistics proves its theoretical and practical value both for the description of Guaraní (indigenous Indian language spoken in Paraguay, Argentina and Brazil) and in metalexicographic terms.
  • Enfield, N., Kelly, A., & Sprenger, S. (2004). Max-Planck-Institute for Psycholinguistics: Annual Report 2004. Nijmegen: MPI for Psycholinguistics.
  • Evans, N., Levinson, S. C., & Sterelny, K. (Eds.). (2021). Thematic issue on evolution of kinship systems [Special Issue]. Biological theory, 16.
  • Eviatar, Z., & Huettig, F. (Eds.). (2021). Literacy and writing systems [Special Issue]. Journal of Cultural Cognitive Science.
  • Felker, E. R. (2021). Learning second language speech perception in natural settings. PhD Thesis, Radboud University, Nijmegen.
  • Frances, C. (2021). Semantic richness, semantic context, and language learning. PhD Thesis, Universidad del País Vasco-Euskal Herriko Unibertsitatea, Donostia.

    Abstract

    As knowing a foreign language becomes a necessity in the modern world, a large portion of
    the population is faced with the challenge of learning a language in a classroom. This, in turn,
    presents a unique set of difficulties. Acquiring a language with limited and artificial exposure makes
    learning new information and vocabulary particularly difficult. The purpose of this thesis is to help us
    understand how we can compensate—at least partially—for these difficulties by presenting
    information in a way that aids learning. In particular, I focused on variables that affect semantic
    richness—meaning the amount and variability of information associated with a word. Some factors
    that affect semantic richness are intrinsic to the word and others pertain to that word’s relationship
    with other items and information. This latter group depends on the context around the to-be-
    learned items rather than the words themselves. These variables are easier to manipulate than
    intrinsic qualities, making them more accessible tools for teaching and understanding learning. I
    focused on two factors: emotionality of the surrounding semantic context and contextual diversity.
    Publication 1 (Frances, de Bruin, et al., 2020b) focused on content learning in a foreign
    language and whether the emotionality—positive or neutral—of the semantic context surrounding
    key information aided its learning. This built on prior research that showed a reduction in
    emotionality in a foreign language. Participants were taught information embedded in either
    positive or neutral semantic contexts in either their native or foreign language. When they were
    then tested on these embedded facts, participants’ performance decreased in the foreign language.
    But, more importantly, they remembered better the information from the positive than the neutral
    semantic contexts.
    In Publication 2 (Frances, de Bruin, et al., 2020a), I focused on how emotionality affected
    vocabulary learning. I taught participants the names of novel items described either in positive or
    neutral terms in either their native or foreign language. Participants were then asked to recall and
    recognize the object's name—when cued with its image. The effects of language varied with the
    difficulty of the task—appearing in recall but not recognition tasks. Most importantly, learning the
    words in a positive context improved learning, particularly of the association between the image of
    the object and its name.
    In Publication 3 (Frances, Martin, et al., 2020), I explored the effects of contextual
    diversity—namely, the number of texts a word appears in—on native and foreign language word
    learning. Participants read several texts that had novel pseudowords. The total number of
    encounters with the novel words was held constant, but they appeared in 1, 2, 4, or 8 texts in either
    their native or foreign language. Increasing contextual diversity—i.e., the number of texts a word
    appeared in—improved recall and recognition, as well as the ability to match the word with its
    meaning. Using a foreign language only affected performance when participants had to quickly
    identify the meaning of the word.
    Overall, I found that the tested contextual factors related to semantic richness—i.e.,
    emotionality of the semantic context and contextual diversity—can be manipulated to improve
    learning in a foreign language. Using positive emotionality not only improved learning in the foreign
    language, but it did so to the same extent as in the native language. On a theoretical level, this
    suggests that the reduction in emotionality in a foreign language is not ubiquitous and might relate
    to the way in which that language as learned.
    The third article shows an experimental manipulation of contextual diversity and how this
    can affect learning of a lexical item, even if the amount of information known about the item is kept
    constant. As in the case of emotionality, the effects of contextual diversity were also the same
    between languages. Although deducing words from context is dependent on vocabulary size, this
    does not seem to hinder the benefits of contextual diversity in the foreign language.
    Finally, as a whole, the articles contained in this compendium provide evidence that some
    aspects of semantic richness can be manipulated contextually to improve learning and memory. In
    addition, the effects of these factors seem to be independent of language status—meaning, native
    or foreign—when learning new content. This suggests that learning in a foreign and a native
    language is not as different as I initially hypothesized, allowing us to take advantage of native
    language learning tools in the foreign language, as well.
  • Frank, S. L. (2004). Computational modeling of discourse comprehension. PhD Thesis, Tilburg University, Tilburg.
  • Grabe, E. (1998). Comparative intonational phonology: English and German. PhD Thesis, Radboud University Nijmegen, Nijmegen. doi:10.17617/2.2057683.
  • Greenfield, M. D., Honing, H., Kotz, S. A., & Ravignani, A. (Eds.). (2021). Synchrony and rhythm interaction: From the brain to behavioural ecology [Special Issue]. Philosophical Transactions of the Royal Society of London, Series B: Biological Sciences, 376.
  • Gullberg, M. (1998). Gesture as a communication strategy in second language discourse: A study of learners of French and Swedish. Lund: Lund University Press.

    Abstract

    Gestures are often regarded as the most typical compensatory device used by language learners in communicative trouble. Yet gestural solutions to communicative problems have rarely been studied within any theory of second language use. The work pre­sented in this volume aims to account for second language learners’ strategic use of speech-associated gestures by combining a process-oriented framework for communi­cation strategies with a cognitive theory of gesture. Two empirical studies are presented. The production study investigates Swedish lear­ners of French and French learners of Swedish and their use of strategic gestures. The results, which are based on analyses of both individual and group behaviour, contradict popular opinion as well as theoretical assumptions from both fields. Gestures are not primarily used to replace speech, nor are they chiefly mimetic. Instead, learners use gestures with speech, and although they do exploit mimetic gestures to solve lexical problems, they also use more abstract gestures to handle discourse-related difficulties and metalinguistic commentary. The influence of factors such as proficiency, task, culture, and strategic competence on gesture use is discussed, and the oral and gestural strategic modes are compared. In the evaluation study, native speakers’ assessments of learners’ gestures, and the potential effect of gestures on evaluations of proficiency are analysed and discussed in terms of individual communicative style. Compensatory gestures function at multiple communicative levels. This has implica­tions for theories of communication strategies, and an expansion of the existing frameworks is discussed taking both cognitive and interactive aspects into account.
  • Holler, J. (2004). Semantic and pragmatic aspects of representational gestures: Towards a unified model of communication in talk. PhD Thesis, University of Manchester, Manchester.
  • Hoppenbrouwers, G., Seuren, P. A. M., & Weijters, A. (Eds.). (1985). Meaning and the lexicon. Dordrecht: Foris.
  • Huisman, J. L. A. (2021). Variation in form and meaning across the Japonic language family: With a focus on the Ryukyuan languages. PhD Thesis, Radboud University Nijmegen, Nijmegen.
  • Kaufeld, G. (2021). Investigating spoken language comprehension as perceptual inference. PhD Thesis, Radboud University Nijmegen, Nijmegen.
  • Kemps, R. J. J. K. (2004). Morphology in auditory lexical processing: Sensitivity to fine phonetic detail and insensitivity to suffix reduction. PhD Thesis, Radboud University Nijmegen, Nijmegen. doi:10.17617/2.59193.

    Abstract

    This dissertation investigates two seemingly contradictory properties of the speech perception system. On the one hand, listeners are extremely sensitive to the fine phonetic details in the speech signal. These subtle acoustic cues can reduce the temporal ambiguity between words that show initial segmental overlap, and can guide lexical activation. On the other hand, comprehension does not seem to be hampered at all by the drastic reductions that typically occur in casual speech. Complete segments, and sometimes even complete syllables, may be missing, but comprehension is seemingly unaffected. This thesis aims at elucidating how words are represented and accessed in the mental lexicon, by investigating these contradictory phenomena for the domain of morphology

    Additional information

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  • Klein, W. (Ed.). (2004). Philologie auf neuen Wegen [Special Issue]. Zeitschrift für Literaturwissenschaft und Linguistik, 136.
  • Klein, W. (Ed.). (2004). Universitas [Special Issue]. Zeitschrift für Literaturwissenschaft und Linguistik (LiLi), 134.
  • Klein, W. (Ed.). (1998). Kaleidoskop [Special Issue]. Zeitschrift für Literaturwissenschaft und Linguistik, (112).
  • Klein, W. (Ed.). (1985). Schriftlichkeit [Special Issue]. Zeitschrift für Literaturwissenschaft und Linguistik, (59).
  • Levelt, W. J. M. (1973). Formele grammatica's in linguistiek en taalpsychologie (Vols. I-III). Deventer: Van Loghem Slaterus.
  • Levinson, S. C. (2004). Significados presumibles [Spanish translation of Presumptive meanings]. Madrid: Bibliotheca Románica Hispánica.
  • Levshina, N., & Moran, S. (Eds.). (2021). Efficiency in human languages: Corpus evidence for universal principles [Special Issue]. Linguistics Vanguard, 7(s3).
  • Lopopolo, A. (2021). Properties, structures and operations: Studies on language processing in the brain using computational linguistics and naturalistic stimuli. PhD Thesis, Radboud University Nijmegen, Nijmegen.
  • Majid, A. (Ed.). (2004). Field manual volume 9. Nijmegen: Max Planck Institute for Psycholinguistics.
  • Manhardt, F. (2021). A tale of two modalities. PhD Thesis, Radboud University Nijmegen, Nijmegen.
  • Meeuwissen, M. (2004). Producing complex spoken numerals for time and space. PhD Thesis, Radboud University Nijmegen, Nijmegen. doi:10.17617/2.60607.

    Abstract

    This thesis addressed the spoken production of complex numerals for time and space. The production of complex numerical expressions like those involved in telling time (e.g., 'quarter to four') or producing house numbers (e.g., 'two hundred forty-five') has been almost completely ignored. Yet, adult speakers produce such expressions on a regular basis in everyday communication. Thus, no theory on numerical cognition or speech production is complete without an account of the production of multi-morphemic utterances such as complex numeral expressions. The main question of this thesis is which particular speech planning levels are involved in the naming and reading of complex numerals for time and space. More specifically, this issue was investigated by examining different modes of response (clock times versus house numbers), alternative input formats (Arabic digit versus alphabetic format; analog versus digital clock displays), and different expression types (relative 'quarter to four' versus absolute 'three forty-five' time expressions).

    Additional information

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  • Mickan, A. (2021). What was that Spanish word again? Investigations into the cognitive mechanisms underlying foreign language attrition. PhD Thesis, Radboud University Nijmegen, Nijmegen.
  • Miedema, J., & Reesink, G. (2004). One head, many faces: New perspectives on the bird's head Peninsula of New Guinea. Leiden: KITLV Press.

    Abstract

    Wider knowledge of New Guinea's Bird's Head Peninsula, home to an indigenous population of 114,000 people who share more than twenty languages, was recently gained through an extensive interdisciplinary research project involving anthropologists, archaeologists, botanists, demographers, geologists, linguists, and specialists in public administration. Analyzing the findings of the project, this book provides a systematic comparison with earlier studies, addressing the geological past, the latest archaeological evidence of early human habitation (dating back at least 26,000 years), and the region's diversity of languages and cultures. The peninsula is an important transitional area between Southeast Asia and Oceania, and this book provides valuable new insights for specialists in both the social and natural sciences into processes of state formation and globalization in the Asia-Pacific zone.
  • O'Connor, L. (2004). Motion, transfer, and transformation: The grammar of change in Lowland Chontal. PhD Thesis, University of California at Santa Barbara, Santa Barbara.

    Abstract

    Typologies are critical tools for linguists, but typologies, like grammars, are known to leak. This book addresses the question of typological overlap from the perspective of a single language. In Lowland Chontal of Oaxaca, a language of southern Mexico, change events are expressed with three types of predicates, and each predicate type corresponds to a different language type in the well-known typology of lexicalization patterns established by Talmy and elaborated by others. O’Connor evaluates the predictive powers of the typology by examining the consequences of each predicate type in a variety of contexts, using data from narrative discourse, stimulus response, and elicitation. This is the first de­tailed look at the lexical and grammatical resources of the verbal system in Chontal and their relation to semantics of change. The analysis of how and why Chontal speakers choose among these verbal resources to achieve particular communicative and social goals serves both as a documentation of an endangered language and a theoretical contribution towards a typology of language use.
  • Postema, M. (2021). Left-right asymmetry of the human brain: Associations with neurodevelopmental disorders and genetic factors. PhD Thesis, Radboud University Nijmegen, Nijmegen.
  • Redl, T. (2021). Masculine generic pronouns: Investigating the processing of an unintended gender cue. PhD Thesis, Radboud University Nijmegen, Nijmegen.
  • Rossano, F. (2004). Per una semiotica dell'interazione: Analisi del rapporto tra sguardo, corpo e parola in alcune interazione faccia a faccia. Master Thesis, Università di Bologna, Bologna, Italy.
  • De Ruiter, J. P. (1998). Gesture and speech production. PhD Thesis, Radboud University Nijmegen, Nijmegen. doi:10.17617/2.2057686.
  • Schmiedtová, B. (2004). At the same time.. The expression of simultaneity in learner varieties. PhD Thesis, Radboud University Nijmegen, Nijmegen. doi:10.17617/2.59569.
  • Schmiedtová, B. (2004). At the same time.. The expression of simultaneity in learner varieties. Berlin: Mouton de Gruyter.

    Abstract

    The study endeavors a detailed and systematic classification of linguistic simultaneity expressions. Further, it aims at a well described survey of how simultaneity is expressed by native speakers in their own language. On the basis of real production data the book answers the questions of how native speakers express temporal simultaneity in general, and how learners at different levels of proficiency deal with this situation under experimental test conditions. Furthermore, the results of this study shed new light on our understanding of aspect in general, and on its acquisition by adult learners.
  • Schubotz, L. (2021). Effects of aging and cognitive abilities on multimodal language production and comprehension in context. PhD Thesis, Radboud University Nijmegen, Nijmegen.
  • Senft, G. (Ed.). (2004). Deixis and Demonstratives in Oceanic Languages. Canberra: Pacific Linguistics.

    Abstract

    When we communicate, we communicate in a certain context, and this context shapes our utterances. Natural languages are context-bound and deixis 'concerns the ways in which languages encode or grammaticalise features of the context of utterance or speech event, and thus also concerns ways in which the interpretation of utterances depends on the analysis of that context of utterance' (Stephen Levinson). The systems of deixis and demonstratives in the Oceanic languages represented in the contributions to this volume illustrate the fascinating complexity of spatial reference in these languages. Some of the studies presented here highlight social aspects of deictic reference illustrating de Leon's point that 'reference is a collaborative task' . It is hoped that this anthology will contribute to a better understanding of this area and provoke further studies in this extremely interesting, though still rather underdeveloped, research area.
  • Seuren, P. A. M. (1985). Discourse semantics. Oxford: Blackwell.
  • Seuren, P. A. M. (2004). Chomsky's minimalism. New York: Oxford University Press.
  • Seuren, P. A. M. (1973). Generative Semantik: Semantische syntax. Düsseldorf: Schwann Verlag.
  • Seuren, P. A. M. (1973). Predicate raising and dative in French and Sundry languages. Trier: L.A.U.T. (Linguistic Agency University of Trier).
  • Seuren, P. A. M. (1998). Western linguistics: An historical introduction. Oxford: Blackwell.
  • Skiba, R. (1998). Fachsprachenforschung in wissenschaftstheoretischer Perspektive. Tübingen: Gunter Narr.
  • Snijders Blok, L. (2021). Let the genes speak! De novo variants in developmental disorders with speech and language impairment. PhD Thesis, Radboud University Nijmegen, Nijmegen.
  • Sotaro, K., & Dickey, L. W. (Eds.). (1998). Max Planck Institute for Psycholinguistics: Annual report 1998. Nijmegen: Max Planck Institute for Psycholinguistics.
  • Terrill, A. (1998). Biri. München: Lincom Europa.

    Abstract

    This work presents a salvage grammar of the Biri language of Eastern Central Queensland, a Pama-Nyungan language belonging to the large Maric subgroup. As the language is no longer used, the grammatical description is based on old written sources and on recordings made by linguists in the 1960s and 1970s. Biri is in many ways typical of the Pama-Nyungan languages of Southern Queensland. It has split case marking systems, marking nouns according to an ergative/absolutive system and pronouns according to a nominative/accusative system. Unusually for its area, Biri also has bound pronouns on its verb, cross-referencing the person, number and case of core participants. As far as it is possible, the grammatical discussion is ‘theory neutral’. The first four chapters deal with the phonology, morphology, and syntax of the language. The last two chapters contain a substantial discussion of Biri’s place in the Pama-Nyungan family. In chapter 6 the numerous dialects of the Biri language are discussed. In chapter 7 the close linguistic relationship between Biri and the surrounding languages is examined.
  • Todorova, L. (2021). Language bias in visually driven decisions: Computational neurophysiological mechanisms. PhD Thesis, Radboud University Nijmegen, Nijmegen.
  • Trompenaars, T. (2021). Bringing stories to life: Animacy in narrative and processing. PhD Thesis, Radboud University Nijmegen, Nijmegen.
  • Tsoukala, C. (2021). Bilingual sentence production and code-switching: Neural network simulations. PhD Thesis, Radboud University Nijmegen, Nijmegen.
  • Van Alphen, P. M. (2004). Perceptual relevance of prevoicing in Dutch. PhD Thesis, Radboud University Nijmegen, Nijmegen. doi:10.17617/2.58551.

    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.

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  • Van Dijk, C. N. (2021). Cross-linguistic influence during real-time sentence processing in bilingual children and adults. PhD Thesis, Raboud University Nijmegen, Nijmegen.
  • van der Burght, C. L. (2021). The central contribution of prosody to sentence processing: Evidence from behavioural and neuroimaging studies. PhD Thesis, Max Planck Institute for Human Cognitive and Brain Sciences, Leipzig.
  • Van Paridon, J. (2021). Speaking while listening: Language processing in speech shadowing and translation. PhD Thesis, Radboud University Nijmegen, Nijmegen.
  • Van den Brink, D. (2004). Contextual influences on spoken-word processing: An electrophysiological approach. PhD Thesis, Radboud University Nijmegen, Nijmegen. doi:10.17617/2.57773.

    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

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  • Verhoef, E. (2021). Why do we change how we speak? Multivariate genetic analyses of language and related traits across development and disorder. PhD Thesis, Radboud University Nijmegen, Nijmegen.
  • Vernes, S. C., Janik, V. M., Fitch, W. T., & Slater, P. J. B. (Eds.). (2021). Vocal learning in animals and humans [Special Issue]. Philosophical Transactions of the Royal Society of London, Series B: Biological Sciences, 376.
  • Zeshan, U. (2004). Basic English course taught in Indian Sign Language (Ali Yavar Young National Institute for Hearing Handicapped, Ed.). National Institute for the Hearing Handicapped: Mumbai.

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