Publications

Displaying 401 - 451 of 451
  • Torreira, F., & Ernestus, M. (2011). Realization of voiceless stops and vowels in conversational French and Spanish. Laboratory Phonology, 2(2), 331-353. doi:10.1515/LABPHON.2011.012.

    Abstract

    The present study compares the realization of intervocalic voiceless stops and vowels surrounded by voiceless stops in conversational Spanish and French. Our data reveal significant differences in how these segments are realized in each language. Spanish voiceless stops tend to have shorter stop closures, display incomplete closures more often, and exhibit more voicing than French voiceless stops. As for vowels, more cases of complete devoicing and greater degrees of partial devoicing were found in French than in Spanish. Moreover, all French vowel types exhibit significantly lower F1 values than their Spanish counterparts. These findings indicate that the extent of reduction that a segment type can undergo in conversational speech can vary significantly across languages. Language differences in coarticulatory strategies and “base-of-articulation” are discussed as possible causes of our observations.
  • Torreira, F., & Ernestus, M. (2011). Vowel elision in casual French: The case of vowel /e/ in the word c’était. Journal of Phonetics, 39(1), 50 -58. doi:10.1016/j.wocn.2010.11.003.

    Abstract

    This study investigates the reduction of vowel /e/ in the French word c’était /setε/ ‘it was’. This reduction phenomenon appeared to be highly frequent, as more than half of the occurrences of this word in a corpus of casual French contained few or no acoustic traces of a vowel between [s] and [t]. All our durational analyses clearly supported a categorical absence of vowel /e/ in a subset of c’était tokens. This interpretation was also supported by our finding that the occurrence of complete elision and [e] duration in non-elision tokens were conditioned by different factors. However, spectral measures were consistent with the possibility that a highly reduced /e/ vowel is still present in elision tokens in spite of the durational evidence for categorical elision. We discuss how these findings can be reconciled, and conclude that acoustic analysis of uncontrolled materials can provide valuable information about the mechanisms underlying reduction phenomena in casual speech.
  • Tufvesson, S. (2011). Analogy-making in the Semai sensory world. The Senses & Society, 6(1), 86-95. doi:10.2752/174589311X12893982233876.

    Abstract

    In the interplay between language, culture, and perception, iconicity structures our representations of what we experience. By examining secondary iconicity in sensory vocabulary, this study draws attention to diagrammatic qualities in human interaction with, and representation of, the sensory world. In Semai (Mon-Khmer, Aslian), spoken on Peninsular Malaysia, sensory experiences are encoded by expressives. Expressives display a diagrammatic iconic structure whereby related sensory experiences receive related linguistic forms. Through this type of formmeaning mapping, gradient relationships in the perceptual world receive gradient linguistic representations. Form-meaning mapping such as this enables speakers to categorize sensory events into types and subtypes of perceptions, and provide illustrates how a diagrammatic iconic structure within sensory vocabulary creates networks of relational sensory knowledge. Through analogy, speakers draw on this knowledge to comprehend sensory referents and create new unconventional forms, which are easily understood by other members of the community. Analogy-making such as this allows speakers to capture fine-grained differences between sensory events, and effectively guide each other through the Semai sensory landscape. sensory specifics of various kinds. This studyillustrates how a diagrammatic iconic structure within sensory vocabulary creates networks of relational sensory knowledge. Through analogy, speakers draw on this knowledge to comprehend sensory referents and create new unconventional forms, which are easily understood by other members of the community. Analogy-making such as this allows speakers to capture fine-grained differences between sensory events, and effectively guide each other through the Semai sensory landscape.
  • Tuinman, A., Mitterer, H., & Cutler, A. (2011). Perception of intrusive /r/ in English by native, cross-language and cross-dialect listeners. Journal of the Acoustical Society of America, 130, 1643-1652. doi:10.1121/1.3619793.

    Abstract

    In sequences such as law and order, speakers of British English often insert /r/ between law and and. Acoustic analyses revealed such “intrusive” /r/ to be significantly shorter than canonical /r/. In a 2AFC experiment, native listeners heard British English sentences in which /r/ duration was manipulated across a word boundary [e.g., saw (r)ice], and orthographic and semantic factors were varied. These listeners responded categorically on the basis of acoustic evidence for /r/ alone, reporting ice after short /r/s, rice after long /r/s; orthographic and semantic factors had no effect. Dutch listeners proficient in English who heard the same materials relied less on durational cues than the native listeners, and were affected by both orthography and semantic bias. American English listeners produced intermediate responses to the same materials, being sensitive to duration (less so than native, more so than Dutch listeners), and to orthography (less so than the Dutch), but insensitive to the semantic manipulation. Listeners from language communities without common use of intrusive /r/ may thus interpret intrusive /r/ as canonical /r/, with a language difference increasing this propensity more than a dialect difference. Native listeners, however, efficiently distinguish intrusive from canonical /r/ by exploiting the relevant acoustic variation.
  • De Vaan, L., Ernestus, M., & Schreuder, R. (2011). The lifespan of lexical traces for novel morphologically complex words. The Mental Lexicon, 6, 374-392. doi:10.1075/ml.6.3.02dev.

    Abstract

    This study investigates the lifespans of lexical traces for novel morphologically complex words. In two visual lexical decision experiments, a neologism was either primed by itself or by its stem. The target occurred 40 trials after the prime (Experiments 1 & 2), after a 12 hour delay (Experiment 1), or after a one week delay (Experiment 2). Participants recognized neologisms more quickly if they had seen them before in the experiment. These results show that memory traces for novel morphologically complex words already come into existence after a very first exposure and that they last for at least a week. We did not find evidence for a role of sleep in the formation of memory traces. Interestingly, Base Frequency appeared to play a role in the processing of the neologisms also when they were presented a second time and had their own memory traces.
  • van Kuijk, D., & Boves, L. (1999). Acoustic characteristics of lexical stress in continuous telephone speech. Speech Communication, 27(2), 95-111. doi:10.1016/S0167-6393(98)00069-7.

    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.
  • Van Wijk, C., & Kempen, G. (1982). De ontwikkeling van syntactische formuleervaardigheid bij kinderen van 9 tot 16 jaar. Nederlands Tijdschrift voor de Psychologie en haar Grensgebieden, 37(8), 491-509.

    Abstract

    An essential phenomenon in the development towards syntactic maturity after early childhood is the increasing use of so-called sentence-combining transformations. Especially by using subordination, complex sentences are produced. The research reported here is an attempt to arrive at a more adequate characterization and explanation. Our starting point was an analysis of 280 texts written by Dutch-speaking pupils of the two highest grades of the primary school and the four lowest grades of three different types of secondary education. It was examined whether systematic shifts in the use of certain groups of so-called function words could be traced. We concluded that the development of the syntactic formulating ability can be characterized as an increase in connectivity: the use of all kinds of function words which explicitly mark logico-semantic relations between propositions. This development starts by inserting special adverbs and coordinating conjunctions resulting in various types of coordination. In a later stage, the syntactic patterning of the sentence is affected as well (various types of subordination). The increase in sentence complexity is only one aspect of the entire development. An explanation for the increase in connectivity is offered based upon a distinction between narrative and expository language use. The latter, but not the former, is characterized by frequent occurrence of connectives. The development in syntactic formulating ability includes a high level of skill in expository language use. Speed of development is determined by intensity of training, e.g. in scholastic and occupational settings.
  • Van Berkum, J. J. A., Brown, C. M., & Hagoort, P. (1999). Early referential context effects in sentence processing: Evidence from event-related brain potentials. Journal of Memory and Language, 41(2), 147-182. doi:10.1006/jmla.1999.2641.

    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.
  • Van Leeuwen, T. M., Den Ouden, H. E. M., & Hagoort, P. (2011). Effective connectivity determines the nature of subjective experience in grapheme-color synesthesia. Journal of Neuroscience, 31, 9879-9884. doi:10.1523/JNEUROSCI.0569-11.2011.

    Abstract

    Synesthesia provides an elegant model to investigate neural mechanisms underlying individual differences in subjective experience in humans. In grapheme–color synesthesia, written letters induce color sensations, accompanied by activation of color area V4. Competing hypotheses suggest that enhanced V4 activity during synesthesia is either induced by direct bottom-up cross-activation from grapheme processing areas within the fusiform gyrus, or indirectly via higher-order parietal areas. Synesthetes differ in the way synesthetic color is perceived: “projector” synesthetes experience color externally colocalized with a presented grapheme, whereas “associators” report an internally evoked association. Using dynamic causal modeling for fMRI, we show that V4 cross-activation during synesthesia was induced via a bottom-up pathway (within fusiform gyrus) in projector synesthetes, but via a top-down pathway (via parietal lobe) in associators. These findings show how altered coupling within the same network of active regions leads to differences in subjective experience. Our findings reconcile the two most influential cross-activation accounts of synesthesia.
  • Van Turennout, M., Hagoort, P., & Brown, C. M. (1997). Electrophysiological evidence on the time course of semantic and phonological processes in speech production. Journal of Experimental Psychology: Learning, Memory, and Cognition, 23(4), 787-806.

    Abstract

    The temporal properties of semantic and phonological processes in speech production were investigated in a new experimental paradigm using movement-related brain potentials. The main experimental task was picture naming. In addition, a 2-choice reaction go/no-go procedure was included, involving a semantic and a phonological categorization of the picture name. Lateralized readiness potentials (LRPs) were derived to test whether semantic and phonological information activated motor processes at separate moments in time. An LRP was only observed on no-go trials when the semantic (not the phonological) decision determined the response hand. Varying the position of the critical phoneme in the picture name did not affect the onset of the LRP but rather influenced when the LRP began to differ on go and no-go trials and allowed the duration of phonological encoding of a word to be estimated. These results provide electrophysiological evidence for early semantic activation and later phonological encoding.
  • Van Berkum, J. J. A., Hijne, H., De Jong, T., Van Joolingen, W. R., & Njoo, M. (1991). Aspects of computer simulations in education. Education & Computing, 6(3/4), 231-239.

    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.
  • Van Donselaar, W., Kuijpers, C. T., & Cutler, A. (1999). Facilitatory effects of vowel epenthesis on word processing in Dutch. Journal of Memory and Language, 41, 59-77. doi:10.1006/jmla.1999.2635.

    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.
  • Van Wijk, C., & Kempen, G. (1980). Functiewoorden: Een inventarisatie voor het Nederlands. ITL: Review of Applied Linguistics, 53-68.
  • Van Berkum, J. J. A., & De Jong, T. (1991). Instructional environments for simulations. Education & Computing, 6(3/4), 305-358.

    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).
  • Van de Meerendonk, N., Indefrey, P., Chwilla, D. J., & Kolk, H. H. (2011). Monitoring in language perception: Electrophysiological and hemodynamic responses to spelling violations. Neuroimage, 54, 2350-2363. doi:10.1016/j.neuroimage.2010.10.022.

    Abstract

    The monitoring theory of language perception proposes that competing representations that are caused by strong expectancy violations can trigger a conflict which elicits reprocessing of the input to check for possible processing errors. This monitoring process is thought to be reflected by the P600 component in the EEG. The present study further investigated this monitoring process by comparing syntactic and spelling violations in an EEG and an fMRI experiment. To assess the effect of conflict strength, misspellings were embedded in sentences that were weakly or strongly predictive of a critical word. In support of the monitoring theory, syntactic and spelling violations elicited similarly distributed P600 effects. Furthermore, the P600 effect was larger to misspellings in the strongly compared to the weakly predictive sentences. The fMRI results showed that both syntactic and spelling violations increased activation in the left inferior frontal gyrus (lIFG), while only the misspellings activated additional areas. Conflict strength did not affect the hemodynamic response to spelling violations. These results extend the idea that the lIFG is involved in implementing cognitive control in the presence of representational conflicts in general to the processing of errors in language perception.
  • Van de Ven, M., & Gussenhoven, C. (2011). On the timing of the final rise in Dutch falling-rising intonation contours. Journal of Phonetics, 39, 225-236. doi:10.1016/j.wocn.2011.01.006.

    Abstract

    A corpus of Dutch falling-rising intonation contours with early nuclear accent was elicited from nine speakers with a view to establishing the extent to which the low F0 target immediately preceding the final rise, was attracted by a post-nuclear stressed syllable (PNS) in either of the last two words or by Second Occurrence Contrastive Focus (SOCF) on either of these words. We found a small effect of foot type, which we interpret as due to a rhythmic 'trochaic enhancement' effect. The results show that neither PNS nor SOCF influences the location of the low F0 target, which appears consistently to be timed with reference to the utterance end. It is speculated that there are two ways in which postnuclear tones can be timed. The first is by means of a phonological association with a post-nuclear stressed syllable, as in Athenian Greek and Roermond Dutch. The second is by a fixed distance from the utterance end or from the target of an adjacent tone. Accordingly, two phonological mechanisms are defended, association and edge alignment, such that all tones edge-align, but only some associate. Specifically, no evidence was found for a third situation that can be envisaged, in which a post-nuclear tone is gradiently attracted to a post-nuclear stress.

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  • Van Gijn, R. (2011). Pronominal affixes, the best of both worlds: The case of Yurakaré. Transactions of the Philological Society, 109(1), 41-58. doi:10.1111/j.1467-968X.2011.01249.x.

    Abstract

    I thank the speakers of Yurakaré who have taught me their language for sharing their knowledge with me. I would furthermore like to thank Grev Corbett, Michael Cysouw, and an anonymous reviewer for commenting on earlier drafts of this paper. All remaining errors are mine. The research reported in this paper was made possible by grants from Prof. Pieter Muysken’s Spinoza project Lexicon & Syntax, the University of Surrey, the DoBeS foundation, and the Netherlands Organization for Scientific Research, for which I am grateful. Pronominal affixes in polysynthetic languages have an ambiguous status in the sense that they have characteristics normally associated with free pronouns as well as characteristics associated with agreement markers. This situation arises because pronominal affixes represent intermediate stages in a diachronic development from independent pronouns to agreement markers. Because this diachronic change is not abrupt, pronominal affixes can show different characteristics from language to language. By presenting an in-depth discussion of the pronominal affixes of Yurakaré, an unclassified language from Bolivia, I argue that these so-called intermediate stages as typically attested in polysynthetic languages actually represent economical systems that combine advantages of agreement markers and of free pronouns. In terms of diachronic development, such ‘intermediate’ systems, being functionally well-adapted, appear to be rather stable, and it can even be reinforced by subsequent diachronic developments.
  • Van Gijn, R. (2011). Subjects and objects: A semantic account of Yurakaré argument structure. International Journal of American Linguistics, 77, 595-621. doi:10.1086/662158.

    Abstract

    Yurakaré (unclassified, central Bolivia) marks core arguments on the verb by means of pronominal affixes. Subjects are suffixed, objects are prefixed. There are six types of head-marked objects in Yurakaré, each with its own morphosyntactic and semantic properties. Distributional patterns suggest that the six objects can be divided into two larger groups reminiscent of the typologically recognized direct vs. indirect object distinction. This paper looks at the interaction of this complex system of participant marking and verbal semantics. By investigating the participant-marking patterns of nine verb classes (four representing a gradual decrease of patienthood of the P participant, five a gradual decrease of agentivity of the A participant), I come to the conclusion that grammatical roles in Yurakaré can be defined semantically, and case frames are to a high degree determined by verbal semantics.
  • Van Berkum, J. J. A. (1997). Syntactic processes in speech production: The retrieval of grammatical gender. Cognition, 64(2), 115-152. doi:10.1016/S0010-0277(97)00026-7.

    Abstract

    Jescheniak and Levelt (Jescheniak, J.-D., Levelt, W.J.M. 1994. Journal of Experimental Psychology: Learning, Memory and Cognition 20 (4), 824–843) have suggested that the speed with which native speakers of a gender-marking language retrieve the grammatical gender of a noun from their mental lexicon may depend on the recency of earlier access to that same noun's gender, as the result of a mechanism that is dedicated to facilitate gender-marked anaphoric reference to recently introduced discourse entities. This hypothesis was tested in two picture naming experiments. Recent gender access did not facilitate the production of gender-marked adjective noun phrases (Experiment 1), nor that of gender-marked definite article noun phrases (Experiment 2), even though naming times for the latter utterances were sensitive to the gender of a written distractor word superimposed on the picture to be named. This last result replicates and extends earlier gender-specific picture-word interference results (Schriefers, H. 1993. Journal of Experimental Psychology: Learning, Memory, and Cognition 19 (4), 841–850), showing that one can selectively tap into the production of grammatical gender agreement during speaking. The findings are relevant to theories of speech production and the representation of grammatical gender for that process.
  • Van Wijk, C., & Kempen, G. (1982). Syntactische formuleervaardigheid en het schrijven van opstellen. Pedagogische Studiën, 59, 126-136.

    Abstract

    Meermalen is getracht om syntactische formuleenuuirdigheid direct en objectief te meten aan de hand van gesproken of geschreven teksten. Uitgangspunt hierbij vormde in de regel de syntactische complexiteit van de geproduceerde taaluitingen. Dit heeft echter niet geleid tot een plausibele, duidelijk omschreven en praktisch bruikbare index. N.a.v. een kritische bespreking van de notie complexiteit wordt in dit artikel als nieuw criterium voorgesteld de connectiviteit van de taaluitingen; de expliciete aanduiding van logiscli-scmantische relaties tussen proposities. Connectiviteit is gemakkelijk scoorbaar aan de hand van functiewoorden die verschillende vormen van nevenschikkend en onderschikkend zinsverband markeren. Deze nieuwe index ondetrangt de kritiek die op complexiteit gegeven kon worden, blijkt duidelijk te discrimineren tussen groepen leerlingen die van elkaar verschillen naar leeftijd en opleidingsniveau, en sluit aan bij recente taalpsychologische en sociolinguïstische theorie. Tot besluit worden enige onderwijskundige implicaties aangegeven.
  • Van Leeuwen, E. J. C., Zimmerman, E., & Davila Ross, M. (2011). Responding to inequities: Gorillas try to maintain their competitive advantage during play fights. Biology Letters, 7(1), 39-42. doi:10.1098/rsbl.2010.0482.

    Abstract

    Humans respond to unfair situations in various ways. Experimental research has revealed that non-human species also respond to unequal situ- ations in the form of inequity aversions when they have the disadvantage. The current study focused on play fights in gorillas to explore for the first time, to our knowledge, if/how non-human species respond to inequities in natural social settings. Hitting causes a naturally occurring inequity among individuals and here it was specifically assessed how the hitters and their partners engaged in play chases that followed the hitting. The results of this work showed that the hitters significantly more often moved first to run away immediately after the encounter than their partners. These findings provide evidence that non-human species respond to inequities by trying to maintain their competitive advantages. We conclude that non-human pri- mates, like humans, may show different responses to inequities and that they may modify them depending on if they have the advantage or the disadvantage.
  • Van de Ven, M., Tucker, B. V., & Ernestus, M. (2011). Semantic context effects in the comprehension of reduced pronunciation variants. Memory & Cognition, 39, 1301-1316. doi:10.3758/s13421-011-0103-2.

    Abstract

    Listeners require context to understand the highly reduced words that occur in casual speech. The present study reports four auditory lexical decision experiments in which the role of semantic context in the comprehension of reduced versus unreduced speech was investigated. Experiments 1 and 2 showed semantic priming for combinations of unreduced, but not reduced, primes and low-frequency targets. In Experiment 3, we crossed the reduction of the prime with the reduction of the target. Results showed no semantic priming from reduced primes, regardless of the reduction of the targets. Finally, Experiment 4 showed that reduced and unreduced primes facilitate upcoming low-frequency related words equally if the interstimulus interval is extended. These results suggest that semantically related words need more time to be recognized after reduced primes, but once reduced primes have been fully (semantically) processed, these primes can facilitate the recognition of upcoming words as well as do unreduced primes.
  • Van Berkum, J. J. A., Hagoort, P., & Brown, C. M. (1999). Semantic integration in sentences and discourse: Evidence from the N400. Journal of Cognitive Neuroscience, 11(6), 657-671. doi:10.1162/089892999563724.

    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.
  • Van der Veer, G. C., Bagnara, S., & Kempen, G. (1991). Preface. Acta Psychologica, 78, ix. doi:10.1016/0001-6918(91)90002-H.
  • Van Berkum, J. J. A., Brown, C. M., & Hagoort, P. (1999). When does gender constrain parsing? Evidence from ERPs. Journal of Psycholinguistic Research, 28(5), 555-566. doi:10.1023/A:1023224628266.

    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.
  • Van Turennout, M., Hagoort, P., & Brown, C. M. (1999). The time course of grammatical and phonological processing during speaking: evidence from event-related brain potentials. Journal of Psycholinguistic Research, 28(6), 649-676. doi:10.1023/A:1023221028150.

    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.
  • Vandeberg, L., Guadalupe, T., & Zwaan, R. A. (2011). How verbs can activate things: Cross-language activation across word classes. Acta Psychologica, 138, 68-73. doi:10.1016/j.actpsy.2011.05.007.

    Abstract

    The present study explored whether language-nonselective access in bilinguals occurs across word classes in a sentence context. Dutch–English bilinguals were auditorily presented with English (L2) sentences while looking at a visual world. The sentences contained interlingual homophones from distinct lexical categories (e.g., the English verb spoke, which overlaps phonologically with the Dutch noun for ghost, spook). Eye movement recordings showed that depictions of referents of the Dutch (L1) nouns attracted more visual attention than unrelated distractor pictures in sentences containing homophones. This finding shows that native language objects are activated during second language verb processing despite the structural information provided by the sentence context. Research highlights We show that native language words are activated during second language sentence processing. We tested this in a visual world setting on homophones with a different word class across languages. Fixations show that processing second language verbs activated native language nouns.
  • Verdonschot, R. G., La Heij, W., Paolieri, D., Zhang, Q., & Schiller, N. O. (2011). Homophonic context effects when naming Japanese kanji: Evidence for processing costs. Quarterly Journal of Experimental Psychology, 64(9), 1836-1849. doi:10.1080/17470218.2011.585241.

    Abstract

    The current study investigated the effects of phonologically related context pictures on the naming latencies of target words in Japanese and Chinese. Reading bare words in alphabetic languages has been shown to be rather immune to effects of context stimuli, even when these stimuli are presented in advance of the target word (e. g., Glaser & Dungelhoff, 1984; Roelofs, 2003). However, recently, semantic context effects of distractor pictures on the naming latencies of Japanese kanji (but not Chinese hanzi) words have been observed (Verdonschot, La Heij, & Schiller, 2010). In the present study, we further investigated this issue using phonologically related (i.e., homophonic) context pictures when naming target words in either Chinese or Japanese. We found that pronouncing bare nouns in Japanese is sensitive to phonologically related context pictures, whereas this is not the case in Chinese. The difference between these two languages is attributed to processing costs caused by multiple pronunciations for Japanese kanji.
  • Verdonschot, R. G., Kiyama, S., Tamaoka, K., Kinoshita, S., La Heij, W., & Schiller, N. O. (2011). The functional unit of Japanese word naming: Evidence from masked priming. Journal of Experimental Psychology: Learning, Memory, and Cognition, 37(6), 1458-1473. doi:10.1037/a0024491.

    Abstract

    Theories of language production generally describe the segment as the basic unit in phonological encoding (e.g., Dell, 1988; Levelt, Roelofs, & Meyer, 1999). However, there is also evidence that such a unit might be language specific. Chen, Chen, and Dell (2002), for instance, found no effect of single segments when using a preparation paradigm. To shed more light on the functional unit of phonological encoding in Japanese, a language often described as being mora based, we report the results of 4 experiments using word reading tasks and masked priming. Experiment 1 demonstrated using Japanese kana script that primes, which overlapped in the whole mora with target words, sped up word reading latencies but not when just the onset overlapped. Experiments 2 and 3 investigated a possible role of script by using combinations of romaji (Romanized Japanese) and hiragana; again, facilitation effects were found only when the whole mora and not the onset segment overlapped. Experiment 4 distinguished mora priming from syllable priming and revealed that the mora priming effects obtained in the first 3 experiments are also obtained when a mora is part of a syllable. Again, no priming effect was found for single segments. Our findings suggest that the mora and not the segment (phoneme) is the basic functional phonological unit in Japanese language production planning.
  • Verhagen, J. (2011). Verb placement in second language acquisition: Experimental evidence for the different behavior of auxiliary and lexical verbs. Applied Psycholinguistics, 32, 821 -858. doi:10.1017/S0142716411000087.

    Abstract

    This study investigates the acquisition of verb placement by Moroccan and Turkish second language (L2) learners of Dutch. Elicited production data corroborate earlier findings from L2 German that learners who do not produce auxiliaries do not raise lexical verbs over negation, whereas learners who produce auxiliaries do. Data from elicited imitation and sentence matching support this pattern and show that learners can have grammatical knowledge of auxiliary placement before they can produce auxiliaries. With lexical verbs, they do not show such knowledge. These results present further evidence for the different behavior of auxiliary and lexical verbs in early stages of L2 acquisition.
  • Vernes, S. C., Oliver, P. L., Spiteri, E., Lockstone, H. E., Puliyadi, R., Taylor, J. M., Ho, J., Mombereau, C., Brewer, A., Lowy, E., Nicod, J., Groszer, M., Baban, D., Sahgal, N., Cazier, J.-B., Ragoussis, J., Davies, K. E., Geschwind, D. H., & Fisher, S. E. (2011). Foxp2 regulates gene networks implicated in neurite outgrowth in the developing brain. PLoS Genetics, 7(7): e1002145. doi:10.1371/journal.pgen.1002145.

    Abstract

    Forkhead-box protein P2 is a transcription factor that has been associated with intriguing aspects of cognitive function in humans, non-human mammals, and song-learning birds. Heterozygous mutations of the human FOXP2 gene cause a monogenic speech and language disorder. Reduced functional dosage of the mouse version (Foxp2) causes deficient cortico-striatal synaptic plasticity and impairs motor-skill learning. Moreover, the songbird orthologue appears critically important for vocal learning. Across diverse vertebrate species, this well-conserved transcription factor is highly expressed in the developing and adult central nervous system. Very little is known about the mechanisms regulated by Foxp2 during brain development. We used an integrated functional genomics strategy to robustly define Foxp2-dependent pathways, both direct and indirect targets, in the embryonic brain. Specifically, we performed genome-wide in vivo ChIP–chip screens for Foxp2-binding and thereby identified a set of 264 high-confidence neural targets under strict, empirically derived significance thresholds. The findings, coupled to expression profiling and in situ hybridization of brain tissue from wild-type and mutant mouse embryos, strongly highlighted gene networks linked to neurite development. We followed up our genomics data with functional experiments, showing that Foxp2 impacts on neurite outgrowth in primary neurons and in neuronal cell models. Our data indicate that Foxp2 modulates neuronal network formation, by directly and indirectly regulating mRNAs involved in the development and plasticity of neuronal connections
  • De Vos, C. (2011). A signers' village in Bali, Indonesia. Minpaku Anthropology Newsletter, 33, 4-5.
  • De Vos, C. (2011). Kata Kolok color terms and the emergence of lexical signs in rural signing communities. The Senses & Society, 6(1), 68-76. doi:10.2752/174589311X12893982233795.

    Abstract

    How do new languages develop systematic ways to talk about sensory experiences, such as color? To what extent is the evolution of color terms guided by societal factors? This paper describes the color lexicon of a rural sign language called Kata Kolok which emerged approximately one century ago in a Balinese village. Kata Kolok has four color signs: black, white, red and a blue-green term. In addition, two non-conventionalized means are used to provide color descriptions: naming relevant objects, and pointing to objects in the vicinity. Comparison with Balinese culture and spoken Balinese brings to light discrepancies between the systems, suggesting that neither cultural practices nor language contact have driven the formation of color signs in Kata Kolok. The few lexicographic investigations from other rural sign languages report limitations in the domain of color. On the other hand, larger, urban signed languages have extensive systems, for example, Australian Sign Language has up to nine color terms (Woodward 1989: 149). These comparisons support the finding that, rural sign languages like Kata Kolok fail to provide the societal pressures for the lexicon to expand further.
  • De Vries, M., Christiansen, M. H., & Petersson, K. M. (2011). Learning recursion: Multiple nested and crossed dependencies. Biolinguistics, 5(1/2), 010-035.

    Abstract

    Language acquisition in both natural and artificial language learning settings crucially depends on extracting information from sequence input. A shared sequence learning mechanism is thus assumed to underlie both natural and artificial language learning. A growing body of empirical evidence is consistent with this hypothesis. By means of artificial language learning experiments, we may therefore gain more insight in this shared mechanism. In this paper, we review empirical evidence from artificial language learning and computational modelling studies, as well as natural language data, and suggest that there are two key factors that help determine processing complexity in sequence learning, and thus in natural language processing. We propose that the specific ordering of non-adjacent dependencies (i.e., nested or crossed), as well as the number of non-adjacent dependencies to be resolved simultaneously (i.e., two or three) are important factors in gaining more insight into the boundaries of human sequence learning; and thus, also in natural language processing. The implications for theories of linguistic competence are discussed.
  • Vuong, L., & Martin, R. C. (2011). LIFG-based attentional control and the resolution of lexical ambiguities in sentence context. Brain and Language, 116, 22-32. doi:10.1016/j.bandl.2010.09.012.

    Abstract

    The role of attentional control in lexical ambiguity resolution was examined in two patients with damage to the left inferior frontal gyrus (LIFG) and one control patient with non-LIFG damage. Experiment 1 confirmed that the LIFG patients had attentional control deficits compared to normal controls while the non-LIFG patient was relatively unimpaired. Experiment 2 showed that all three patients did as well as normal controls in using biasing sentence context to resolve lexical ambiguities involving balanced ambiguous words, but only the LIFG patients took an abnormally long time on lexical ambiguities that resolved toward a subordinate meaning of biased ambiguous words. Taken together, the results suggest that attentional control plays an important role in the resolution of certain lexical ambiguities – those that induce strong interference from context-inappropriate meanings (i.e., dominant meanings of biased ambiguous words).
  • Wang, L., Bastiaansen, M. C. M., Yang, Y., & Hagoort, P. (2011). The influence of information structure on the depth of semantic processing: How focus and pitch accent determine the size of the N400 effect. Neuropsychologia, 49, 813-820. doi:10.1016/j.neuropsychologia.2010.12.035.

    Abstract

    To highlight relevant information in dialogues, both wh-question context and pitch accent in answers can be used, such that focused information gains more attention and is processed more elaborately. To evaluate the relative influence of context and pitch accent on the depth of semantic processing, we measured Event-Related Potentials (ERPs) to auditorily presented wh-question-answer pairs. A semantically incongruent word in the answer occurred either in focus or non-focus position as determined by the context, and this word was either accented or unaccented. Semantic incongruency elicited different N400 effects in different conditions. The largest N400 effect was found when the question-marked focus was accented, while the other three conditions elicited smaller N400 effects. The results suggest that context and accentuation interact. Thus accented focused words were processed more deeply compared to conditions where focus and accentuation mismatched, or when the new information had no marking. In addition, there seems to be sex differences in the depth of semantic processing. For males, a significant N400 effect was observed only when the question-marked focus was accented, reduced N400 effects were found in the other dialogues. In contrast, females produced similar N400 effects in all the conditions. These results suggest that regardless of external cues, females tend to engage in more elaborate semantic processing compared to males.
  • Wassenaar, M., Hagoort, P., & Brown, C. M. (1997). Syntactic ERP effects in Broca's aphasics with agrammatic comprehension. Brain and Language, 60, 61-64. doi:10.1006/brln.1997.1911.
  • Weber, A., Broersma, M., & Aoyagi, M. (2011). Spoken-word recognition in foreign-accented speech by L2 listeners. Journal of Phonetics, 39, 479-491. doi:10.1016/j.wocn.2010.12.004.

    Abstract

    Two cross-modal priming studies investigated the recognition of English words spoken with a foreign accent. Auditory English primes were either typical of a Dutch accent or typical of a Japanese accent in English and were presented to both Dutch and Japanese L2 listeners. Lexical-decision times to subsequent visual target words revealed that foreign-accented words can facilitate word recognition for L2 listeners if at least one of two requirements is met: the foreign-accented production is in accordance with the language background of the L2 listener, or the foreign accent is perceptually confusable with the standard pronunciation for the L2 listener. If neither one of the requirements is met, no facilitatory effect of foreign accents on L2 word recognition is found. Taken together, these findings suggest that linguistic experience with a foreign accent affects the ability to recognize words carrying this accent, and there is furthermore a general benefit for L2 listeners for recognizing foreign-accented words that are perceptually confusable with the standard pronunciation.
  • De Weert, C., & Levelt, W. J. M. (1976). Comparison of normal and dichoptic colour mixing. Vision Research, 16, 59-70. doi:10.1016/0042-6989(76)90077-8.

    Abstract

    Dichoptic mixtures of equiluminous components of different wavelengths were matched with a binocularly presented "monocular" mixture of appropriate chosen amounts of the same colour components. Stimuli were chosen from the region of 490-630 nm. Although satisfactory colour matches could be obtained, dichoptic mixtures differed from normal mixtures to a considerable extent. Midspectral stimuli tended to be more dominant in the dichoptic mixtures than either short or long wavelength stimuli. An attempt was made to describe the relation between monocular and dichoptic mixtures with one function containing a wavelength variable and an eye dominance parameter.
  • De Weert, C., & Levelt, W. J. M. (1976). Dichoptic brightness combinations for unequally coloured lights. Vision Research, 16, 1077-1086.
  • Whitehouse, A. J., Bishop, D. V., Ang, Q., Pennell, C. E., & Fisher, S. E. (2011). CNTNAP2 variants affect early language development in the general population. Genes, Brain and Behavior, 10, 451-456. doi:10.1111/j.1601-183X.2011.00684.x.

    Abstract

    Early language development is known to be under genetic influence, but the genes affecting normal variation in the general population remain largely elusive. Recent studies of disorder reported that variants of the CNTNAP2 gene are associated both with language deficits in specific language impairment (SLI) and with language delays in autism. We tested the hypothesis that these CNTNAP2 variants affect communicative behavior, measured at 2 years of age in a large epidemiological sample, the Western Australian Pregnancy Cohort (Raine) Study. Singlepoint analyses of 1149 children (606 males, 543 emales) revealed patterns of association which were strikingly reminiscent of those observed in previous investigations of impaired language, centered on the same genetic markers, and with a consistent direction of effect (rs2710102, p = .0239; rs759178, p = .0248). Based on these findings we performed analyses of four-marker haplotypes of rs2710102- s759178-rs17236239-rs2538976, and identified significant association (haplotype TTAA, p = .049; haplotype GCAG, p = .0014). Our study suggests that common variants in the exon 13-15 region of CNTNAP2 influence early language acquisition, as assessed at age 2, in the general population. We propose that these CNTNAP2 variants increase susceptibility to SLI or autism when they occur together with other risk factors.

    Additional information

    Whitehouse_Additional_Information.doc
  • Willems, R. M., Labruna, L., D'Esposito, M., Ivry, R., & Casasanto, D. (2011). A functional role for the motor system in language understanding: Evidence from Theta-Burst Transcranial Magnetic Stimulation. Psychological Science, 22, 849 -854. doi:10.1177/0956797611412387.

    Abstract

    Does language comprehension depend, in part, on neural systems for action? In previous studies, motor areas of the brain were activated when people read or listened to action verbs, but it remains unclear whether such activation is functionally relevant for comprehension. In the experiments reported here, we used off-line theta-burst transcranial magnetic stimulation to investigate whether a causal relationship exists between activity in premotor cortex and action-language understanding. Right-handed participants completed a lexical decision task, in which they read verbs describing manual actions typically performed with the dominant hand (e.g., “to throw,” “to write”) and verbs describing nonmanual actions (e.g., “to earn,” “to wander”). Responses to manual-action verbs (but not to nonmanual-action verbs) were faster after stimulation of the hand area in left premotor cortex than after stimulation of the hand area in right premotor cortex. These results suggest that premotor cortex has a functional role in action-language understanding.

    Additional information

    Supplementary materials Willems.pdf
  • Willems, R. M., Clevis, K., & Hagoort, P. (2011). Add a picture for suspense: Neural correlates of the interaction between language and visual information in the perception of fear. Social, Cognitive and Affective Neuroscience, 6, 404-416. doi:10.1093/scan/nsq050.

    Abstract

    We investigated how visual and linguistic information interact in the perception of emotion. We borrowed a phenomenon from film theory which states that presentation of an as such neutral visual scene intensifies the percept of fear or suspense induced by a different channel of information, such as language. Our main aim was to investigate how neutral visual scenes can enhance responses to fearful language content in parts of the brain involved in the perception of emotion. Healthy participants’ brain activity was measured (using functional magnetic resonance imaging) while they read fearful and less fearful sentences presented with or without a neutral visual scene. The main idea is that the visual scenes intensify the fearful content of the language by subtly implying and concretizing what is described in the sentence. Activation levels in the right anterior temporal pole were selectively increased when a neutral visual scene was paired with a fearful sentence, compared to reading the sentence alone, as well as to reading of non-fearful sentences presented with the same neutral scene. We conclude that the right anterior temporal pole serves a binding function of emotional information across domains such as visual and linguistic information.
  • Willems, R. M., Benn, Y., Hagoort, P., Tonia, I., & Varley, R. (2011). Communicating without a functioning language system: Implications for the role of language in mentalizing. Neuropsychologia, 49, 3130-3135. doi:10.1016/j.neuropsychologia.2011.07.023.

    Abstract

    A debated issue in the relationship between language and thought is how our linguistic abilities are involved in understanding the intentions of others (‘mentalizing’). The results of both theoretical and empirical work have been used to argue that linguistic, and more specifically, grammatical, abilities are crucial in representing the mental states of others. Here we contribute to this debate by investigating how damage to the language system influences the generation and understanding of intentional communicative behaviors. Four patients with pervasive language difficulties (severe global or agrammatic aphasia) engaged in an experimentally controlled non-verbal communication paradigm, which required signaling and understanding a communicative message. Despite their profound language problems they were able to engage in recipient design as well as intention recognition, showing similar indicators of mentalizing as have been observed in the neurologically healthy population. Our results show that aspects of the ability to communicate remain present even when core capacities of the language system are dysfunctional
  • Willems, R. M., & Casasanto, D. (2011). Flexibility in embodied language understanding. Frontiers in Psychology, 2, 116. doi:10.3389/fpsyg.2011.00116.

    Abstract

    Do people use sensori-motor cortices to understand language? Here we review neurocognitive studies of language comprehension in healthy adults and evaluate their possible contributions to theories of language in the brain. We start by sketching the minimal predictions that an embodied theory of language understanding makes for empirical research, and then survey studies that have been offered as evidence for embodied semantic representations. We explore four debated issues: first, does activation of sensori-motor cortices during action language understanding imply that action semantics relies on mirror neurons? Second, what is the evidence that activity in sensori-motor cortices plays a functional role in understanding language? Third, to what extent do responses in perceptual and motor areas depend on the linguistic and extra-linguistic context? And finally, can embodied theories accommodate language about abstract concepts? Based on the available evidence, we conclude that sensori-motor cortices are activated during a variety of language comprehension tasks, for both concrete and abstract language. Yet, this activity depends on the context in which perception and action words are encountered. Although modality-specific cortical activity is not a sine qua non of language processing even for language about perception and action, sensori-motor regions of the brain appear to make functional contributions to the construction of meaning, and should therefore be incorporated into models of the neurocognitive architecture of language.
  • Willems, R. M. (2011). Re-appreciating the why of cognition: 35 years after Marr and Poggio. Frontiers in Psychology, 2, 244. doi:10.3389/fpsyg.2011.00244.

    Abstract

    Marr and Poggio’s levels of description are one of the most well-known theoretical constructs of twentieth century cognitive science. It entails that behavior can and should be considered at three different levels: computation, algorithm, and implementation. In this contribution focus is on the computational level of description, the level that describes the “why” of cognition. I argue that the computational level should be taken as a starting point in devising experiments in cognitive (neuro)science. Instead, the starting point in empirical practice often is a focus on the stimulus or on some capacity of the cognitive system. The “why” of cognition tends to be ignored when designing research, and is not considered in subsequent inference from experimental results. The overall aim of this manuscript is to show how re-appreciation of the computational level of description as a starting point for experiments can lead to more informative experimentation.
  • Zavala, R. (1997). Functional analysis of Akatek voice constructions. International Journal of American Linguistics, 63(4), 439-474.

    Abstract

    L'A. étudie les corrélations entre structure syntaxique et fonction pragmatique dans les alternances de voix en akatek, une langue maya appartenant au sous-groupe Q'anjob'ala. Les alternances pragmatiques de voix sont les mécanismes par lesquels les langues encodent les différents degrés de topicalité des deux principaux participants d'un événement sémantiquement transitif, l'agent et le patient. A l'aide d'une analyse quantitative, l'A. évalue la topicalité de ces participants et identifie les structures syntaxiques permettant d'exprimer les quatre principales fonctions de voix en akatek : active-directe, inverse, passive et antipassive
  • Zwitserlood, I. (2011). Gebruiksgemak van het eerste Nederlandse Gebarentaal woordenboek kan beter [Book review]. Levende Talen Magazine, 4, 46-47.

    Abstract

    Review: User friendliness of the first dictionary of Sign Language of the Netherlands can be improved
  • Zwitserlood, I. (2011). Gevraagd: medewerkers verzorgingshuis met een goede oog-handcoördinatie. Het meten van NGT-vaardigheid. Levende Talen Magazine, 1, 44-46.

    Abstract

    (Needed: staff for residential care home with good eye-hand coordination. Measuring NGT-skills.)
  • Zwitserlood, I. (2011). Het Corpus NGT en de dagelijkse lespraktijk. Levende Talen Magazine, 6, 46.

    Abstract

    (The Corpus NGT and the daily practice of language teaching)
  • Zwitserlood, I. (2011). Het Corpus NGT en de opleiding leraar/tolk NGT. Levende Talen Magazine, 1, 40-41.

    Abstract

    (The Corpus NGT and teacher NGT/interpreter NGT training)

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