Anticipating syntax during reading: Evidence from the boundary change paradigm.
Anticipating syntax during reading: Evidence from the boundary change paradigm.
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DOI：
10.1037/xlm0000257
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发表时间：
2016-12
影响因子：
2.6
通讯作者：
Traxler, Matthew J.
中科院分区：
文献类型：
--
作者：
Brothers, Trevor;Traxler, Matthew J.
以往的证据表明，语法限制在语言理解过程中起着非常重要的作用，尤其是在词类(名词、动词、介词)的层面上。这些发现与最近的一项研究相矛盾，在该研究中，句子匹配对阅读过程中的跳词率没有早期影响。在本研究中，我们使用视线相关的边界变化范式来操控即将到来的名词或动词在参与者意识之外的句法一致性。在三个实验中(总计N=148)，我们观察到语法有效预览的跳跃率更高(海军上将不会承认…)，与违规预览相比(海军上将不会给…动手术)。读者不太可能跳过不合语法的续句，即使这个词在同一句话中重复(海军上将不会跳过…上将)这表明词类限制可以优先于词汇重复效应。据我们所知，这些结果为句法语境在副中凹单词识别中的影响提供了第一个证据。基于这一效应的早期时间进程，我们认为读者可以使用语法约束来生成对即将到来的单词的句法预期。
Previous evidence suggests that grammatical constraints have a rapid influence during language comprehension, particularly at the level of word categories (noun, verb, preposition). These findings are in conflict with a recent study from, in which sentential fit had no early influence on word skipping rates during reading. In the present study, we used a gaze-contingent boundary change paradigm to manipulate the syntactic congruity of an upcoming noun or verb outside of participants’ awareness. Across three experiments (total N=148) we observed higher skipping rates for syntactically valid previews (The admiral would not confess…), when compared to violation previews (The admiral would not surgeon…). Readers were less likely to skip an ungrammatical continuation, even when that word was repeated within the same sentence (The admiral would not admiral…), suggesting that word-class constraints can take precedence over lexical repetition effects. To our knowledge, these results provide the first evidence for an influence of syntactic context during parafoveal word recognition. Based on the early time-course of this effect, we argue that readers can use grammatical constraints to generate syntactic expectations for upcoming words.
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影响因子：
5.4
作者：
Chang, F;Dell, GS;Bock, K
通讯作者：
Bock, K
影响因子：
1.8
作者：
Drieghe, D;Brysbaert, M;Desmet, T
通讯作者：
Desmet, T
影响因子：
3.2
作者：
Hagoort, P
通讯作者：
Hagoort, P
DOI：
10.1037/a0036396
发表时间：
2014-07
期刊：
Journal of experimental psychology. Learning, memory, and cognition
影响因子：
--
作者：
Angele B;Laishley AE;Rayner K;Liversedge SP
通讯作者：
Liversedge SP
影响因子：
3.4
作者：
Frisch, S;Hahne, A;Friederici, AD
通讯作者：
Friederici, AD