LANGUAGE COMPREHENSION RELATED TO LOCAL BRAIN DAMAGE

要理解“被老师逼着说话的女孩抱怨谁了”这句话 到哪里去？“我们必须确定，“女孩”是被视为失踪的主题 动词“talk”和介词“to”中缺少的宾语“who”。" 像“the girl”和 “说”之前主体地位给“说”理论提出了特殊的问题， 句子理解 他们挑战了人类在短期内 记忆和处理能力，在任意数量的语言材料， 可以介入相互依赖的项目之间， 一个句子可以包含多个长距离依赖关系。 此外，它们是 受到语言用户必须荣誉的唯一语言约束。 我们 提出实验来研究长距离句子的理解 依赖性，使用反应时间和其他处理难度的措施。 我们的目标是确定人们在工作中遵循什么样的决策原则。 理解这些句子，识别各种类型的信息 （词汇，语用，超切分，语法限制），他们在制作 关于长距离依赖关系的决定，并指定 它们使用功能不同的信息类型。

To understand the sentence "Who did the girl the teacher forced to talk complain to?" One must determine that "the girl" is to be taken as the missing subject of the verb "talk" and that "who" is the missing object of the preposition "to." Sentences with such long-distance dependencies as that between "the girl" and the subject position preceding "to talk" pose special problems for theories of sentence comprehension. They challenge the apparent human limits on short-term memory and processing capacity, in that arbitrary amounts of linguistic material can intervene between the items that are dependent upon each other and any one sentence can contain several long-distance dependencies. Further, they are subject to unique linguistic constraints that a language user must honor. We propose experiments to study the comprehension of sentences with long-distance dependencies, using reaction time and other measures of processing difficulty. Our goals are to determine what decision principles people follow in understanding such sentences, to identify the various types of information (lexical, pragmatic, suprasegmental, grammatical constraints) they use in making decisions about long-distance dependencies, and to specify the sequence in which they use functionally different types of information.