COGNITIVE CAPACITY AND LANGUAGE COMPREHENSION

拟议的研究将探讨如何有限的工作能力， 记忆制约着语言理解中的在线加工。 理解能力在以下情况下会发生质和量的变化： 任务的资源需求超过了供应。 拟议研究 实验性地检验我什么样的任务需求加剧资源 短缺，系统如何适应资源短缺，以及 最大容量的个体差异如何影响性能。 实证研究从四个方面考察了工作记忆的制约 语言理解能力。一系列的实验研究了 句法模块性与工作记忆容量的关系， 研究假设，资源需求之间的相互作用 句法和语义处理只发生在那些个体中， 任务，其中所需的资源是可用的。 第二系列 研究一些个体的较大能力是否允许他们 对结构或词汇上有歧义的 句话 第三个系列研究如何存储信息超过 文本距离随着由介入者做出的处理要求而变化。 短信了 第四个系列发展瞳孔测量的方法， 语言理解过程中认知资源的消耗。在 此外，实验方法包括测量凝视 位置和持续时间在阅读，测量逐字自我， 节奏阅读时间和跨通道启动。 使用的方法 回答有关时间进程、内容和强度的问题， 处理. 该理论将被实例化为计算模型，即 基于激活的生产系统，其中处理和存储 都是由激活来推动的 在这个模型中，激活的总量， 系统可用的数据有一个上限， 个人的能力。 该理论的目的是解释 语言处理适应（或不适应）瓦片 语言中出现的瞬时计算和存储需求 理解，从而解释理解之间的差异， 任务和个人。 这项研究的一个与健康相关的含义是，该理论将 解释个体差异的一个维度，该维度可能包括 不仅是理解上的正常差异， 极端的年龄，压力，或创伤。 二是研究开发新 具有临床潜力的方法学（将眼睛注视与认知 瞳孔扩张与认知功能的消耗 资源）。 第三，本研究发展了一个 心理测量仪器（阅读广度测试），可能证明有用的 测量语言功能的年龄和疾病相关变化。

The proposed research will examine how the limited capacity of working memory constrains the on-line processing in language comprehension. Comprehension performance changes qualitatively and quantitatively when the resource demands of the task exceed the supply. The proposed research experimentally examines I what kinds of task demands exacerbate resource shortages, how resource shortages are accommodated by the, i system, and how individual differences in maximum capacity affect performance. The empirical studies examine working memory constraints on four aspects of language comprehension. One series of experiments investigates the relation between syntactic modularity and working memory capacity, examining the hypothesis that a resource-demanding interaction between syntactic and semantic processing occurs only in those Individuals and tasks in which the required resources are available. A second series examines whether the larger capacity of some individuals permits them to maintain multiple Interpretations of a structurally or lexically ambiguous sentence. A third series investigates how the storage of information over a text distance varies with the processing demands made by the intervening text. A fourth series develops the methodology of pupillometry to index the consumption of cognitive resources during language comprehension. In addition, the experimental methodologies include the measurement of gaze locations and durations during reading, measurement of word-by-word self- paced reading times, and cross-modal priming. The methodologies are used to answer questions about the time course, content, and intensity of processing. The theory will be instantiated as a computational model, namely an activation-based production system , in which both processing and storage are fueled by activation. In this model, the total amount of activation, available to the system has an upperbound that corresponds to the maximum capacity of an individual. The goal of the theory is to explain how the processing of language accommodates (or fails to accommodate) tile transient computational and storage demands that occur in language comprehension, and to thereby explain the variation in comprehension among tasks and individuals. One health-related implication of this research is that the theory will explain a dimension of individual differences that potentially encompasses not just normal variation in comprehension, but also variation due to extreme age, to stress, or to trauma. Second, the research develops new methodologies with clinical potential (relating eye fixations to cognitive processes and relating pupil dilation to the consumption of cognitive resources). Third, the research develops the theoretical analysis of a psychometric instrument (the reading span test) that may prove useful for measuring age and disease-related changes in language functioning.