@article{BaerHenneyKueglervandeVijver2015,
  author    = {Baer-Henney, Dinah and K{\"u}gler, Frank and van de Vijver, Ruben},
  title     = {The Interaction of Language-Specific and Universal Factors During the Acquisition of Morphophonemic Alternations With Exceptions},
  series = {Cognitive science : a multidisciplinary journal of anthropology, artificial intelligence, education, linguistics, neuroscience, philosophy, psychology ; journal of the Cognitive Science Society},
  volume    = {39},
  journal   = {Cognitive science : a multidisciplinary journal of anthropology, artificial intelligence, education, linguistics, neuroscience, philosophy, psychology ; journal of the Cognitive Science Society},
  number    = {7},
  publisher = {Wiley-Blackwell},
  address   = {Hoboken},
  issn      = {0364-0213},
  doi       = {10.1111/cogs.12209},
  pages     = {1537 -- 1569},
  year      = {2015},
  abstract  = {Using the artificial language paradigm, we studied the acquisition of morphophonemic alternations with exceptions by 160 German adult learners. We tested the acquisition of two types of alternations in two regularity conditions while additionally varying length of training. In the first alternation, a vowel harmony, backness of the stem vowel determines backness of the suffix. This process is grounded in substance (phonetic motivation), and this universal phonetic factor bolsters learning a generalization. In the second alternation, tenseness of the stem vowel determines backness of the suffix vowel. This process is not based in substance, but it reflects a phonotactic property of German and our participants benefit from this language-specific factor. We found that learners use both cues, while substantive bias surfaces mainly in the most unstable situation. We show that language-specific and universal factors interact in learning.},
  language  = {en}
}
@article{AydelottBaerHenneyTrzaskowskietal.2012,
  author    = {Aydelott, Jennifer and Baer-Henney, Dinah and Trzaskowski, Maciej and Leech, Robert and Dick, Frederic},
  title     = {Sentence comprehension in competing speech dichotic sentence-word priming reveals hemispheric differences in auditory semantic processing},
  series = {Language and cognitive processes},
  volume    = {27},
  journal   = {Language and cognitive processes},
  number    = {7-8},
  publisher = {Wiley},
  address   = {Hove},
  issn      = {0169-0965},
  doi       = {10.1080/01690965.2011.589735},
  pages     = {1108 -- 1144},
  year      = {2012},
  abstract  = {This study examined the effects of competing speech on auditory semantic comprehension using a dichotic sentence-word priming paradigm. Lexical decision performance for target words presented in spoken sentences was compared in strongly and weakly biasing semantic contexts. Targets were either congruent or incongruent with the sentential bias. Sentences were presented to one auditory channel (right or left), either in isolation or with competing speech produced by a single talker of the same gender presented simultaneously. The competing speech signal was either presented in the same auditory channel as the sentence context, or in a different auditory channel, and was either meaningful (played forward) or unintelligible (time-reversed). Biasing contexts presented in isolation facilitated responses to congruent targets and inhibited responses to incongruent targets, relative to a neutral baseline. Facilitation priming was reduced or eliminated by competing speech presented in the same auditory channel, supporting previous findings that semantic activation is highly sensitive to the intelligibility of the context signal. Competing speech presented in a different auditory channel affected facilitation priming differentially depending upon ear of presentation, suggesting hemispheric differences in the processing of the attended and competing signals. Results were consistent with previous claims of a right ear advantage for meaningful speech, as well as with visual word recognition findings implicating the left hemisphere in the generation of semantic predictions and the right hemisphere in the integration of newly encountered words into the sentence-level meaning. Unlike facilitation priming, inhibition was relatively robust to the energetic and informational masking effects of competing speech and was not influenced by the strength of the contextual bias or the meaningfulness of the competing signal, supporting a two-process model of sentence priming in which inhibition reflects later-stage, expectancy-driven strategic processes that may benefit from perceptual reanalysis after initial semantic activation.},
  language  = {en}
}
@article{vandeVijverBaerHenney2013,
  author    = {van de Vijver, Ruben and Baer-Henney, Dinah},
  title     = {On the role of phonetic motivation and frequency in the acquisition of alternations},
  series = {Zeitschrift f{\"u}r Literaturwissenschaft und Linguistik},
  volume    = {43},
  journal   = {Zeitschrift f{\"u}r Literaturwissenschaft und Linguistik},
  number    = {169},
  publisher = {Universit{\"a}tsverlag Potsdam},
  address   = {Stuttgart},
  issn      = {0049-8653},
  pages     = {49 -- 64},
  year      = {2013},
  abstract  = {On the Role of Phonetic Motivation and Frequency in the Acquisition of Alternations German nouns may alternate in two ways: a final word-final voiceless obstruent in the singular may correspond to a voiced one in the plural and a back vowel in the singular may correspond to a front one in the plural. We investigate the role of phonetic motivation and frequency in the acquisition of these alternations. The voicing alternation has a phonetic motivation, but the vowel alternation does not. On the basis of two corpus studies, we conclude that both alternations occur with equal frequency in the ambient language. In two production experiments, one with 5-year-olds and one with adults, we asked both populations to form plurals for given singular words and nonces. The children produce more voicing alternations in nonces than adults and fewer vowel alternations than adults. We conclude that children rely more on phonetic motivation than adults.},
  language  = {en}
}
@article{BaerHenneyvandeVijver2012,
  author    = {Baer-Henney, Dinah and van de Vijver, Ruben},
  title     = {Der Erwerb von Alternationen im Deutschen},
  year      = {2012},
  language  = {de}
}
@article{BaerHenneyvandeVijver2012,
  author    = {Baer-Henney, Dinah and van de Vijver, Ruben},
  title     = {Der Erwerb von Alternationen im Deutschen},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus-62539},
  year      = {2012},
  abstract  = {1 Einleitung 2 Fragestellung 3 Methode 4 Ergebnisse 5 Diskussion 6 Literatur},
  language  = {de}
}