TY - JOUR A1 - Höhle, Barbara A1 - Schmitz, M. A1 - Santelmann, L. M. A1 - Weissenborn, Jürgen T1 - The recognition of discontinuous verbal dependencies by German 19-month-olds : evidence for lexical and structural influences on childrens early processing capacities Y1 - 2006 ER - TY - JOUR A1 - Müller, A. A1 - Höhle, Barbara A1 - Schmitz, M. A1 - Weissenborn, Jürgen T1 - Focus-to-stress alignment in 4- to 5-year-old German-learning children Y1 - 2006 SN - 1847180280 ER - TY - JOUR A1 - Schmitz, Michaela A1 - Höhle, Barbara A1 - Müller, Anja A1 - Weissenborn, Jürgen T1 - The recognition of the prosodic focus position in German-Learning Infants from 4 to 14 Months Y1 - 2006 ER - TY - JOUR A1 - Pelzer, Lydia A1 - Höhle, Barbara T1 - Processing of morphological markers as a cue to syntactic phrases by 10-month-olds German-learning infants Y1 - 2006 SN - 1847180280 ER - TY - JOUR A1 - Ott, Susan A1 - van de Vijver, Ruben A1 - Höhle, Barbara T1 - The effect of phonotactic constraints in German-speaking children with delayed phonological acquisition : Evidence from production of word-initial consonant clusters Y1 - 2006 ER - TY - JOUR A1 - Höhle, Barbara A1 - van de Vijver, Ruben A1 - Weisenborn, J. T1 - Word processing at 19 months at its relation to language performance at 30 months : a retrospective analysis of data from German learning children Y1 - 2006 ER - TY - JOUR A1 - Vasishth, Shravan A1 - Suckow, Katja A1 - Lewis, Richard L. A1 - Kern, Sabine T1 - Short-term forgetting in sentence comprehension : crosslinguistic evidence from verb-final structures N2 - Seven experiments using self-paced reading and eyetracking suggest that omitting the middle verb in a double centre embedding leads to easier processing in English but leads to greater difficulty in German. One commonly accepted explanation for the English pattern-based on data from offline acceptability ratings and due to Gibson and Thomas (1999)- is that working-memory overload leads the comprehender to forget the prediction of the upcoming verb phrase (VP), which reduces working-memory load. We show that this VP-forgetting hypothesis does an excellent job of explaining the English data, but cannot account for the German results. We argue that the English and German results can be explained by the parser's adaptation to the grammatical properties of the languages; in contrast to English, German subordinate clauses always have the verb in clause-final position, and this property of German may lead the German parser to maintain predictions of upcoming VPs more robustly compared to English. The evidence thus argues against language- independent forgetting effects in online sentence processing; working-memory constraints can be conditioned by countervailing influences deriving from grammatical properties of the language under study. Y1 - 2010 UR - http://www.informaworld.com/0169-0965 U6 - https://doi.org/10.1080/01690960903310587 SN - 0169-0965 ER - TY - JOUR A1 - Hazan, Valerie A1 - Sennema, Anke A1 - Faulkner, Andrew A1 - Ortega-Llebaria, Marta A1 - Iba, Midori A1 - Chung, Hyunsong T1 - The use of visual cues in the perception of non-native consonant contrasts N2 - This study assessed the extent to which second-language learners are sensitive to phonetic information contained in visual cues when identifying a non-native phonemic contrast. In experiment 1, Spanish and Japanese learners of English were tested on their perception of a labial/labiodental consonant contrast in audio (A), visual (V), and audio-visual (AV) modalities. Spanish students showed better performance overall, and much greater sensitivity to visual cues than Japanese students. Both learner groups achieved higher scores in the A V than in the A test condition, thus showing evidence of audio-visual benefit. Experiment 2 examined the perception of the less visually-salient /1/-/r/ contrast in Japanese and Korean learners of English. Korean learners obtained much higher scores in auditory and audio- visual conditions than in the visual condition, while Japanese learners generally performed poorly in both modalities. Neither. group showed evidence of audio-visual benefit. These results show the impact of the language background of the learner and visual salience of the contrast on the use of visual cues for a non-native contrast. Significant correlations between scores in the auditory and visual conditions suggest that increasing auditory proficiency in identifying a non-native contrast is linked with an increasing proficiency in using visual cues to the contrast. Y1 - 2006 UR - http://scitation.aip.org/jasa/ U6 - https://doi.org/10.1121/1.2166611 SN - 0001-4966 ER - TY - JOUR A1 - Stadie, Nicole A1 - Rilling, Eva T1 - Evaluation of lexically and nonlexically based reading treatment in a deep dyslexic N2 - The aim of the single case study was to evaluate two different treatment procedures to improve reading skills with a German-speaking deep dyslexic. Generally, in treatment studies for deep dyslexia, retraining of grapheme-phoneme correspondences is described, but hardly any treatment focuses on reactivating residual functions of the semantic- lexical route. This strategy was explored here with an experimentally presented priming paradigm, to implicitly strengthen residual skills of lexical access with semantically/phonologically related primes (lexically based treatment). In contrast, grapheme-phoneme associations and blending were explicitly relearned during a nonlexically based treatment. Stimuli were controlled for part of speech, word length, and frequency. A cross-over design to identify item- and treatment-specific effects for both procedures was applied. Results indicate positive outcomes with respect to treatment-specific effects for both procedures, generalization to untrained items, and a transfer task after the nonlexically based procedure. All effects remained stable in the follow-up assessment. Implications for theoretically/ empirically generated expectations about treatment outcomes are discussed Y1 - 2006 U6 - https://doi.org/10.1080/02643290500538364 ER - TY - JOUR A1 - Vicente, Luis T1 - On the syntax of adversative coordination N2 - A series of studies have distinguished two types of but, namely, corrective and counterexpectational. The difference between these two types has been considered largely semantic/pragmatic. This article shows that the semantic difference also translates into a different syntax for each type of but. More precisely, corrective but always requires clause-level coordination, with apparent counterexamples being derived through ellipsis within the second conjunct. On the other hand, counterexpectational but is not restricted in this way, and offers the possibility of coordination of both clausal and subclausal constituents. From this difference, it is possible to derive a number of syntactic asymmetries between corrective and counterexpectational but. Y1 - 2010 UR - http://www.springerlink.com/content/102968 U6 - https://doi.org/10.1007/s11049-010-9094-0 SN - 0167-806X ER -