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Das 11. Herbsttreffen Patholinguistik mit dem Schwerpunktthema »Gut gestimmt: Diagnostik und Therapie bei Dysphonie« fand am 18.11.2017 in Potsdam statt. Das Herbsttreffen wird seit 2007 jährlich vom Verband für Patholinguistik e.V. (vpl) durchgeführt. Der vorliegende Tagungsband beinhaltet die Hauptvorträge zum Schwerpunktthema sowie Beiträge zu den Kurzvorträgen »Spektrum Patholinguistik« und der Posterpräsentationen zu weiteren Themen aus der sprachtherapeutischen Forschung und Praxis.
The individual’s mental lexicon comprises all known words as well related infor-mation on semantics, orthography and phonology. Moreover, entries connect due to simi-larities in these language domains building a large network structure. The access to lexical information is crucial for processing of words and sentences. Thus, a lack of information in-hibits the retrieval and can cause language processing difficulties. Hence, the composition of the mental lexicon is essential for language skills and its assessment is a central topic of lin-guistic and educational research.
In early childhood, measurement of the mental lexicon is uncomplicated, for example through parental questionnaires or the analysis of speech samples. However, with growing content the measurement becomes more challenging: With more and more words in the mental lexicon, the inclusion of all possible known words into a test or questionnaire be-comes impossible. That is why there is a lack of methods to assess the mental lexicon for school children and adults. For the same reason, there are only few findings on the courses of lexical development during school years as well as its specific effect on other language skills. This dissertation is supposed to close this gap by pursuing two major goals: First, I wanted to develop a method to assess lexical features, namely lexicon size and lexical struc-ture, for children of different age groups. Second, I aimed to describe the results of this method in terms of lexical development of size and structure. Findings were intended to help understanding mechanisms of lexical acquisition and inform theories on vocabulary growth.
The approach is based on the dictionary method where a sample of words out of a dictionary is tested and results are projected on the whole dictionary to determine an indi-vidual’s lexicon size. In the present study, the childLex corpus, a written language corpus for children in German, served as the basis for lexicon size estimation. The corpus is assumed to comprise all words children attending primary school could know. Testing a sample of words out of the corpus enables projection of the results on the whole corpus. For this purpose, a vocabulary test based on the corpus was developed. Afterwards, test performance of virtual participants was simulated by drawing different lexicon sizes from the corpus and comparing whether the test items were included in the lexicon or not. This allowed determination of the relation between test performance and total lexicon size and thus could be transferred to a sample of real participants. Besides lexicon size, lexical content could be approximated with this approach and analyzed in terms of lexical structure.
To pursue the presented aims and establish the sampling method, I conducted three consecutive studies. Study 1 includes the development of a vocabulary test based on the childLex corpus. The testing was based on the yes/no format and included three versions for different age groups. The validation grounded on the Rasch Model shows that it is a valid instrument to measure vocabulary for primary school children in German. In Study 2, I estab-lished the method to estimate lexicon sizes and present results on lexical development dur-ing primary school. Plausible results demonstrate that lexical growth follows a quadratic function starting with about 6,000 words at the beginning of school and about 73,000 words on average for young adults. Moreover, the study revealed large interindividual differences. Study 3 focused on the analysis of network structures and their development in the mental lexicon due to orthographic similarities. It demonstrates that networks possess small-word characteristics and decrease in interconnectivity with age.
Taken together, this dissertation provides an innovative approach for the assessment and description of the development of the mental lexicon from primary school onwards. The studies determine recent results on lexical acquisition in different age groups that were miss-ing before. They impressively show the importance of this period and display the existence of extensive interindividual differences in lexical development. One central aim of future research needs to address the causes and prevention of these differences. In addition, the application of the method for further research (e.g. the adaptation for other target groups) and teaching purposes (e.g. adaptation of texts for different target groups) appears to be promising.
The current thesis examined how second language (L2) speakers of German predict upcoming input during language processing. Early research has shown that the predictive abilities of L2 speakers relative to L1 speakers are limited, resulting in the proposal of the Reduced Ability to Generate Expectations (RAGE) hypothesis. Considering that prediction is assumed to facilitate language processing in L1 speakers and probably plays a role in language learning, the assumption that L1/L2 differences can be explained in terms of different processing mechanisms is a particularly interesting approach. However, results from more recent studies on the predictive processing abilities of L2 speakers have indicated that the claim of the RAGE hypothesis is too broad and that prediction in L2 speakers could be selectively limited. In the current thesis, the RAGE hypothesis was systematically put to the test.
In this thesis, German L1 and highly proficient late L2 learners of German with Russian as L1 were tested on their predictive use of one or more information sources that exist as cues to sentence interpretation in both languages, to test for selective limits. The results showed that, in line with previous findings, L2 speakers can use the lexical-semantics of verbs to predict the upcoming noun. Here the level of prediction was more systematically controlled for than in previous studies by using verbs that restrict the selection of upcoming nouns to the semantic category animate or inanimate. Hence, prediction in L2 processing is possible. At the same time, this experiment showed that the L2 group was slower/less certain than the L1 group. Unlike previous studies, the experiment on case marking demonstrated that L2 speakers can use this morphosyntactic cue for prediction. Here, the use of case marking was tested by manipulating the word order (Dat > Acc vs. Acc > Dat) in double object constructions after a ditransitive verb. Both the L1 and the L2 group showed a difference between the two word order conditions that emerged within the critical time window for an anticipatory effect, indicating their sensitivity towards case. However, the results for the post-critical time window pointed to a higher uncertainty in the L2 group, who needed more time to integrate incoming information and were more affected by the word order variation than the L1 group, indicating that they relied more on surface-level information. A different cue weighting was also found in the experiment testing whether participants predict upcoming reference based on implicit causality information. Here, an additional child L1 group was tested, who had a lower memory capacity than the adult L2 group, as confirmed by a digit span task conducted with both learner groups. Whereas the children were only slightly delayed compared to the adult L1 group and showed the same effect of condition, the L2 speakers showed an over-reliance on surface-level information (first-mention/subjecthood). Hence, the pattern observed resulted more likely from L1/L2 differences than from resource deficits.
The reviewed studies and the experiments conducted show that L2 prediction is affected by a range of factors. While some of the factors can be attributed to more individual differences (e.g., language similarity, slower processing) and can be interpreted by L2 processing accounts assuming that L1 and L2 processing are basically the same, certain limits are better explained by accounts that assume more substantial L1/L2 differences. Crucially, the experimental results demonstrate that the RAGE hypothesis should be refined: Although prediction as a fast-operating mechanism is likely to be affected in L2 speakers, there is no indication that prediction is the dominant source of L1/L2 differences. The results rather demonstrate that L2 speakers show a different weighting of cues and rely more on semantic and surface-level information to predict as well as to integrate incoming information.
Experimenting with Lurchi
(2019)