Presentations

Abstract

Individual differences in language processing are prevalent in our daily lives. However, for decades, psycholinguistic research has largely ignored variation in the normal range of abilities. Recently, scientists have begun to acknowledge the importance of inter-individual variability for a comprehensive characterization of the language system. In spite of this change of attitude, empirical research on individual differences is still sparse, which is in part due to the lack of a suitable research tool. Here, we present a novel battery of behavioral tests for assessing individual differences in language skills in younger adults. The Dutch prototype comprises 29 subtests and assesses many aspects of language knowledge (grammar and vocabulary), linguistic processing skills (word and sentence level) and general cognitive abilities involved in using language (e.g., WM, IQ). Using the battery, researchers can determine performance profiles for individuals and link them to neurobiological or genetic data.

Abstract

Theories of reading propose that the quality of word form representations affects reading comprehension. One claim is that synchronous retrieval of orthographic and phonological representations leads to better performance than asynchronous retrieval. Based on this account, one may hypothesize that synchronous rather than asynchronous presentation of orthographic and phonological forms should be beneficial when establishing the mapping between both, as it should lead to tighter couplings. We tested this hypothesis in two multi-session experiments, where participants studied isolated words of a tonal language unknown to them, Chinese. During study, written (using Pinyin transcription) and spoken word forms were presented simultaneously or in asynchronous fashion (audio-first, written-first). In both experiments, we observed an advantage for asynchronous over synchronous presentation at test, with audio-first presentation being most beneficial. These results suggest that the timing of written and spoken word forms has profound effects on the ease of learning a new tonal language.

Abstract

An important issue in current psycholinguistics is the relationship between the production and comprehension systems. It has been argued that these systems are tightly linked, and that, in particular, listeners use the speech production system to predict upcoming content. We tested this view using a novel version of the visual world paradigm. Participants heard mathematical equations and looked at a clock face showing the numbers 1 to 12. On alternating trials they either heard a complete equation (3+8=11) or they heard the first part (3+8) and had to produce the solution (11, target hereafter) themselves. Participants were encouraged to look at the relevant numbers throughout the trial. On listening trials, the participants typically looked at the target before the onset of target name, and on speaking trials they typically looked at the target before naming it. However, the timing of the looks to the targets was slightly different, with participants looking earlier at the target when they had to speak themselves than when they listened. This suggests that predicting during listening and planning to speak are indeed very similar but not identical. The further methodological and theoretical consequences of the study will be discussed.