Interpretation Of Sentences Research Articles

The writing on the wall? John Ingram’s verse and the dissemination of Catholic prison writing

The strong association between prison writing and writing on walls, whether by graffiti or carving, is as true of Tudor and Stuart England as of other times and places. Yet even if prison-writers associated themselves with the idea of writing on a wall, they need not have done so in reality. This article considers the topos in the writings and afterlife of the Catholic priest, poet and martyr John Ingram, and asks whether it is to be taken at face value.Ingram’s verse, composed in Latin and mostly epigrammatic, survives in two contemporary manuscripts. The notion that the author carved his verses with a blunt knife on the walls of the Tower of London while awaiting death derives from a previous editorial interpretation of a prefatory sentence within the more authoritative manuscript of the two, traditionally held to be autograph. However, though several Tudor and Stuart inscriptions survive to this day on the walls of the Tower of London, no portions of Ingram’s verse are among them, nor any inscriptions of similar length and complexity. Ingram might instead have written his verse down in the usual way, using wall-carving as a metaphor for the difficulty of writing verse when undergoing incarceration and torture.1

The Best Question: Explaining the Projection Behavior of Factives

This article deals with projection in factive sentences. The article first challenges standard assumptions by presenting a series of detailed observations about the interpretations of factive sentences in context, showing that what implication projects, if any, is quite variable and that projection is tightly constrained by prosodic and contextual information about the alternatives under consideration. The article then proposes an account which accommodates the variability of the data and sensitivity to contextual alternatives. The account is formulated within a modified version of Roberts 1996/2012 question-based model of discourse.

Children's Comprehension of Sentences with Focus Particles and the Role of Cognitive Control: An Eye Tracking Study with German-Learning 4-Year-Olds.

Children’s interpretations of sentences containing focus particles do not seem adult-like until school age. This study investigates how German 4-year-old children comprehend sentences with the focus particle ‘nur’ (only) by using different tasks and controlling for the impact of general cognitive abilities on performance measures. Two sentence types with ‘only’ in either pre-subject or pre-object position were presented. Eye gaze data and verbal responses were collected via the visual world paradigm combined with a sentence-picture verification task. While the eye tracking data revealed an adult-like pattern of focus particle processing, the sentence-picture verification replicated previous findings of poor comprehension, especially for ‘only’ in pre-subject position. A second study focused on the impact of general cognitive abilities on the outcomes of the verification task. Working memory was related to children’s performance in both sentence types whereas inhibitory control was selectively related to the number of errors for sentences with ‘only’ in pre-subject position. These results suggest that children at the age of 4 years have the linguistic competence to correctly interpret sentences with focus particles, which–depending on specific task demands–may be masked by immature general cognitive abilities.

Functioning of Single-Composition and Incomplete Sentences in Epistolary Text

The article analyzes the features of the epistolary style. The research focuses upon the usage of composite simple and incomplete sentences as well as upon the systematization of their structural and stylistic features. The work casts light upon the stylistic interpretation of composite sentences. The emphasis is made on the definit-personal, indefinite-personal, impersonal and nominative sentences, which are used in letters of B.Lepkyi. Particular attention is paid to nominative sentences, which bring to epistolary text great emotional stress. As they are usually used to express mental states of human emotion, and are used to fix the impressions from the described pictures, and from sudden cursory perceptions, as well as reactions to certain events and developments. In the article there have been investigated the infinitive sentence of journalistic, official business and other non biletristic styles that emphasize modal shades such as resolute statement, appeal, forcing, categorical statements, inevitability, etc. Epistolary speech as well as conversational, academic and other is heterogeneous by its meaning and by grammatical structure: as it is organized according to individual komunikatyve-stylistic features. The epistolary topics depends on the reasons that motivate a particular conception, depend of time, circumstances, spheres of usage and interest. The epistolary heritage of Ukrainian masters of fiction is valuable because the texts of their letters preserrve the linguistic lines of communicative and socio-cultural situations that is to say simultaneously both the communicant-informant the living carr- ier of language and the master of language are presented. The purpose of this article is achieved in the process of description of the features of the epistolary speech in the letters of Bohdan Lepky.

Young Children with ASD Use Lexical and Referential Information During On-line Sentence Processing.

Research with adults and older children indicates that verb biases are strong influences on listeners’ interpretations when processing sentences, but they can be overruled. In this paper, we ask two questions: (i) are children with Autism Spectrum Disorder (ASD) who are high functioning sensitive to verb biases like their same age typically developing peers?, and (ii) do young children with ASD and young children with typical development (TD) override strong verb biases to consider alternative interpretations of ambiguous sentences? Participants were aged 5–9 years (mean age 6.65 years): children with ASD who were high functioning and children with TD. In task 1, biasing and neutral verbs were included (e.g., eat cake versus move cake). In task 2, the focus was on whether the prepositional phrase occurring with an instrument biasing verb (e.g., ‘Chop the tree with the axe’) was interpreted as an instrument even if the named item was an implausible instrument (e.g., candle in ‘Cut the cake with the candle’). Overall, the results showed similarities between groups but the ASD group was generally slower. In task 1, both groups looked at the named object faster in the biasing than the non-biasing condition, and in the biasing condition the ASD group looked away from the target more quickly than the TD group. In task 2, both groups identified the target in the prepositional phrase. They were more likely to override the verb instrument bias and consider the alternative (modification) interpretation in the implausible condition (e.g., looking at the picture of a cake with a candle on it’). Our findings indicate that children of age 5 years and above can use context to override verb biases. Additionally, an important component of the sentence processing mechanism is largely intact for young children with ASD who are high functioning. Like children with TD, they draw on verb semantics and plausibility in integrating information. However, they are likely to be slower in processing the language they hear. Based on previous findings of associations between processing speed and cognitive functioning, the implication is that their understanding will be negatively affected, as will their academic outcomes.

Born in the USA: a comparison of modals and nominal quantifiers in child language

One of the challenges confronted by language learners is to master the interpretation of sentences with multiple logical operators (e.g., nominal quantifiers, modals, negation), where different interpretations depend on different scope assignments. Five-year-old children have been found to access some readings of potentially ambiguous sentences much less than adults do (Lidz and Musolino, Lang Acquis 13(2):73–102, 2006; Musolino, Universal Grammar and the acquisition of semantic knowledge, 1998; Musolino and Lidz, Lang Acquis 11(4):277–291, 2003, among many others). Recently, Gualmini et al. (Nat Lang Semant 16:205–237, 2008) have shown that, by careful contextual manipulation, it is possible to evoke some of the putatively unavailable interpretations from young children. Their proposal is quite general, but the focus of their work was on sentences involving nominal quantifiers and negation. The present paper extends this investigation to sentences with modal expressions. The results of our two experimental studies reveal that, in potentially ambiguous sentences with modal expressions, the kinds of contextual manipulations introduced by Gualmini and colleagues do not suffice to explain children’s initial scope interpretations. In response to the recalcitrant data, we propose a new three-stage model of the acquisition of scope relations. Most importantly, at the initial stage, child grammars make available only one interpretation of negative sentences with modal expressions. We call this the Unique Scope Assignment (USA) stage.

Compare Within and Between Groups: The Interpretation of Weak Generic Sentences

Abstract This paper explicates the precise meaning of weak generic sentences of the form Ks are P, best represented by the Port Royal Puzzle sentence Dutchmen are good sailors. The sentence is true even though the majority of Dutchmen do not know how to sail at all and a fortiori do not sail well. Two observations motivate my analysis. One is that weak generic sentences express a property that “distinguishes the subject referent from other entities that might belong to the same category” (Krifka et al. 1995). This leads to the use of alternative set in my analysis. The other observation is that the scale structure of the predicate P affects the availability of weak generic reading for sentences of the form Ks are P. I argue that the interpretation of weak generic sentences involves: (i) partitioning the set of entities denoted by the bare plural subject based on the property denoted by the predicate P; (ii) partitioning the set of entities alternative to the denotation of the subject in a similar fashion; and (iii) comparing an appropriate partition in (i) to its counterpart in (ii) with respect to the predicate P. The Port Royal Puzzle sentence is true if and only if: those Dutchmen who can sail and who are good at sailing in comparison with the Dutch-internal standard of being good at sailing and those international citizens who can sail and who are good at sailing in comparison to the international standard of being good at sailing are such that the former population generally have better sailing skills than the latter population.

The Bound Variable Hierarchy and Donkey Anaphora in Mandarin Chinese

Cheng and Huang (1996) argue that both unselective binding and E-type pronoun strategies are necessary for the interpretation of natural language sentences and claim that there exists a correspondence between two sentence types in Chinese and the two strategies, namely that the interpretation of the “wh … wh” construction (which they call “bare conditional”) employs the unselective binding strategy, while the ruguo ‘if’ and dou ‘all’ conditionals use the E-type pronoun strategy. They also suggest that there is a complementary distribution between bare conditionals and ruguo/dou conditionals in the sense that the latter allows all the NP forms, e.g. (empty) pronouns and definite NPs, except for wh-phrases in their consequent clauses, and can even have a consequent clause with no anaphoric NP in it, while the former permits only the same wh-phrase appearing in both the antecedent clause and the consequent clause. Although we agree with Cheng and Huang on the necessity of the two strategies in natural language interpretation, we see apparent exceptions to the correspondence between sentence types and interpretation strategies and the complementary distribution between wh-phrases and other NPs in bare conditionals and ruguo/dou conditionals. We think that the claimed correspondence and complementary distribution are the default or preferred patterns, or a special case of a more general picture, namely that (i) bare conditionals prefer the unselective binding strategy and the ruguo ‘if’ and dou ‘all’ conditionals, the E-type pronoun strategy; and (ii) wh-phrases are more suitable for being a bound variable, and pronouns are more suitable for being the E-type pronoun. This paper proposes a Bound Variable Hierarchy to help account for the distribution of wh-phrases and pronouns in Chinese conditionals and claims that any deviation from the preferred patterns will require additional contexts or accommodation.

Neural mechanisms of sentence comprehension based on predictive processes and decision certainty: Electrophysiological evidence from non-canonical linearizations in a flexible word order language

The specificity or generality of language-related event-related brain potentials (ERPs) has been a point of continuing debate in the cognitive neuroscience of language. The present study measured ERPs to (preferred) subject-before-object (SO) and (dispreferred) object-before-subject (OS) word orders in German while manipulating morphosyntactic and semantic cues to correct sentence interpretation. We presented sentence pairs as connected speech (context and target sentences) and examined ERPs at the position of the first argument (noun phrase) in the target sentence. At this position, word order was determinable by either (a) case marking (morphosyntactic cue); (b) animacy (semantic cue); or (c) the preceding context sentence (local ambiguity; contextual cue). Following each sentence pair, participants judged the acceptability of the second sentence in the context of the first and performed a probe word recognition task. Results showed a biphasic N400–P600 pattern at the first noun phrase in the OS conditions irrespectively of which cues (syntactic or semantic) were available to the parser for disambiguation. N400 latency varied as a function of temporal cue availability and P600 amplitude increased for unambiguous object-initial conditions even though these were rated acceptable in the judgment task. These findings support an interpretation of ERP components in terms of general cognitive mechanisms such as predictive processes (N400) and decision certainty (P600 as an instance of the P300) rather than a domain-specific view of a semantic N400 and a syntactic P600.

Auditory Discrimination Between Function Words in Children and Adults: A Mismatch Negativity Study.

Previous behavioral studies showed that it is not until around the age of seven that German children reliably use case markers for the interpretation of complex sentences. Some explanations of this late development suggested that children might have difficulties in perceptual differentiation between function words that carry case information. We tested this hypothesis by using the neurophysiological index of pre-attentive discrimination, the mismatch negativity (MMN). Our data showed that children at the age of 3 years are able to automatically discriminate between the two determiner forms der and den when presented out of sentential context. The determiner form der elicited a more mature MMN response in children than the form den. In adults, the MMN pattern also differed with der showing an earlier peak than den. These findings indicate that der is easier to process than den, which in turn is related to the occurrence frequency of the determiner forms in language.

Distributive, collective and “everything” in between

In this paper we studied the interpretation of sentences with the Dutch universal quantifiers alle (all) and elke (each) in collective, distributive and cumulative situations. In the first experiment, 25 adults and 30 children from 5 and 6 years old performed a truth-value judgement task. Adults and children show similar interpretations for collective and distributive, but perform different for cumulative. As a follow-up we performed a preference task. Participants gave their preferences for the three situations for both quantifiers. Children, regardless of the quantifier, prefer the distributive situation. Adults have a strong preference for distributive for elke, showing a wider range of interpretation for alle. These data clearly indicate that Dutch children do not yet have acquired the full range of restrictions for the quantifiers alle and elke.

Sentence-Identity Building: A Syntactic Resolution Of Amphiboly Caused By Prepositional-Phrase Attachment

Abstract Amphiboly is a matter of linguistic ambiguity, which, in its turn, is essentially related to the intractable natural issue of the disparity between what we can possibly think and what we can actually express through language. The papers on various types of ambiguity and the solutions to them are not few. However, as with almost everything of a theoretical nature in language, they are far from being enough to cover the complexity of the issue in point. The present paper does not claim to solve amphiboly once and for all: it only proposes a framework that can be followed easily by those interested in the interpretation of similar sentences and in the production of unequivocal ones. The material selected for analysis consists in a few sentences, collected mainly from online sources, in which amphiboly caused by prepositional-phrase attachment is present. Some instruments provided by Syntax and Morphology as branches of Linguistics are used to interpret them so that the framework of reasoning that we provide can be used whenever a similar structure needs disambiguation.

The grammatical properties of 'since'

In this paper, I compare the grammatical properties of English since-adverbials, which have been analysed as perfect-level adverbials (Iatridou et al. 2001), with Catalan des de-adverbials. I argue against the claim that either the perfect tense or prepositions like since are ambiguous between a universal and an existential interpretation. I show that an analysis based on the grammatical properties of the internal structure of the temporal path denoted by des de or since can contribute to a more fine-grained derivation of universal and existential interpretations of PrP sentences modified by since-type of intervals in both languages.

Disentangling principle C: A contribution from individuals with brain damage

We suggest a disentangling approach according to which the use of referring expressions obeys two types of guidelines. Deviance in repeating referential expressions (R-expressions) can result from two possible sources: one is the violation of the syntactic principle C, ruling out configurations in which c-command holds between the two identical R-expressions; the other is a Go-Lighter (GL) economy principle, applying in discourse and arguably based on shared knowledge and theory of mind (TOM), operative also in environments in which c-command does not hold. To examine this disentangling approach, we tested 36 brain-damaged patients: 20 who had aTOMia, a deficit in TOM, and 16 brain-damaged patients with good TOM, and 29 healthy control participants. Experiment 1 tested the comprehension of principles A and B using a sentence-picture-matching task. Experiment 2 tested principles C and GL using a sentence-choice task. Experiment 3 tested sentence interpretation according to principles C and GL using sentence-picture matching. In line with the disentangling approach, the individuals with poor TOM (and good syntax) failed to rule out and interpret repeating expressions that rely solely on the Go-Lighter principle, but succeeded in judging and interpreting sentences in which the repetition is ruled out by the syntactic principle C.

“Whatdunit?” Developmental changes in children's syntactically based sentence interpretation abilities and sensitivity to word order

ABSTRACTAim 1 of this study was to examine the developmental changes in typically developing English-speaking children's syntactically based sentence interpretation abilities and sensitivity to word order. Aim 2 was to determine the psychometric standing of the novel sentence interpretation task developed for this study, because we wish to use it later with children with specific language impairment. Children listened to semantically implausible sentences in which noun animacy and the natural affordance between the nouns were removed, thus controlling for event probability. Using this novel “whatdunit?” agent selection task, 256 children 7–11 years old listened to two structures with canonical word order and two with noncanonical word order. After each sentence, children selected as quickly as possible the picture of the noun they believed was “doing the action.” Children interpreted sentences with canonical word order with greater accuracy and speed than those with noncanonical word order. Older children (mean age = 10 years, 8 months) were more accurate and faster than younger children (mean age = 8 years, 1 month) across all sentence forms. Both older and younger children demonstrated similar error patterns across sentence type. The “whatdunit?” task also proved to have strong validity and reliability, making it suitable for studies with children with specific language impairment.

German Children’s Use of Word Order and Case Marking to Interpret Simple and Complex Sentences: Testing Differences Between Constructions and Lexical Items

ABSTRACTChildren and adults follow cues such as case marking and word order in their assignment of semantic roles in simple transitives (e.g., the dog chased the cat). It has been suggested that the same cues are used for the interpretation of complex sentences, such as transitive relative clauses (RCs) (e.g., that’s the dog that chased the cat) (Bates, Devescovi, & D’Amico, 1999). We used a pointing paradigm to test German-speaking 3-, 4-, and 6-year-old children’s sensitivity to case marking and word order in their interpretation of simple transitives and transitive RCs. In Experiment 1, case marking was ambiguous. The only cue available was word order. In Experiment 2, case was marked on lexical NPs or demonstrative pronouns. In Experiment 3, case was marked on lexical NPs or personal pronouns.Whereas the younger children mainly followed word order, the older children were more likely to base their interpretations on the more reliable case-marking cue. In most cases, children from both age groups were more likely to use these cues in their interpretation of simple transitives than in their interpretation of transitive RCs. Finally, children paid more attention to nominative case when it was marked on first-person personal pronouns than when it was marked on third-person lexical NPs or demonstrative pronouns, such as der Löwe ‘the-NOM lion’ or der ‘he-NOM.’ They were able to successfully integrate this case-marking cue in their sentence processing even when it appeared late in the sentence. We discuss four potential reasons for these differences across development, constructions, and lexical items. (1) Older children are relatively more sensitive to cue reliability. (2) Word order is more reliable in simple transitives than in transitive RCs. (3) The processing of case marking might initially be item-specific. (4) The processing of case marking might depend on its saliency and position in the sentence.

Emotional context modulates embodied metaphor comprehension

Emotions are often expressed metaphorically, and both emotion and metaphor are ways through which abstract meaning can be grounded in language. Here we investigate specifically whether motion-related verbs when used metaphorically are differentially sensitive to a preceding emotional context, as compared to when they are used in a literal manner. Participants read stories that ended with ambiguous action/motion sentences (e.g., he got it), in which the action/motion could be interpreted metaphorically (he understood the idea) or literally (he caught the ball) depending on the preceding story. Orthogonal to the metaphorical manipulation, the stories were high or low in emotional content. The results showed that emotional context modulated the neural response in visual motion areas to the metaphorical interpretation of the sentences, but not to their literal interpretations. In addition, literal interpretations of the target sentences led to stronger activation in the visual motion areas as compared to metaphorical readings of the sentences. We interpret our results as suggesting that emotional context specifically modulates mental simulation during metaphor processing.

Children's interpretation of conjunction in the scope of negation in English and Mandarin: New evidence for the semantic subset maxim

ABSTRACTWe tested 3- to 5-year-old English- and Mandarin-speaking children on their interpretation of sentences like The elephant didn't eat both the carrot and the capsicum. These sentences are scopally ambiguous. Adult English speakers favor a weak interpretation of such sentences, with negation taking scope over conjunction (i.e., the elephant probably ate one of the vegetables, but not both). In contrast, adult Mandarin speakers favor a strong interpretation of the corresponding Mandarin sentences, with conjunction taking scope over negation (i.e., the elephant ate neither vegetable). The semantic subset maxim (Notley, Zhou, Jensen, & Crain, 2012) predicts that children acquiring all human languages should initially prefer the strong (subset) reading of such sentences. In contrast, the question–answer requirement model (Gualmini, Hulsey, Hacquard, & Fox, 2008; Hulsey, Hacquard, Fox, & Gualmini, 2004) predicts that children should initially prefer the scope reading that constitutes a good true answer to a question under discussion in the context. We designed a task in which the weak reading of our sentences corresponded to a good true answer to the question under discussion. We found that children across languages nonetheless preferred to assign a strong interpretation to our test sentences, providing empirical support for the semantic subset maxim.

An Eye-tracking Study on the Role of Attention and its Relationship with Motivation

This study aimed to assess whether attentional allocation to direct object pronouns in L2 Spanish was influenced by external or internal manipulations of attention and whether these manipulations caused learning of the form. Attention was measured by fixation duration and skipping rate on the pronouns, and learning was measured with a sentence interpretation task. Results provided empirical evidence that both types of manipulations direct attention to target forms, but in different ways, and bring about learning. In addition to examining the role of attention, the present study examined how different types of motivation, (i.e., integrative, intrinsic and extrinsic) were related to both attentional allocation and learning and found that intrinsic and extrinsic motivation were related to different attentional manipulations. Results are informative for models of L2 acquisition that posit a role for attention, instructed L2 acquisition and L2 motivation research.

Development of multimodal discourse comprehension: cohesive use of space by gestures

This study examined how well 5-, 6-, 10-year-olds and adults integrated information from spoken discourse with cohesive use of space in gesture, in comprehension. In Experiment 1, participants were presented with a combination of spoken discourse and a sequence of cohesive gestures, which consistently located each of the two protagonists in two distinct locations in gesture space. Participants were asked to select an interpretation of the final sentence that best matched the preceding spoken and gestural contexts. Adults and 10-year-olds performed better than 5-year-olds, who were at chance level. In Experiment 2, another group of 5-year-olds was presented with the same stimuli as in Experiment 1, except that the actor showed hand-held pictures, instead of producing cohesive gestures. Unlike cohesive gestures, one set of pictures was self-explanatory and did not require integration with the concurrent speech to derive the referent. With these pictures, 5-year-olds performed nearly perfectly and their performance in the identifiable pictures was significantly better than those in the unidentifiable pictures. These results suggest that young children failed to integrate spoken discourse and cohesive use of space in gestures, because they cannot derive a referent of cohesive gestures from the local speech context.