Noun Cues Research Articles

Learning new verbs with known cue words: The relative effects of noun and adverb cues

Research has shown that learning a known-and-unknown word combination leads to greater learning than learning an unknown word alone (Kasahara, 2010, 2011). These studies found that attaching a known adjective to an unknown noun can help learners remember the unknown noun. Kasahara (2015) found that a known verb can serve as an effective cue to remember an unknown noun in a known-and-unknown combination. To examine useful cues to learn unknown verbs, this study compared verb (unknown) + noun (known) combinations to verb (unknown) + adverb (known) combinations. Additionally, we explored how learners’ vocabulary size would affect the known-and-unknown two-word combination learning to deepen our understanding of the characteristics of students who benefit from combination learning. The participants in each group learned 18 two-word combinations consisting of the same unknown target verbs and different known cues (nouns or adverbs). The participants were provided with a five-minute learning phase and two immediate recall tests: a Single Word Test, to write down the L1 meanings of the targets, and a Combination Test, to write down the L1 meanings of the combinations. The same two tests were administered one week later. The results showed that known nouns were better cues for learning unknown verbs than known adverbs. It was also found that participants with a larger vocabulary size benefited more from two-word combination learning.

Is word learning enough? Improved verb phrase production following cueing of verbs and nouns in primary progressive aphasia

There is little evidence that, for people with aphasia, successful outcomes following lexical retrieval treatment generalise beyond single word retrieval to sentence production or daily communication. This study aimed to develop greater understanding of the mechanisms of generalisation. We employed a cueing task to simulate the effects of lexical retrieval treatment. A single noun or verb was provided and the effect on production of a corresponding verb phrase examined. Sixteen individuals with primary progressive aphasia (PPA) were asked to produce verb phrases to describe action pictures accompanied by i) a verb cue where a spoken and written verb was also presented with the picture; ii) a noun cue where a spoken and written noun was presented with the picture; iii) a no cue condition where only the picture was presented. Across the case series, both verb and noun cueing improved verb phrase production relative to no cue, with verb cueing being most effective. At the level of the single case, thirteen individuals showed significantly increased production of verb phrases with verb cueing, and seven individuals with noun cueing. In addition, seven individuals showed significantly greater benefit from verb cueing compared to noun cueing, and none showed the reverse. This suggests that improvements in verb phrase production may also be achievable following treatment-induced improvements in lexical retrieval. Greater benefit from verb cues than noun cues raises important theoretical issues regarding sentence construction and clinical issues around the most effective treatment techniques for people with aphasia.

Children’s Initial Understanding of the Related Meanings of Polysemous Noun-Verb Pairs

ABSTRACT The cross-categorical use of nouns and verbs poses a challenging problem to young language learners because they are known to be less willing to accept that a single form of a word be used for more than one linguistic purpose (e.g., one-form/one-function principle). The present study investigated whether children under 3 years of age are able to quickly understand the cross-categorical use of object-function denoting nouns (e.g., This is a nice brush) as denominal verbs (e.g., Brush your teeth) when the semantic relationship between the objects, referred to by the nouns, and their functions, referred to by the denominal verbs, is transparent. French-speaking 2.5-year-olds were taught the cross-categorical use of three novel parent noun and denominal verb pairs by presenting these pairs with semantic information coupled with noun and verb distributional cues. The results from Experiment 1 showed that, contrary to the one-form/one-function principle, 2.5-year-old children were able to fast-map the novel object-function noun-verb pairs onto novel objects and actions they had never seen before after three exemplars were shown. However, the results from Experiment 2 indicated that after being taught the cross-categorical use of two novel object-function noun-verb pairs, 2.5-year-olds were not able to interpret the third novel object-function noun-verb pair correctly when it was presented with semantic information coupled with noun distributional cues only. These findings suggest that although 2.5-year-olds do not have a strong one-form/one-function mapping constraint, they are not able to quickly form abstract class extension rules that enable them to immediately understand the cross-categorical use of new noun-verb pairs they have not heard before.

Exploring the effect of eye gaze cues on novel L2 morphosyntactic pattern learning

Recent research that explored how input exposure and learner characteristics influence novel L2 morphosyntactic pattern learning has exposed participants to either text or static images rather than dynamic visual events. Furthermore, it is not known whether incorporating eye gaze cues into dynamic visual events enhances dual pattern learning. Therefore, this exploratory eye-tracking study examined whether eye gaze cues during dynamic visual events facilitate novel L2 pattern learning. University students ( n = 72) were exposed to 36 training videos with two dual novel morphosyntactic patterns in pseudo-Georgian: completed events ( bich-ma kocn-ul gogoit, ‘boy kissed girl’) and ongoing actions ( bich-su kocn-ar gogoit, ‘boy is kissing girl’). They then carried out an immediate test with 24 items using the same vocabulary words, followed by a generalization test with 24 items created from new vocabulary words. Results indicated that learners who received the eye gaze cues scored significantly higher on the immediate test and relied on the verb cues more than on the noun cues. A post-hoc analysis of eye-movement data indicated that the gaze cues elicited longer looks to the correct images. Findings are discussed in relation to visual cues and novel morphosyntactic pattern learning.

Psychometric Evaluation of an Episodic Future Thinking Variant of the Autobiographical Memory Test – Episodic Future Thinking-Test (EFT-T)

Abstract. Future-oriented variants of the Autobiographical Memory Test (AMT) are often used to assess the generation of specific episodic future thoughts, however, as yet the underlying factor structure of items in this modified test has not been examined. Therefore, over two studies we examined the factor structure and validity of an episodic future thinking variant of the Autobiographical Memory Test (Episodic Future Thinking-Test; EFT-T). In Study 1, exploratory factor analysis ( N = 466) showed a one-factor structure underlying responses to positive, negative, and concrete noun cue words on the EFT-T. In Study 2, confirmatory factor analysis with a different sample ( N = 304) and using different cue words showed a good fit for a single-factor structure. In both studies, good convergent validity was found with scores on the EFT-T correlating with autobiographical memory specificity scores, with support for divergent factors also. Mixed support was found for associations with measures of mental imagery, and the implications for measurement are discussed. These studies provide the first evidence that the EFT-T unidimensionally assesses specificity in episodic future thinking across two cue word sets.

Effortful verb retrieval from semantic memory drives beta suppression in mesial frontal regions involved in action initiation

The contribution of the motor cortex to the semantic retrieval of verbs remains a subject of debate in neuroscience. Here, we examined whether additional engagement of the cortical motor system was required when access to verbs semantics was hindered during a verb generation task. We asked participants to produce verbs related to presented noun cues that were either strongly associated with a single verb to prompt fast and effortless verb retrieval, or were weakly associated with multiple verbs and more difficult to respond to. Using power suppression of magnetoencephalography beta oscillations (15-30 Hz) as an index of cortical activation, we performed a whole-brain analysis in order to identify the cortical regions sensitive to the difficulty of verb semantic retrieval. Highly reliable suppression of beta oscillations occurred 250 ms after the noun cue presentation and was sustained until the onset of verbal response. This was localized to multiple cortical regions, mainly in the temporal and frontal lobes of the left hemisphere. Crucially, the only cortical regions where beta suppression was sensitive to the task difficulty, were the higher order motor areas on the medial and lateral surfaces of the frontal lobe. Stronger activation of the premotor cortex and supplementary motor area accompanied the effortful verb retrieval and preceded the preparation of verbal responses for more than 500 ms, thus, overlapping with the time window of verb retrieval from semantic memory. Our results suggest that reactivation of verb-related motor plans in higher order motor circuitry promotes the semantic retrieval of target verbs.

Simultaneous Processing of Noun Cue and to-be-Produced Verb in Verb Generation Task: Electromagnetic Evidence.

A long-standing but implicit assumption is that words strongly associated with a presented cue are automatically activated in the memory through rapid spread of activation within brain semantic networks. The current study was aimed to provide direct evidence of such rapid access to words’ semantic representations and to investigate its neural sources using magnetoencephalography (MEG) and distributed source localization technique. Thirty-three neurotypical subjects underwent the MEG recording during verb generation task, which was to produce verbs related to the presented noun cues. Brain responses evoked by the noun cues were examined while manipulating the strength of association between the noun and the potential verb responses. The strong vs. weak noun-verb association led to a greater noun-related neural response at 250–400 ms after cue onset, and faster verb production. The cortical sources of the differential response were localized in left temporal pole, previously implicated in semantic access, and left ventrolateral prefrontal cortex (VLPFC), thought to subserve controlled semantic retrieval. The strength of the left VLPFC’s response to the nouns with strong verb associates was positively correlated to the speed of verbs production. Our findings empirically validate the theoretical expectation that in case of a strongly connected noun-verb pair, successful access to target verb representation may occur already at the stage of lexico-semantic analysis of the presented noun. Moreover, the MEG results suggest that contrary to the previous conclusion derived from fMRI studies left VLPFC supports selection of the target verb representations, even if they were retrieved from semantic memory rapidly and effortlessly. The discordance between MEG and fMRI findings in verb generation task may stem from different modes of neural activation captured by phase-locked activity in MEG and slow changes of blood-oxygen-level-dependent (BOLD) signal in fMRI.

Drawing learners’ attention to syntactic context aids gender-like category induction

According to noun-cue models, arbitrary linguistic categories, like those associated with case and gender systems, are difficult to learn unless members of the target category (i.e., nouns) are marked with phonological or semantic cues that reliably co-occur with grammatical morphemes (e.g., determiners) that exemplify the categories. Syntactic context models do not require noun cues. Five experiments used an artificial grammar with gender-like noun subcategories and locative postpositions with gender agreement to test the hypothesis that syntactic context models were sufficient for category induction if they included processes for drawing learners’ attention to the related subsets of grammatical morphemes that defined the gender categories. Experiment 1 validated a computer-based experimental paradigm for artificial language learning. Experiment 2 showed that direct instruction was one way to draw learners’ attention to the defining morphemes and bring about category induction. Experiments 3–5 showed that blocking learning trials using nouns as the blocking factor drew learners’ attention to the correlated subsets of grammatical morphemes and led to category induction. Experiments 2–5 provided support for syntactic context models under specific learning conditions. The implications for first- and second-language learning are discussed.

Mechanisms of recovery from aphasia: evidence from positron emission tomography studies

OBJECTIVESLanguage functions comprise a distributed neural system, largely lateralised to the left cerebral hemisphere. Late recovery from aphasia after a focal lesion, other than by behavioural strategies, has been attributed...

Verb Retrieval and Sentence Production in Aphasia

This paper presents a subject with a selective verb retrieval deficit. Nouns were produced more successfully than verbs in spontaneous speech, picture naming and when naming to definition. The word class effect was not observed in comprehension tasks, reading aloud or writing. This indicated that it was due to a specific problem in accessing verbs' phonological representations from semantics. The second part of the paper explores the implications of the verb deficit for sentence production. Analyses of narrative speech revealed a typically agrammatic profile, with minimal verb argument structure and few function words and inflections. Two investigations suggested that the sentence deficit was at least partly contingent upon the verb deficit. In the first, the subject was asked to produce a sentence with the aid of a provided noun or verb. The noun cues were not effective in eliciting sentences, whereas verb cues were. The second investigation explored the effects of therapy aiming to improve verb retrieval. This therapy resulted in better verb retrieval and improved sentence production with those verbs. These findings suggest that an inability to access verbs' phonological representations can severely impair sentence formulation. Implications for models of sentence production are considered.

Imagery limitations in totally congenitally blind subjects.

Research on totally blind subjects performing tasks that involve visual imagery has often shown that they do not behave differently from matched sighted subjects, even when their blindness is congenital. If visual imagery is based on visual perception, such tasks may not required visual imagery. In the present article visual images are considered as representations maintaining some properties of visible objects and constructed on the basis of information from various sources. Owing to the absence of visual experience, the limitations of such representations are explored in a series of experiments requiring memorization of single nouns, pairs of nouns, or triplets of nouns associated with a cue noun. Recall by blind subjects was impaired when multiple interactive images (with noun pairs and triplets) are formed. The poorer recall of blind subjects reflected also loss of order information. Recall was better for both groups with locative noun cues and high-imagery targets.

Cued recall of specific memories in children and adults

The goal of this study was to determine some of the factors that contribute to developmental differences in using cues to retrieve specific memories. Second- and fifth-grade children and college adults were shown adjective noun-noun word stimulus events (e.g., bloody axe-sword), in which the adjectives strongly modified event meaning, and asked acquisition orienting questions that amplified (specific questions) or diluted (category questions) event specification. In addition, the stimuli were presented once only (one trial) or there was a repeated presentation with a constant or varied orienting question on the second presentation. At retrieval, orienting questions were asked of the retrieval cues that were the same as the acquisition questions, semantically related to the acquisition questions, or no questions were asked, and the retrieval cues reinstated the acquisition context (adjective noun cues) or represented the nominal type of event that was experienced (noun cues). The one-trial results showed that the children had less success than the adults using in the adjective noun retrieval cues for no questions and the related questions, relative to same questions, and also that the children used the noun cues particularly ineffectively. The event repetitions modified these patterns in predictable ways. The results suggest that type information may mediate the use of cues to retrieve specific memory tokens, and type information seems more salient in adult than in child event representations in memory.

Children's use of context and category cues to retrieve episodic information from memory

According to the encoding specificity hypothesis, a retrieval cue is effective to the extent that it is “compatible” with trace information in memory. The purpose of this study is to determine if the bases for establishing “compatibility” change with age. Adjective Noun-Noun (e.g., Bloody Axe- Sword) word triplets were presented at acquisition to second and fourth graders and college adults, and recall for the second noun (Sword) was tested at recall. The degree to which the retrieval cue information represented the acquisition encoding context was varied through the use of Adjective Noun, Noun, and Adjective context cues and cues representing the category name (e.g., weapon). In addition, the specificity of the acquisition encoding was manipulated. Either General (i.e., straight) or Distinctive (bloody) adjectives modified the nouns; encoding was constrained by relational or highly specific orienting questions, or was unconstrained (No Orient); and the questions were congruent or incongruent. The most striking results were that the second graders made effective use only of the Adjective Noun cues that most adequately represented the encoding context, and only in the most specified event situations (i.e., distinctive adjectives/specific congruent orienting questions).

Sentence Coding: Tests of the Address-Contents Model and the Fragmentation-Conceptual Focus Hypothesis

Predictions of the address-contents model of sentence coding (Broadbent, 1971, 1973) were contrasted in two experiments with predictions based on the fragmentation hypothesis (Jones, 1974, 1976, 1978) and the conceptual focus hypothesis (Tannenbaum and Williams, 1968a, b). Participants attempted to recall lists of active-voice subject-verb-object sentences in response to a noun cue from each sentence. For persons instructed to image the sentences in Experiment I, there was a subject cuing superiority for verb partial recalls, but there were no reliable cuing asymmeties for complete sentence or noun partial recalls. For persons instructed to repeat the sentences aloud, the subject superiority for verb partial recalls did not appear. In Experiment II, there was overall a subject superiority for verb partial recall and symmetry for complete and noun partial recalls. This pattern was not affected by whether a question following each sentence required the subject or the object as response. These results support the fragmentation-conceptual focus hypothesis.

Inferential Processes in Sentence Encoding and Recall

Sentence recall was cued with the topic nouns of each sentence or with cues based on pragmatic (elaborative) inferences derivable from the target sentences. Across a variety of encoding conditions topic noun cues were effective in aiding recall of concrete and abstract sentences. Inferential cues, however, were successful in improving recall, relative to a free recall condition, only when encoding tasks induced subjects to make elaborative inferences relevant to the cues. As the likelihood of drawing such inferences at encoding increased, the effectiveness of inferential cues increased until, for concrete sentences at least, inferential cues were just as effective as topic noun cues. It was concluded that subjects may frequently draw elaborative inferences during discourse comprehension, that these inferences are incorporated into memory, and that access to the original message can be obtained by reminding subjects of inferences made during comprehension.