Picture Selection Task Research Articles

Children's Interpretations of Numerically Quantified Expression Ambiguities: Evidence from Quantified Noun Phrases and Bare Cardinals.

Understanding how children comprehend text by forming links between sentences has been the focus of research for decades. Such research has consistently shown that children use anaphors and resolve ambiguities in a different manner than adults. The present study examined a less-studied anaphoric reference that arises when two numerically quantified expressions (e.g., "three cats… two cats…") are used in the text. Focusing on 249 six- to eight-year-old children and 50 adults for comparison, the study employed a picture selection task across six experiments to assess interpretative preferences in ambiguous and unambiguous discourses containing numerically quantified expressions. The findings indicate a pronounced difference in interpretative strategies: unlike adults, who predominantly adopted an anaphoric subset reading, children showed a consistent preference for the non-anaphoric reading, even in contexts explicitly disambiguated towards this interpretation. This preference persisted across various experimental manipulations, highlighting challenges in text integration and comprehension among children. Contributing to the developmental trajectory of language comprehension, this study underscores the complexity of cognitive development and linguistic interpretation, revealing significant developmental differences in processing numerically quantified expressions and anaphoric references within discourse.

"Wait, how did you call this?": Speaker-specific word choices are stored and generalized.

It has been repeatedly shown that individuals track speaker-specific language use during interaction. Most studies focused on how this facilitates meaning inference when interspeaker variation differentiates between two or more alternatives, or how it allows for successful lexical alignment. However, it has been unclear whether mapping interspeaker variation is stored actively, and if so, what purposes this storage serves. In a pseudointeractive experiment, we created interspeaker variation in naming preferences, such that one speaker (the common speaker) consistently produced favored words, and the other speaker consistently produced less-favored/disfavored words (the uncommon speaker), across two conditions-one where both speakers were relatively common, and one where one of the speakers was highly uncommon. Participants engaged in a picture selection task, at first as matchers (where they were instructed by one of the speakers-each in his/her turn-which image to choose), and then as directors (where they were the instructors). They were then tested on how well they mapped interspeaker variation and how they generalized it linguistically and socially. Participants were successful at directly mapping interspeaker variation in naming preferences. Furthermore, they used this information in (a) lexically aligning with their interlocutors, (b) hypothesizing about unexposed word choices by these speakers, and (c) creating social representations of the speakers as individuals. In line with surprisal-driven learning accounts, these effects were larger for a speaker that used highly uncommon words. Our results suggest that individuals store interspeaker variation explicitly, which in turn helps them to predict their interlocutors' future linguistic and social behavior. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

(Im)precise personae: The effect of socio-indexical information on semantic interpretation

Abstract In this article, we address the following question: how do comprehenders reason about the persona embodied by the speaker to determine the referential meaning of numerical expressions such as ‘The price is $200’? Using a picture selection task, we show that descriptions uttered by speakers embodying a Nerdy persona, indexically associated with highly precise speech, are interpreted more precisely than those uttered by speakers embodying a Chill persona, indexically associated with imprecise speech. These findings contribute to building a more integrative perspective between the socio-indexical and the referential domain of signification, highlighting comprehenders’ social perception of the speaker as a crucial element informing pragmatic reasoning, and meaning interpretation more broadly. (Social meaning, personae, pragmatic reasoning, precision, numerals)*

What prosody does when morphosyntax is absent: The case of Korean relative clauses

This study investigates the role of prosodic information in linguistic interpretation in the absence of an explicit linguistic marker to resolve ambiguity. We particularly focus on the impact of prosody on comprehension of restrictive relative clauses (RRC) and non-restrictive relative clauses (NRC) in Korean, a language that lacks morphosyntactic or orthographic markers that distinguish between RRC and NRC. We hypothesize that narrow focus prosody may be associated with RRC, while broad focus prosody with NRC, which we test in two experiments through a picture selection task (Experiment 1) and an audio selection task (Experiment 2). Results showed that Korean listeners associated narrow focus prosody more often with RRC-biased pictures than NRC-biased pictures, suggesting that prosodic information has an impact on the resolution of syntactic ambiguity in the absence of any explicit linguistic marker. Further investigation suggests that there is variation in the impact of prosody across individuals and their sensitivity to prosody seems to be affected differently depending on the type of task.

That kid is a grasshopper! Metaphor development from 3 to 9 years of age.

Two major trends on children's skills to comprehend metaphors have governed the literature on the subject: the literal stage hypothesis vs. the early birds hypothesis (Falkum, 2022). We aim to contribute to this debate by testing children's capability to comprehend novel metaphors ('X is a Y') in Spanish with a child-friendly, picture selection task, while also tracking their gaze. Further, given recent findings on the development of metonymy comprehension suggesting a U-shaped developmental curve for this phenomenon (Köder & Falkum, 2020), we aimed to determine the shape of the developmental trajectory of novel metaphor comprehension, and to explore how both types of data (picture selection and gaze behavior) relate to each other. Our results suggest a linear developmental trajectory with 6-year-olds significantly succeeding in picture selection and consistently looking at the metaphorical target even after question onset.

Cross-linguistic influence in the simultaneous bilingual child's lexicon: An eye-tracking and primed picture selection study

AbstractIn a between-language lexical priming study, we examined to what extent the two languages in a simultaneous bilingual child's lexicon interact, while taking individual differences in language exposure into account. Primary-school-aged Dutch–Greek bilinguals performed a primed picture selection task combined with eye-tracking. They matched pictures to auditorily presented Dutch target words preceded by Greek prime words. Their reaction times and eye movements were recorded. We tested for effects of between-language phonological priming, translation priming, and phonological priming through translation. Priming effects emerged in reaction times and eye movements in all three conditions, at different stages of processing, and unaffected by language exposure. These results extend previous findings for bilingual toddlers and bilingual adults. Processing similarities between these populations indicate that, across different stages of development, bilinguals have an integrated lexicon that is accessed in a language-nonselective way and is susceptible to interactions within and between different types of lexical representation.

“Foreign” language aptitude predicts individual differences in native grammatical proficiency

AbstractLanguage aptitude is known to be a strong predictor of success in late second-language (L2) learning in instructional settings but is generally assumed to be irrelevant for native language (L1) acquisition. We investigated the relationship between language aptitude and L1 grammatical proficiency in the two studies reported here. Language aptitude was measured by means of a newly-developed test of grammatical sensitivity (Studies 1 and 2) and the Language Analysis subtest of the Pimsleur Language Aptitude Battery (Study 1), whereas grammatical proficiency was assessed by a grammaticality judgment task in Study 1 and a picture selection task in Study 2. The results of the two studies reveal a robust relationship between language aptitude and L1 grammatical proficiency that is remarkably consistent across different measures for both variables and appears to hold across the board for a variety of grammatical structures. These results fit well with the proposal that explicit learning may play an important role not only in adult L2 learning but also in L1 acquisition and raises questions about the validity of arguments for a fundamental difference between L1 and L2 acquisition based on the premise that only the latter is related to aptitude.

The Comprehension and Production of Passive Constructions by Afrikaans and isiXhosa First Language Grade 1 Children

ABSTRACT The acquisition of passives is well-studied in many languages, with evidence of crosslinguistic differences in the age at which passives are acquired. The aim of this study is to add to the existing knowledge of child acquisition of passives by providing data from Afrikaans and isiXhosa, two under-researched and typologically different languages spoken in South Africa. Comprehension and production data were collected from first language speakers (27 Afrikaans; 29 isiXhosa) from low socioeconomic backgrounds at the beginning and end of their Grade 1 year (aged 6;0 to 7;6). Picture selection and sentence completion tasks of the Receptive and Expressive Activities for Language Therapy were used to collect comprehension and production data, respectively, on short/full passives with actional verbs, reversible passives, and passives containing perceptual and psychological verbs. Comprehension of short passives with actional verbs were fully acquired by the isiXhosa L1 groups and reversible passives were approaching mastery by the beginning of Grade 1, but not the comprehension or production of any other types of passives constructions, by neither the isiXhosa nor the Afrikaans L1 group. By the end of the Grade 1 year, the isiXhosa group had acquired full comprehension and production of all passive types, whereas the Afrikaans group had fully acquired comprehension of both short and full passives with actional verbs but not yet passive production. Language group differences are thought to be related, in part, to differences in passive morphosyntax.

Aspect processing across languages: A visual world eye-tracking study

The study employed a combination of a picture selection task and Visual World eye-tracking to investigate the processing of grammatical aspect (perfective vs. imperfective) in three languages: Russian, Spanish and English. In order to probe into the cognitive representations triggered by the aspectual forms we contrasted visual representations of different temporal portions of telic events—a snapshot of the process stage (ongoing event) and a snapshot of the immediate aftermath of the event/the result state (completed event). In all three languages, the gaze patterns and offline responses revealed a strong preference for representations of ongoing events in the imperfective condition. This confirms that the imperfective forms in all the three languages draw attention to the in-progress portion of a telic event. In the perfective condition, however, we found robust differences. Russian uses verbal prefixes to mark perfective aspect, and our results suggest that perfective telic verbs in Russian strongly highlight the result state of an event. In Spanish, the perfective past tense form (Preterite) also highlights event completion, but to a lesser extent than in Russian—in line with its less restrictive semantics in not requiring an inherent boundary. In contrast to Russian and Spanish, English speakers did not show a preference for representations of completed events in the perfective (Simple Past) condition. This suggests that the English Simple Past form does not encode a preferential cognitive salience for either the activity portion of an event or its result state, and lends support to the analysis of the English Simple Past as a non-aspectual tense form.

Comprehension of Existential There-Constructions by Korean Learners of English

This study addresses the lack of comprehension data in second language acquisition research by focusing on English existential there-constructions (ETCs) with a locative extension (e.g., there is an X on the Y). The post-copular noun X used in the present study consisted of two types: actual and nonsense. Participants included 40 native speakers, as well as 40 advanced and 40 intermediate Korean learners of English, who completed an online picture selection task. In one picture, X was placed on the nearby Y; in another picture, X was placed on the far Y. The choice of both pictures was the correct response because ETCs are used to describe the existence of something regardless of its distance. There was a statistically significant relationship between English proficiency and the interpretation of ETCs. However, there was no relationship between the noun type and the interpretation of ETCs. In the Korean English curriculum, the distinction between expletive there and locative there must be emphasized.

Processing Referentially Ambiguous Pronouns by Adult Learners of English as a Foreign Language

Introduction: Processing ambiguous pronouns by L1 speakers of English has been the subject of a great bulk of research. Only a few studies, however, have investigated the ambiguity resolution of pronouns by people for whom English is a second or foreign language. In this study, the researchers employed a picture selection task to explore how adult Iranian EFL learners treated ambiguous pronouns.
 Methodology: The materials were 20 experimental items in four different conditions (i.e., manipulation of neither noun phrases [NP1] nor NP2, NP1 manipulation, both NPs manipulation and NP2 manipulation) plus 30 filler items. The principal purpose of this study was to investigate whether the manipulation of NPs by attaching extra content/semantic information to them had any impact on their accessibility and how the participants associated ambiguous pronouns with NPs when attempting to choose an antecedent.
 Results: The results confirmed the idea that increasing the length of an NP is an important mechanism employed by EFL learners in the process of ambiguity resolution of pronouns. The results also indicated that the NP length mechanism was a better predictor of accessibility in comparison with other mechanisms, such as the primacy effect, the subject rule, and the grammatical role.
 Conclusion: The findings demonstrated that when an NP carries extra-linguistic information compared to other NPs, it might have a better chance of being selected as the referent of an ambiguous pronoun.

Compreensão de estruturas com movimento A´ em crianças com Perturbações do Espectro do Autismo

This investigation aims to study the comprehension of A´movement (wh-questions and relatives) in L1 European Portuguese children with Autism Spectrum Disorder (ASD), since previous research on syntactic abilities in ASD remains inconclusive. 24 Portuguese speaking children with ASD (aged 5;6 to 13;11), including children with low and high non-verbal IQ, were compared to 35 typically developing (TD) children. The comprehension of subject, object and oblique wh-questions and subject, object and oblique relatives was assessed via a picture selection task. Overall, ASD children seem to have more difficulties than the control group with these structures, although there were only statiscally significant differences between the control group and the experimental group in younger children. No significant differences were found between ASD children with low and high IQ, with heterogeneous behavior in both groups. The results are in line with the ones we find in studies with this population conducted in other languages that suggest that ASD may be associated with general language delays and that there is a dissociation between non-verbal IQ and the comprehension of syntactic structures.

Interpretation of Imperfective Past Tense in Spanish: How Do Child and Adult Language Varieties Differ?

Some studies on the L1 acquisition of aspect in various child languages have discovered that imperfective aspect is acquired later than perfective aspect, whereas others find early adult-like performance. A variety of explanations has been advanced, particularly problems (i) with the semantics of imperfective aspect in combination with telic predicates, (ii) inferring the intended temporal antecedent in a discourse, and (iii) reasoning about an agent’s intentions to complete the event when observing a situation of an event in progress. The current study aimed to disentangle which of the purported explanations can best explain the acquisition patterns. Twenty-three Spanish monolingual children (mean age 5;11) and 17 adults were presented with telic sentences with one of two aspectual tenses in Spanish (pretérito indefinido and pretérito imperfecto). Using a picture-selection task and presenting the sentences either in a narrative setting or in a non-narrative setting, participants were prompted to choose between complete, ongoing, and incomplete situations. In the non-narrative setting children’s interpretation of imperfecto was adult-like, but in the narrative setting it was not. The target-like interpretation in the non-narrative setting reveals that the semantics of imperfecto in telic-imperfective sentences has been acquired (contra explanation i). Furthermore, Spanish five-year-olds did not depend on cues for agent intentionality when interpreting the imperfecto (contra explanation iii). The discrepancy between narrative and non-narrative setting suggests the challenge lies in discourse integration (supporting explanation ii).

Convergent and Discriminant Validity of the English Prosodic Phonology Processing Test (EPPPT): A Multi-Trait Multimethod Approach

Most of the prosody perception tests do not capture how listeners perceive and interpret stress, tone, and intonation in the process of listening comprehension. The current study developed the English Prosodic Phonology Processing Test (EPPPT). A sample of 240 Luo speaking high school students were tested using Confirmatory Factory Analysis (CFA) in a multi-trait multimethod matrix. Four traits were measured including word prosody, sentence prosody, juncture, and discourse prosody. Three methods were used including the picture selection task, stress assignment task, and chunking task. CFA confirmed the current taxonomy of the diverse traits of English prosodic phonology: word stress, sentence stress, open and closed junctures, and discourse. The methods yielded statistically significant differences among the discriminant validity of these traits. The model fit was better when the different prosodic traits were specified (convergent validity), while the methods of testing yielded distinguishable, unique types of information about prosodic phonology processing. Using a battery of five tests, the results of EPPPT showed that the traits are quite independent of each other and the method effect is not significant.
 Keywords: reliability, validity, EPPPT, Prosody, MTMM

Children’s acquisition of negation in L1 Afrikaans

Afrikaans is a West Germanic language that originated in South Africa as a descendent of Dutch. It displays discontinuous sentential negation (SN), where negation is expressed by two phonologically identical negative particles that appear in two different positions in the sentence. The negation system is argued to be an innovation that came about through the reanalysis of a discourse-dependent (pragmatically conditioned) structure in Dutch, reinforced by proponents of the standardisation of Afrikaans who prescriptively imposed a negative concord structure onto the Dutch negation system. The Afrikaans negation system is therefore argued to be artificially created, making it crosslinguistically rare and syntactically complex, the latter possibly having a delaying effect on acquisition. This study investigates both the comprehension and production of negation by young child speakers of Afrikaans. Sentences containing negative indefinites (NIs) ( niks ‘nothing’ and geen ‘no’/ ‘none’ with a final negative particle) are compared with those containing two negative particles (referred to as SN), which are syntactically less complex. We examined (1) whether the comprehension of sentences with NIs is more difficult to acquire than that of sentences using SN and (2) when and how negation is produced by young children. Data were collected through a picture selection task (comprehension) and recordings of spontaneous speech during free play (production). Results show that the comprehension of SN was acquired before that of NI, indicating that sentences containing NIs were indeed more difficult to comprehend than those containing SN. The production data showed that even the youngest participants (age 3;0) could produce grammatically well-formed negated constructions, but that errors occurred until age 4;3. In comparison with that found for other West Germanic languages, Afrikaans’ complex system of expressing negation seems to have a delaying effect on the comprehension of negation, specifically NIs, but not on production.

A Processability Approach to Instructed Language Learning in Multilingual Contexts Developmental Stages from a Receptive Competence Perspective

Existing research indicates a qualitative difference between Second Language Learning and Third Language Acquisition, and certain psycholinguistic and developmental aspects of multilingual learners merit investigation. The present article examines stages in receptive learner acquisition of English as a Third Language at Italian medium primary schools in South Tyrol (Italy) employing a picture selection task and implicational scaling analysis. It highlights the role that processing approaches to acquisition proposing constraints on developmental readiness and cross-linguistic influence may play in the emergence of receptive competence in morphosyntactic structures.

One Is Not Enough: Interactive Role of Word Order, Case-marking, and Verbal Morphology in Children’s Comprehension of Suffixal Passive in Korean

ABSTRACT The present study investigates the role of three structural factors (word order, case-marking, and verbal morphology) in the comprehension of the Korean suffixal passive by Korean-speaking children. To measure the relative impact of each factor on the comprehension of the passive, we devise a novel method where these factors are obscured systematically by employing acoustic masking – chewing and coughing. Results from three picture selection tasks show that (i) the Agent-First preference is not ubiquitously employed by young children, but is dependent on other grammatical cues, (ii) despite mediocre accuracy rates on passive sentences, we nonetheless find evidence that children have some knowledge about the passive construction, and (iii) scrambling of passive sentences does not aid in comprehension. These findings suggest that, in order to understand the acquisition of the passive, all these structural factors need to be considered.

Literacy improves the comprehension of object relatives

While there is a considerable body of research indicating that the acquisition of literacy has profound effects on many aspects of language and cognition, to our knowledge, very little is known about its effects on morphosyntax. In this paper, we explore the effects of literacy on the comprehension of Spanish object relative clauses, a structure which is typically acquired by literate children about the age of 10, i.e., after a considerable amount of exposure to written language. We tested three groups of native Spanish speakers (semi-literates, late-literates and high-literates) using a picture selection task. Subject relatives were used as a control condition. All three groups performed at ceiling on subject relatives (group means of 95% or above). In contrast, we observed very large differences in performance on object relatives, with the semi-literate group performing at chance (51% correct) and the late-literate group slightly above chance (65% correct). Performance in the high-literate group was much better, although not quite at ceiling (82% correct). The results appear to support the hypothesis that literacy helps in the acquisition of some aspects of grammar. This could be partly due to differences in IQ, metalinguistic awareness, working memory and/or executive functioning. The results are also consistent with the ‘training wheels’ hypothesis (Dąbrowska, 2020), according to which the availability of written representations facilitates the acquisition of difficult structures by easing memory load and enabling speakers to process sentences at their own pace.

To Game or Not to Game? Efficacy of Using Tablet Games in Vocabulary Intervention for Children with DLD

The adoption of tablets by young children has raised enthusiasm and concern among speech and language pathologists. This study investigated whether tablet games can be used as effectively as real play objects in vocabulary intervention for children with developmental language disorder (DLD). A randomized, controlled non-inferiority trial was conducted with 70 3-year-old children with DLD. The novel intervention group (n = 35) received 12 10-min scripted intervention sessions with symbolic play using a tablet game spread out over 8–9 weeks. The standard intervention group (n = 35) received the same amount of intervention with real objects using the same vocabulary scripts. In each session, children were exposed to 22 target words. The primary outcome was the number of new target words learned. This was measured using a picture selection task including 22 target words and 22 control words at 3 time intervals: before the intervention, immediately post-intervention, and 5 weeks later. In both intervention groups, the children learned significantly more target words than control words. No significant differences in gains between the two intervention conditions were found. This study provides evidence that vocabulary intervention for toddlers with DLD using a tablet game is equally as effective as an intervention using real objects.

Sources of variability in the acquisition of Differential Object Marking by Turkish heritage language children in the United States

AbstractDifferential object marking (DOM) is an area of vulnerability in adult heritage speakers. This study traces such vulnerability to childhood by examining Turkish DOM in child Turkish heritage speakers in the U.S and the parental generation, who are the main input providers. Twenty first-generation immigrants, 20 adult and 20 child (aged 7–14) Turkish heritage speakers, and the monolingual group including 20 Turkish-speaking adults, 20 7–14-year-old and 20 3–6-year-old Turkish-speaking children in Turkey completed a story retelling task and a picture selection task. Results showed that the first-generation immigrants patterned with the monolingual adults. However, the heritage speakers (children and adults) omitted DOM in both tasks, showing more variable performance than the monolingual groups. These findings suggest that instability of DOM in heritage grammars is more likely due to insufficient input in the early years of heritage language development than to changes in parental input or attrition in later years.