Sentence Reading Research Articles

Pelatihan Penggunaan Pronomina Pada Anak-Anak dalam Menulis Cerita Pendek di Gampong Jeumpa

The definition of a pronoun is a pronoun that replaces a noun or noun phrase. Examples are me, his, this. Based on the text quote, the first sentence reads: Every parent will love their child. Then, in the next sentence the word parents is no longer mentioned and is changed to use the pronoun itself, namely me. Writing I is used as a parental pronoun. Pronouns are also called pronouns. This means all words that are used to replace nouns or words that are used as objects. training on the use of pronouns for children in Gampong Jeumpa in writing short stories so that the pronouns used are not monotonous. The method used in this community service is by using lectures, questions and answers, and group work under direct guidance. This community service activity proved successful after they received the material and were guided and guided directly by lecturers and students so that in the end they were able to use various pronouns in writing short stories so that they were not monotonous in telling stories. Overall, this community service activity ran smoothly, where there were other supporting factors such as activities that were carried out in accordance with the objectives and on target.

Cortical cognitive processing during reading captured using functional-near infrared spectroscopy

Neuroimaging studies using functional magnetic resonance imaging (fMRI) have provided unparalleled insights into the fundamental neural mechanisms underlying human cognitive processing, such as high-level linguistic processes during reading. Here, we build upon this prior work to capture sentence reading comprehension outside the MRI scanner using functional near infra-red spectroscopy (fNIRS) in a large sample of participants (n = 82). We observed increased task-related hemodynamic responses in prefrontal and temporal cortical regions during sentence-level reading relative to the control condition (a list of non-words), replicating prior fMRI work on cortical recruitment associated with high-level linguistic processing during reading comprehension. These results lay the groundwork towards developing adaptive systems to support novice readers and language learners by targeting the underlying cognitive processes. This work also contributes to bridging the gap between laboratory findings and more real-world applications in the realm of cognitive neuroscience.

Processing causal structure sentences in Mandarin Chinese: an eye movements study.

It remains uncertain whether causal structure prediction can improve comprehension in Chinese sentences and whether the position of the headword mediates the prediction effect. We conducted an experiment to explore the effect of causal prediction and headword position in Chinese sentence reading. Participants were asked to read sentences containing causal connectives with their eye movements recorded. In the experiment, we manipulated the causal structure of the sentence and the position of the headword. We found a promoting effect of causal structure on first-pass reading time and a hindering impact on total reading time. However, the effect was not mediated by the headword position. The results show that causal syntactic prediction facilitated early-stage processing and increased the integration cost in the late stage of Chinese sentence processing. These findings also support the constraint-based approach, which suggests an isolation between semantic and syntactic processing.

Searching for Semantic Distance Effects

Language processing relies on memory. There exists a considerable body of literature on retrieval in sentence processing and, in particular, on cases involving recall of syntax-relevant information. There is no reason to doubt, however, that memory is involved in semantic aspects of language processing as well. In this work, we look at the case of additive presuppositions, such as those involved in interpreting the additive particle too. When one hears Mary went to the party, too, one should recall that someone other than Mary went to the party. We make the case that, as a starting hypothesis, it would be expected that the retrieval of this kind of information should share basic features of memory processes in language with the better-known cases of recall involved in syntactic parsing. In particular, we argue that, given certain assumptions and linking hypotheses, all prominent retrieval theories predict the existence of distance effects for the recall of previous information, independent of whether the recall is driven by syntactic or semantic, sentential or inter-sentential, considerations. As the distance increases, so does the difficulty of processing. We test this prediction in four experiments that investigate the role of retrieval in interpreting too. Using the Bayesian hierarchical modelling paradigm, we find evidence in two self-paced reading experiments that it takes more time to read sentences with too when the distance between the trigger and its antecedent is greater, compared to a baseline that lacks the presupposition trigger. This result shows that theories of the role of memory in language are just as relevant to the domain of discourse interpretation as they are to syntactic parsing. The fact that our evidence was relatively hard to find, however, suggests additionally that there are interesting differences to explore in the future.

German Demonstrative Pronouns in Contrast

German has two demonstrative pronouns: the der, die, das paradigm and the dieser, diese, dies(es) paradigm. Previous studies mainly compared the anaphoric use of der with the personal pronoun er and observed that der refers to less prominent antecedents. However, there are only very few studies that have investigated the differences between these two demonstrative pronouns. We hypothesize that they differ in signaling topic persistence and in accessing contrastive antecedents. We tested these hypotheses in short texts that manipulated the contrast of the antecedent by inducing the expression ‘in contrast to’ vs. ‘together with’ (e.g., the cellist in contrast to the flautist vs. the cellist together with the flautist). Results from our eye-tracking reading Experiment (Experiment 1), in which participants’ eye- movements were monitored while reading sentences, show that (i) readers preferred dieser when referring to the topic of a sentence, and (ii) dieser caused less processing difficulties than der in both contrast and no-contrast contexts. Our sentence completion Experiment (Experiment 2) also confirmed that der and dieser are both used for anaphoric reference to a topical antecedent. Collectively, our experiments provide evidence that dieser functions as inducing topic persistence. These results suggest that there is a need for further experimental investigation into the semantic factors and informational structures influencing the usage of demonstrative pronouns in German.

Syntactic and emotional interplay in second language: emotional resonance but not proficiency modulates affective influences on L2 syntactic processing

ABSTRACT Previous research has demonstrated the influence of emotions during linguistic processing, indicating the interactivity of both processes in the brain. However, little is known regarding such interplay in a second language (L2). This study addressed this question by examining the reading effects of syntactic violations while processing L2 emotional and neutral statements. Forty-six Spanish-English bilinguals with various levels of L2 proficiency and emotional resonance (i.e. capability for emotional experience in L2) were presented with a self-paced sentence reading task. Sentences contained positive (16), neutral (16) and negative (16) verbs, half of them presented in agreement and half in disagreement with the preceding pronoun. Analysis of verb reading times using linear mixed effects modelling revealed a significant interaction between syntactic violation, verb valence and emotional resonance, suggesting that stronger emotional L2 experience results in a higher saliency of negative verbs, reducing the impact of syntactic violations.

Altered oscillatory neural dynamics related to word prediction in older adult readers

ABSTRACT The engagement of predictive mechanisms during language comprehension can facilitate processing and modulate neural oscillatory activity. These modulations include alpha-band activity decreases prior to expected words, reflecting anticipatory preparation, and frontal theta-band activity following unexpected words, reflecting engagement of cognitive control. It remains unknown how these oscillatory dynamics are impacted by aging. Here, we re-analysed previously collected EEG data from a sentence reading experiment with older adult participants to examine oscillatory responses to expected and unexpected words. Compared to younger adults, older adults’ frontal theta responses following unexpected words were delayed and reduced in magnitude. Alpha-band decreases prior to expected words were comparable across age groups, but only young adults’ pre-stimulus alpha activity was correlated with the post-stimulus frontal theta response. These results suggest older adults may engage anticipatory neural mechanisms comparably to younger adults, but do not engage the same control mechanisms following prediction errors.

Lexical cues and discourse integration: An ERP study of the N400 and P600 components

In a sentence reading ERP study in Swedish we investigated the roles of the N400 and P600 components. By manipulating ease of lexical retrieval and discourse integration of the critical words in four conditions (contextually primed/non-primed and degree of contextual fit), we explored these components from a sentence processing perspective. The results indicate that the N400 indexes lexical retrieval and access of stored conceptual knowledge, whereas the P600 component indexes pragmatic processes, such as integration of a word into the discourse context, or the information structural status of the word. The results support single-stream models of sentence processing where lexical retrieval and integration do not take place in parallel, as in multi-stream models.

The Effects of Phonics Training based on Phonological and Morphological Awareness on Reading and Writing Abilities in Children with Reading Difficulties

Objectives: The purpose of this study is to find more efficient intervention methods for children with poor reading by comparing phonics intervention based on phonological awareness and with integrated phonics group including morphological awareness. Methods: 18 children with poor reading skills in elementary school were selected and classified into two experimental groups and a control group. Decoding, paragraph reading fluency, reading comprehension, dictation, and sentence reading and writing tests were administered as assessment tool. Additionally Jung (2014)’s morphological awareness ability task was utilized. Results: First, both experimental groups showed a significant increase in decoding skills. However, in terms of reading comprehension and fluency, there was a significant increase in the integrated phonics training group including morphological awareness, but there was no significant difference in the phonics training group based solely on phonological awareness. The control group did not show a significant increase in all areas. Second, both groups showed a significant improvement in the dictation skills, while the control group did not showed significant difference. Third, both experimental groups significantly increased their scores in phonological awareness tasks and morphological awareness ability tasks. Conversely, there was no significant increase observed in the control group. Conclusion: It is significant that the phonics intervention program, which integrates phonological and morphological awareness for children with poor reading skills, has an effect not only on reading and writing, but also on meta-recognition ability. This indicates that interventions, including morphological awareness training, have a broad impact on the realm of reading.

Till Eggjaristningens tolkning

The Eggja inscription begins hin warb naseu wilʀ, where hin probably is an adverb, as in Old High German hin(a) and Old Saxon and Old English hin, meaning ‘away’, also used in phrases and compounds meaning ‘death’ or ‘to die’. The line then would mean ‘the wild one (Ägir) threw away/to death with the corpse-wave’. The continuation made þaim kaiba i bormoþa huni, I translate: ‘with it tore the rope attachments at the masthead, exhausted by carrying, apart’. The beginning and end of the following sentence read: huwaʀ ob kãm…lãt gotna: ‘Who came… [to] the land of men?’ It probably refers to the dead man in the grave. The answer to the question comes next: fiskʀ oʀ f[irn]a uim suwimãde foki af [afli il] galãnde. It is to be understood as: ‘Fish swimming out of the terrible stream, squalls roaring at full strength in the snowstorm.’ The swimming fish probably is a metaphor for the drowning man floating ashore. The last line begins ni s solu sott uk ni sakse stain skorin. It was formerly understood as ‘it is not sought by the sun and the stone is not cut by sax (a type of sword)’. A better translation would be: ‘the cut stone is not invaded by the sun and not assaulted by sword’. The line goes on: ni…mãʀ nakdãni sn--r--ʀ ni wiltiʀ mãnʀ lagi ‘not [may] men uncover [it], not…, not bewildered men may degrade it’.

Word Segmentation in Sentence Reading by Learners of Chinese

This study adopted an experimental approach to compare two groups of third-year students learning Chinese in sentence reading comprehension with and without a word segmentation exercise at a southwestern American university. The t-test showed that the experimental group, which received a word segmentation task followed by immediate feedback before reading, outperformed the non-experimental group, which received no treatment before reading. The correlation analysis confirmed that four types of word segmentation errors were moderately correlated with four types of translation errors. This study concluded that introducing word segmentation exercises could facilitate reading comprehension. Based on the findings, pedagogical implementations were suggested.

Transitional probability between characters as a component of sentence processing in Chinese

Abstract This study explores the role of transitional probability (TP) in sentence processing in Chinese, a writing system that presents unique challenges due to its character-based structure and lack of word boundaries. The research investigates how the statistical regularities of character meaning, as captured by TP, aid in word segmentation and impact reading comprehension. Utilizing a moving window task, the study examines the processing speed of characters in high versus low TP conditions. Findings reveal that characters in high TP bigram conditions (indicating a consistent semantic association within a bigram) are processed more quickly, underscoring the importance of this statistical property of characters in Chinese sentence reading. These findings challenge conventional notions in Chinese linguistics concerning the relationship between characters, morphemes, and semantics, and suggests an alternative perspective on (and the need for reevaluation of) character-level semantics. The study also highlights the influence of prosodic context on reading speed, indicating that anticipatory linguistic patterns shape reader processing.

A mapping-knowledge-domain analysis of ERP research on language processing.

The event-related potentials (ERPs) technique represents a newly developed methodology in cognitive neuroscience and has significantly extended the scope of linguistic studies, offering valuable insights into cognitive processes related to language. While extant literature reviews have addressed specific facets of ERP research on language processing, a comprehensive overview of this domain remains notably absent. This study aims to fill this gap by pioneering a mapping-knowledge-domain analysis of ERP research on language processing using Citespace, a visualized bibliometric software. The current study conducted a meticulous survey and evaluation of relevant literature extracted from the Web of Science core collection. Initially, this study outlines the spatial-temporal distribution within this domain. Subsequently, employing document co-citation analysis, keyword co-occurrence analysis, cluster analysis, and burst detection analysis, this study delved deeper into the research landscape. Findings reveal that key areas in ERP research on language processing predominantly focus on sentence comprehension, reading comprehension, and mismatch negativity, with notable emphasis on topics such as speech perception, temporal dynamics, and working memory. The current study advocates for future investigations to concentrate on larger linguistic units, explore the integration of ERP components and their functional significance, and scrutinize individual differences among participants. These directions are imperative for advancing the understanding of language processing mechanisms.

The role of morphology in novel word learning: a registered report.

The majority of the new words that we learn every day as adults are morphologically complex; yet, we do not know much about the role of morphology in novel word learning. In this study, we tackle this issue by comparing the learning of: (i) suffixed novel words (e.g. flibness); (ii) novel words that end in non-morphological, but frequent letter chunks (e.g. fliban); and (iii) novel words with non-morphological, low-frequency endings (e.g. flibov). Words are learned incidentally through sentence reading, while the participants' eye movements are monitored. We show that morphology has a facilitatory role compared with the other two types of novel words, both during learning and in a post-learning recognition memory task. We also showed that participants attributed meaning to word parts (if flibness is a state of happiness, then flib must mean happy), but this process was not specifically triggered by the presence of a suffix (flib must also mean happy in fliban and flibov), thus suggesting that the brain tends to assume similar meanings for similar words and word parts.

The impact of music training on temporal order processing in Mandarin Chinese sentence reading: Evidence from event-related potentials (ERPs).

The objective of this study was to investigate the impact of music training on the processing of temporal order in Mandarin sentence reading using event-related potentials (ERPs). Two-clause sentences with temporal connectives ("before" or "after") were presented to both musicians and non-musicians. Additionally, a verbal N-back task was utilized to evaluate the participants' working memory capacities. The findings revealed that musicians, but not nonmusicians, demonstrated a more negative amplitude in the second clauses of "before" sentences compared with "after" sentences. In the N-back task, musicians exhibited faster reaction times than nonmusicians in the two-back condition. Furthermore, a correlation was observed between the ERP amplitude differences (before vs. after) and reaction time differences in the N-back task (0-back vs. 2-back) among musicians. These findings suggested that music training enhances the depth of temporal order processing, potentially mediated by improvements in working memory capacity.

Sla-former: conformer using shifted linear attention for audio-visual speech recognition

Conformer-based models have proven highly effective in Audio-visual Speech Recognition, integrating auditory and visual inputs to significantly enhance speech recognition accuracy. However, the widely utilized softmax attention mechanism within conformer models encounters scalability issues, with its spatial and temporal complexity escalating quadratically with sequence length. To address these challenges, this paper introduces the Shifted Linear Attention Conformer, an evolved iteration of the conformer architecture. Shifted Linear Attention Conformer adopts shifted linear attention as a scalable alternative to softmax attention. We conducted a thorough analysis of the factors constraining the efficiency of linear attention. To mitigate these issues, we propose the utilization of a straightforward yet potent mapping function and an efficient rank restoration module, enhancing the effectiveness of self-attention while maintaining low computational complexity. Furthermore, we integrate an advanced attention-shifting technique facilitating token manipulation within attentional mechanisms, thereby enhancing information flow across various groups. This three-part approach enhances cognitive computations, particularly beneficial for processing longer sequences. Our model achieves exceptional Word Error Rates of 1.9% and 1.5% on the Lip Reading Sentences 2 and Lip Reading Sentences 3 datasets, respectively, showcasing its state-of-the-art performance in audio-visual speech recognition tasks.

English coronal stop deletion is categorical not gradient

English Coronal Stop Deletion (CSD) has been a subject of debate in terms of whether it is categorical or gradient. Previous studies have overlooked the possibility that tongue tip raising during inaudible coronal stop may come from neutral tongue tip position rather than gradient CSD. The current study found that in sentence reading, that much involves word-initial tongue tip raising just prior to [m] that is significantly similar to the tongue tip behavior of much in isolation. We argue that English CSD should be analyzed as categorical deletion and that one can only argue for gradient deletion after considering the neutral position of the tongue tip. More generally, this study suggests that arguing for gradience involves complexities beyond merely noting variations in measurements. Therefore, one may conclude categoricity based on Occam’s razor and only argue for gradience when alternative explanations have been evaluated and suggested so.

The Relationships of Oral Reading Fluency at Word, Sentence, and Passage Levels and Reading Comprehension in Chinese.

This study aims to expand our understanding of the relations of oral reading fluency at word, sentence, and passage levels to reading comprehension in Chinese-speaking secondary school-aged students. In total, 80 participants (46 males and 34 females) ranging from 13 to 15 years old joined this study and were tested on tasks of oral reading fluency at three levels, reading comprehension, and nonverbal IQ. Our results showed a clear relationship from fluency at the level of the word to the sentence and then the passage in oral reading fluency as well as both the direct and indirect importance of word-level oral reading fluency in reading comprehension. Only the indirect effect from word-level oral reading fluency to reading comprehension through passage-level oral reading fluency was significant. Our findings suggest that sentence-level oral reading fluency is the crucial component to reading comprehension in Chinese. Additionally, recognition of the potential value of unique features, such as syntactic awareness and word segment accuracy, that happen at the sentence level should be integrated into instructional activities for reading.

Activation of ASL signs during sentence reading for deaf readers: evidence from eye-tracking

Abstract Bilinguals activate both of their languages as they process written words, regardless of modality (spoken or signed); these effects have primarily been documented in single word reading paradigms. We used eye-tracking to determine whether deaf bilingual readers (n = 23) activate American Sign Language (ASL) translations as they read English sentences. Sentences contained a target word and one of the two possible prime words: a related prime which shared phonological parameters (location, handshape or movement) with the target when translated into ASL or an unrelated prime. The results revealed that first fixation durations and gaze durations (early processing measures) were shorter when target words were preceded by ASL-related primes, but prime condition did not impact later processing measures (e.g., regressions). Further, less-skilled readers showed a larger ASL co-activation effect. Together, the results indicate that ASL co-activation impacts early lexical access and can facilitate reading, particularly for less-skilled deaf readers.

Assessment of adults with low literacy skills: a review of methods

The paper reviews the methods for assessing different components of reading skills in adults with reading difficulties, along with functional reading skills. We are particularly interested in the assessment methods available to researchers and practitioners, developed predominantly in the research context, and not available solely in English. We discuss the large-scale international study, PIAAC, as an example of a framework for such assessments. Furthermore, we cover the following types of assessment tools: (1) self-assessment questionnaires, probing into comprehension difficulties and reading habits; (2) measures of print exposure, such as author recognition tests, correlating with other reading-related skills; (3) measures of word recognition and decoding, including reading aloud of words and pseudowords, as well as silent lexical decision tasks; (4) fill-in-the-blank tasks and sentence reading tasks, measuring predominantly local comprehension, entangled with decoding skills; (5) comprehension of longer reading passages and texts, focusing on functional texts. We discuss comprehension types measured by tests, text types, answer formats, and the dependence problem, i.e., reading comprehension tests that can be solved correctly without reading. Finally, we tap into the new ideas emerging from the AI systems evaluation, e.g., using questions generated from news articles or Wikipedia or asked directly by search engines users. In the concluding section, we comment on the significance of incorporating background information, motivation, and self-efficacy into the assessment of adult literacy skills.