Sentence Processing Task Research Articles

Cognitive inhibition and working memory in attention-deficit/hyperactivity disorder.

Studies of cognitive control in attention-deficit/hyperactivity disorder (ADHD) have emphasized the ability to suppress motor responses (i.e., behavioral inhibition) rather than the ability to actively suppress prepotent mental representations (i.e., cognitive inhibition). Further, working memory deficits are suspected in ADHD, yet their distinction from cognitive inhibition is unclear. Two hundred and eighty-eight adolescent and adult participants, 115 of whom met criteria for ADHD and 173 of whom were for non-ADHD comparison, completed a sentence processing task that required the suppression of an incorrect interpretation and a working memory task. The results failed to support cognitive inhibition problems in ADHD. Moreover, the ability to reanalyze sentences with a temporary misinterpretation was at least partially related to working memory performance. The results challenge a unitary inhibition problem in ADHD and suggest inhibition problems do not extend to cognitive suppression in this age range.

Handedness and functional MRI-activation patterns in sentence processing

We investigate differences of cerebral activation in 12 right-handed and left-handed participants, respectively, using a sentence-processing task. Functional MRI shows activation of left-frontal and inferior-parietal speech areas (BA 44, BA9, BA 40) in both groups, but a stronger bilateral activation in left-handers. Direct group comparison reveals a stronger activation in right-frontal cortex (BA 47, BA 6) and left cerebellum in left-handers. Laterality indices for the inferior-frontal cortex are less asymmetric in left-handers and are not related to the degree of handedness. Thus, our results show that sentence-processing induced enhanced activation involving a bilateral network in left-handed participants.

Real‐time language processing in school‐age children with specific language impairment

School-age children with specific language impairment (SLI) exhibit slower real-time (i.e. immediate) language processing relative to same-age peers and younger, language-matched peers. Results of the few studies that have been done seem to indicate that the slower language processing of children with SLI is due to inefficient higher-order linguistic processing and not to difficulties with more basic acoustic-phonetic processing. However, this claim requires further experimental verification. It was investigated whether the real-time language processing deficit of children with SLI arises from inferior acoustic-phonetic processing, inefficient linguistic processing, or both poor sensory processing and linguistic processing. If these children's impaired online language processing is due to inferior acoustic-phonetic processing, then their reaction time (RT) for recognizing words presented in list fashion should be significantly longer relative to control children's RT. If, however, their impaired language processing relates to inefficient linguistic processing, then, relative to control children, their RT for word-list-presented words should be comparable and their sentence-embedded word-recognition RT should be significantly longer. Sixteen school-age children with SLI, 16 age-matched (CA) typically developing children, and 16 receptive-syntax matched (RS) children completed two word-recognition RT tasks. In one task, children monitored word lists for the occurrence of a target word (isolated lexical processing task). In the second task, children monitored simple sentences for a target word (sentence-embedded lexical processing task). In both tasks, children made a timed response immediately upon recognizing the target. Children with SLI and CA children showed comparable RT in the isolated lexical processing task and both were faster than RS children. In the sentence-processing task, children with SLI were slower at lexical processing than CA and RS children, with CA children demonstrating the fastest processing. The real-time language processing of children with SLI appears to be attributable to inefficient higher-order linguistic processing operations and not to inferior acoustic-phonetic processing. The slower language processing of children with SLI relative to younger, language-matched children suggests that the language mechanism of children with SLI operates more slowly than what might otherwise be predicted by their linguistic competence.

Psychopathy and semantic processing: An examination of the N400

Accumulating evidence suggests that psychopathy is associated with behavioral and event-related potential (ERP) abnormalities during semantic language tasks. Psychopaths’ ERP abnormalities are most prominent in the 300–500 ms post-stimulus time window. It is unclear whether these ERP differences are related to neurocognitive processes associated with the P300 (i.e., poor attention/orienting/working memory) or N400 (i.e., aberrant semantic processes). To address this issue, the present study employed a canonical semantic sentence processing paradigm known to selectively elicit the N400. Fifty incarcerated participants were divided into psychopathic ( n = 25) or nonpsychopathic ( n = 25) groups based on scores from the Hare Psychopathy Checklist-Revised. The N400 and P600 components elicited by terminal words of sentences either congruent or incongruent with the previous sentence context were examined. No differences were observed between groups in the behavioral or ERP data. These data do not support the hypothesis that the semantic processes, and underlying neural systems, associated with the generation of the N400 during sentence processing tasks are abnormal in psychopathy.

Speech perception in noise among language-impaired individuals

This study compared and contrasted the ability to process speech signals between language-impaired individuals and their age-matched normal controls. Participants were administered a speech categorization task and a sentence processing task. A synthetic /ba–da/ continuum varying in second formant onset frequencies was used in the speech categorization task and 64 short (4–5-word-long) English sentences were used in the sentence processing task. The stimuli were presented with and without background noise to participants for categorization and identification. The /ba–da/ categorical boundaries and the number of target words correctly identified by two groups of participants under the two presentation conditions were compared. A connection between phonological processing and language impairment was discussed.

Event-related brain potential markers of high-language proficiency in adults

The central issue addressed is whether there are electrophysiological markers for high-language proficiency in adults. Event-related brain potentials (ERPs) were recorded in 19 young adults who demonstrated either “normal” or “high” language proficiency. ERPs were obtained during a sentence-processing task and analyzed for specific response components elicited by different word types. The ERPs in the normal and high-language proficiency groups were similar for early sensory related processing but differed in the later components thought to be more closely related to lexical access and post-lexical processing. The findings for the ERP waveforms suggest that adults with high-language proficiency show slightly faster lexical access over left anterior brain regions for closed class items, and a reduced reliance on contextual information contained in sentences.

Do children with autism fail to process information in context?

This research investigated the proposal that children with autism are impaired in processing information in its context. To date, this proposal rests almost exclusively on evidence from verbal tasks. Given evidence of visuo-spatial proficiency in autism in other areas of functioning, it is possible that the ability to use context is spared in the visual domain but impaired in the verbal domain. Fifteen children with autism and 16 age and IQ-matched typically developing children were tested on their ability to take account of visual context information (Experiment 1) and verbal context information (Experiment 2) using an adaptation of Palmer's (1975) visual context task. They were also given an adaptation of Tager-Flusberg's (1991) visual and verbal semantic memory task (Experiment 3) and Frith and Snowling's (1983) homograph task (Experiment 4). Experiment 1 showed that children with autism were facilitated by the provision of visual context information. Experiments 2 and 3 showed that the same children were also able to use both verbal context information when identifying words and semantic category information in a verbal task when naming and recalling words. However, in Experiment 4 these children had difficulties with a sentence-processing task when using sentence context to disambiguate homographs. These findings demonstrate that children with autism do not have a general difficulty in connecting context information and item information as predicted by weak central coherence theory. Instead the results suggest that there is specific difficulty with complex verbal stimuli and in particular with using sentence context to disambiguate meaning.

Examining the nature of lexical processing in children with specific language impairment: Temporal processing or processing capacity deficit?

The real-time lexical processing of children with specific language impairment (SLI) was examined, and the focus was to determine whether a temporal processing deficit or a general processing capacity deficit disrupts these children's lexical processing. A group of SLI children (mean age 8;3), a group of age-matched children (CA, mean age 8;1), and a group of receptive syntax-matched children (RS; mean age 6;7) completed a sentence processing task in which they monitored sentences for a target word appearing at the beginning, middle, or end of sentences. Sentences systematically varied with respect to containing either a high proportion of stop consonants (stop-loaded sentences) or a high proportion of nonstop consonants (nonstop-loaded sentences). Children also completed the Identification (ID) Speech Perception Task. On the sentence processing task, SLI children yielded significantly slower word recognition reaction time (RT) overall than both CA and RS controls. Sentence type had no effect on any subject group's RT. No Group × Sentence Type interaction was found. On the ID task, SLI children performed significantly worse than CA controls but similarly to RS children. No correlation was found between temporal processing and lexical processing (for either sentence type or sentences combined) for any group. The findings are interpreted to suggest that a general processing capacity limitation was responsible for the poor ID task performance and slower lexical processing of SLI children.

Contributions of Phonological and Semantic Short-Term Memory to Sentence Processing: Evidence from Two Cases of Closed Head Injury in Children

This paper reports the short-term memory and sentence processing performance of two head-injured children who were approximately 10 years of age at the time of test. The two children were found to have similarly reduced memory span on a variety of short-term memory tasks relative to age-matched control children, but differing patterns of performance. One child showed reduced (or absent) effects of phonological variables, and the other showed reduced effects of semantic variables. A dissociation in their performance on sentence processing tasks was also observed, with one child showing preserved comprehension but impaired repetition, and the other child showing the reverse. The results are consistent with previous findings from brain-damaged adults supporting a multiple-components model of short-term memory in which phonological and semantic components play different roles in sentence processing. Contrary to our initial hypothesis, the phonological component did not appear to play a more important role in sentence comprehension for children than for adults.

Verbal working memory and sentence comprehension in children with specific language impairment.

In this study we examined the influence of verbal working memory on sentence comprehension in children with SLI. Twelve children with SLI, 12 normally developing children matched for age (CA), and 12 children matched for receptive vocabulary (VM) completed two tasks. In the verbal working memory task, children recalled as many real words as possible under three processing load conditions (i.e., no-load condition; single-load condition, where words were recalled according to physical size of word referents; and dual-load condition, where words were recalled by semantic category and physical size of word referents). In the sentence comprehension task, children listened to linguistically nonredundant (shorter) and linguistically redundant (longer) sentences. Results of the memory task showed that the children with SLI recalled fewer words in the dual-load condition than their CA peers, who showed no condition effect. The SLI and VM groups performed similarly overall, but both groups showed poorer recall in the dual-load condition than in the other conditions. On the sentence comprehension task, children with SLI comprehended fewer sentences of both types than the CA children and fewer redundant sentences relative to themselves and to the VM children. Results were interpreted to suggest that children with SLI (a) have less functional verbal working memory capacity (i.e., ability to coordinate both storage and processing functions) than their CA peers and (b) have greater difficulty managing both their working memory abilities and general processing resources than both age peers and younger children when performing a "complex" off-line sentence processing task.

Relation of working memory to off-line and real-time sentence processing in children with specific language impairment

In this study we examined the influence of working memory on the off-line and real-time sentence comprehension/processing of children with specific language impairment (SLI). A total of 12 children with SLI, 12 normally developing children matched for chronological age (CA), and 12 children matched for receptive syntax (RS) completed three tasks. In the working memory task, children recalled as many words as possible under three processing load conditions varying in the number of mental operations (i.e., no load, single load, dual load). In the off-line comprehension task, children listened to linguistically nonredundant and redundant sentences. In the real-time sentence processing task, children monitored sentences for the occurrence of a target word appearing at the beginning, middle, or end of a test sentence and pushed a response pad as quickly as possible upon hearing the target. In the memory task, SLI children recalled fewer words in the dual-load condition relative to CA peers, who showed no condition effect. The SLI and RS groups performed similarly overall; however, both groups recalled fewer words in the dual-load condition than in the other conditions. In the off-line task, the SLI group comprehended fewer sentences of both types relative to the CA controls and fewer redundant sentences relative to themselves and to the RS controls. A significant correlation between working memory and sentence comprehension was found for the SLI group and control groups. For the on-line task, between-group analyses revealed that the SLI group yielded an overall slower word recognition reaction time than the CA and RS groups. Working memory and sentence processing were not correlated for any group. Results were interpreted to suggest that SLI children have a more limited functional working memory capacity than their CA peers. Children with SLI also appear to have greater difficulty managing their working memory resources relative to both age peers and younger children when performing a conventional off-line sentence comprehension task but not a real-time sentence processing task.

Presentation Level and the Attentional Workload of Comprehending Verbal Messages: Implications for Design of Verbal Warnings

Verbal warnings are designed to alert as well as provide information to an operator who is likely to be performing several simultaneous tasks. Yet, research generally ignores the potential of presentation intensity to alter the attentional demands placed on the operator by verbal warnings in multi-task environments. Results of the current investigation demonstrate that as the presentation intensity of speech stimuli decreased from 70 to 50 dB, participants made more auditory processing errors, but only when required to perform a simultaneous simulated driving task. Auditory task performance did not differ significantly between conditions in single task trials. However, as signal presentation level decreased, participants made significantly more incorrect responses in both an auditory mental arithmetic task and a sentence processing task while driving performance remained unchanged. Results are discussed in terms of their implications for the design of verbal displays and warnings for use in transportation settings particularly with older, hearing impaired listeners.

Memory for Relevant and Irrelevant Information: Evidence for Deficient Inhibitory Processes in Language/ Learning Disabled Children

The present study examined whether language/learning disabled children have greater difficulty than nondisabled children suppressing information that becomes irrelevant during a sentence processing and memory task. During study trials, children were asked to predict and remember the terminal nouns for a series of sentences that highly constrained a terminal noun. For half of the study trials (fillers) the child's prediction was confirmed by presenting the child with the expected ending (e.g., “Butterflies fly by flapping their .wings.”). For the remaining study trials (critical trials), however, the sentence ending expected by the child was disconfirmed with a low-probability ending (target noun). Thus, when presented with the sentence, “We made a sandwich with peanut butter and . ,” the child's prediction (“jelly”) was disconfirmed with a different ending (“bananas”). Memory for the disconfirmed and target nouns of critical study trials were subsequently tested implicitly with a new sentence-completion task. In this case, memory for disconfirmed and target nouns that had been associated with individual study sentences were measured in terms of priming effects. The analysis of priming effects indicated that language/learning disabled children experienced greater difficulty than nondisabled children inhibiting the activation of irrelevant information (disconfirmed nouns) and sustaining the activation of relevant information (target nouns) during a verbal memory task. These results were discussed in terms of their implications for some of the memory and language difficulties of language/learning disabled children.

Language Processing and Working Memory: Neuropsychological Evidence for Separate Phonological and Semantic Capacities

The short-term memory and sentence-processing abilities of two brain-damaged patients were investigated. Although both patients showed similar reductions in span, one patient showed worse retention on span tasks for semantic than phonological information, whereas the other patient showed the reverse. Their performance on the sentence-processing tasks was consistent with these contrasting short-term memory deficits. On sentence repetition, the patient with the phonological retention deficit was more impaired than the patient with the semantic retention deficit, whereas on sentence comprehension, the patient with the semantic retention deficit was more impaired. The results imply that the memory processes involved in span overlap with those involved in sentence processing. Furthermore, the dissociations in the patients′ performance imply that there are separate capacities for phonological and semantic retention. Thus, the results support a multiple-capacity rather than a single-capacity view of working memory.

The Neurobiology of Sensory and Language Processing in Language-Impaired Children

Abstract Clinical, behavioral, and neurophysiological studies of developmental language impairment (LI), including reading disability (RD), have variously emphasized different factors that may contribute to this disorder. These include abnormal sensory processing within both the auditory and visual modalities and deficits in linguistic skills and in general cognitive abilities. In this study we employed the event-related brain potential (ERP) technique in a series of studies to probe and compare Merent aspects of functioning within the same sample of LI/RD children. Within the group multiple aspects of processing were affected, but heterogeneously across the sample. ERP components linked to processing within the superior temporal gyrus were abnormal in a subset of children that displayed abnormal performance on an auditory temporal discrimination task. An early component of the visual ERP was reduced in amplitude in the group as a whole. The relevance of this effect to current conceptions of substreams within the visual system is discussed. During a sentence processing task abnormal hemispheric specialization was observed in a subset of children who scored poorly on tests of grammar. By contrast the group as a whole displayed abnormally large responses to words requiring contextual integration. The results imply that multiple factors can contribute to the profile of language impairment and that different and specific deficits occur heterogeneously across populations of LI/RD children.

Attention and sentence processing deficits in Parkinson's disease: the role of anterior cingulate cortex.

Parkinson's disease (PD) is a complex neurodegenerative condition involving a motor disorder that is related to reduced dopaminergic input to the striatum. Intellectual deficits are also seen in PD, but the pathophysiology of these difficulties is poorly understood. Regional cerebral blood flow (rCBF) was studied in neurologically intact subjects during the performance of attention-demanding, sentence processing tasks using positron emission tomography (PET). The results demonstrated significantly increased rCBF in a distributed set of cerebral regions during the detection of an adjective or a particular agent in a sentence, including anterior cingulate cortex, left inferior and middle frontal cortex, left inferior temporo-occipital cortex, posterolateral temporal cortex, left caudate, and left thalamus. We identified defects in this cerebral network by studying PD patients with two PET techniques. Resting PET studies revealed a significant correlation between regional cerebral glucose metabolism in anterior cingulate cortex and deficits in attending to subtle grammatical aspects of sentences. Studies of PD patients with the PET activation technique revealed little change in anterior cingulate and left frontal CBF during performance of the adjective detection or agent detection tasks. These data suggest that a defect in anterior cingulate cortex contributes to the cognitive impairments observed in PD.

Reading skill and interpretation of temporary structural ambiguity

Abstract The relationship between reading skill and syntactic-processing eficiency was investigated in this experiment. Adults were classified into four groups that varied independently as a function of comprehension level and reading speed. They then performed three sentence-processing tasks meaning classification, grammaticality classification, and single-sentence question-answering. In each task, they read sentences containing temporary structural ambiguities, the alternative interpretations of which either did or did not conform to the principle of “minimal attachment” (cf., Frazier and Fodor, 1978; Frazier, 1979). Three sentence types were included transitives, normal complements (with “that”), and reduced complements (without “that”). Evidence of garden-pathing was found in the grammaticality-classification and question-answering tasks, but not in the meaning-classification task. However, these effects did not generalize to all reader groups. Good fast and average slow readers (arguably the best and...

A Comparison of Aphasic and Normal Adults in a Sentence-Verification Task

This study showed that in certain sentence-processing tasks, aphasics fail to perform correctly because they fail to execute particular mental operations. A straightforward information-processing model describes the mental processes that are used in deciding whether a sentence is true or false of an accompanying picture. The aphasics' performance, interpreted in light of the model, indicates what step in their processing is not operating properly in this task.

Processing strategies in sentence comprehension

Response latencies in sentence-picture verification tasks were compared as a function of whether a mismatch was located in the logical subject (LS), verb (V), or logical object (LO) of the sentence. Sentences were presented auditorily and varied in voice and reversibility. The comparison process for nonreversibles was clearly serial self-terminating: latencies for both actives and passives were ordered LS < V < LO, or, after practice with a small number of mismatch types, LS < LO < V. Latencies for reversibles were ordered V < LS = LO, suggesting either a verb-first comparison process or an LS-V-LO comparison process which did not terminate with a subject-mismatch because of the confusability of the subject and object. The results attest to the importance of considering the "naturalness" of stimuli in sentence processing tasks, and the flexibility of subjects' encoding and comparison strategies both within and across task contexts.