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Safak, Duygu Fatma; Hopp, Holger – Second Language Research, 2022
To pinpoint difficulties in the second language (L2) processing of temporarily ambiguous sentences, this study investigates first language (L1) effects and effects of verb bias, i.e. frequency information about preferential verb complements, on semantic persistence effects in L2 sentence comprehension. We tested 32 L1 German and 32 L1 Turkish…
Descriptors: Verbs, Semantics, Second Language Learning, Language Processing
Bader, Markus; Meng, Michael – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2018
Most current models of sentence comprehension assume that the human parsing mechanism (HPM) algorithmically computes detailed syntactic representations as basis for extracting sentence meaning. These models share the assumption that the representations computed by the HPM accurately reflect the linguistic input. This assumption has been challenged…
Descriptors: Sentences, Misconceptions, Comprehension, Models
Lukassek, Julia; Pryslopska, Anna; Hörnig, Robin; Maienborn, Claudia – Journal of Psycholinguistic Research, 2017
Underspecification and coercion are two prominent interpretive mechanisms to account for meaning variability beyond compositionality. While there is plentiful evidence that natural language meaning constitution exploits both mechanisms, it is an open issue whether a concrete phenomenon of meaning variability is an instance of underspecification or…
Descriptors: Verbs, Motion, Semantics, Language Processing
Rinker, Tanja; Budde-Spengler, Nora; Sachse, Steffi – International Journal of Bilingual Education and Bilingualism, 2017
Lexical development in first language (L1) Turkish and second language (L2) German in two- to three-year-old children was examined, using parental vocabulary checklists in Turkish and in German. Children showed strong Turkish dominance in the number of lexical items they produced, which was due to the more frequent exposure to Turkish and higher…
Descriptors: Correlation, Native Language, Second Language Learning, Vocabulary Skills
Roehm, Dietmar; Sorace, Antonella; Bornkessel-Schlesewsky, Ina – Language and Cognitive Processes, 2013
Sometimes, the relationship between form and meaning in language is not one-to-one. Here, we used event-related brain potentials (ERPs) to illuminate the neural correlates of such flexible syntax-semantics mappings during sentence comprehension by examining split-intransitivity. While some ("rigid") verbs consistently select one…
Descriptors: Cognitive Mapping, Cognitive Processes, Language Processing, Syntax
Barry, Johanna G.; Harbodt, Silke; Cantiani, Chiara; Sabisch, Beate; Zobay, Oliver – Dyslexia, 2012
Sensitivity to lexical stress in adult German-speaking students with reading difficulty was investigated using minimal pair prepositional verbs whose meaning and syntax depend on the location of the stressed syllable. Two tests of stress perception were used: (i) a stress location task, where listeners indicated the location of the perceptually…
Descriptors: Dyslexia, Reading Difficulties, College Students, Suprasegmentals

Ingram, David; Thompson, William – Language, 1996
Presents the Lexical/Semantic Hypothesis, which proposes that early learning is more lexically oriented, and that early word combinations can be explained by more semantically oriented accounts than the Full Competence Hypothesis. The article also replaces the Grammatical Infinitive Hypothesis with the Modal Hypothesis. (32 references) (Author/CK)
Descriptors: Child Language, Foreign Countries, German, Hypothesis Testing

Clark, Eve V.; And Others – Journal of Child Language, 1995
Examines how young children describe reversals of action that restore objects to a prior, less-constrained, state. In both English and German, children first rely on the verb "open"; they then use their knowledge of particle pairs. Reentry into a prior state is underlined by uses of "back" and "wieder" and the…
Descriptors: Child Language, English, Foreign Countries, Form Classes (Languages)
Hohle, Barbara; Weissenborn, Jurgen; Kiefer, Dorothea; Schulz, Antje; Schmitz, Michaela – Infancy, 2004
How do children determine the syntactic category of novel words? In this article we present the results of 2 experiments that investigated whether German children between 12 and 16 months of age can use distributional knowledge that determiners precede nouns and subject pronouns precede verbs to syntactically categorize adjacent novel words.…
Descriptors: Cues, Semantics, Verbs, Nouns