Please use this identifier to cite or link to this item: http://hdl.handle.net/2445/121829
Title: Auditory word recognition of verbs: Effects of verb argument structure on referent identification
Author: Sanz-Torrent, Mònica
Andreu Barrachina, Llorenç
Rodríguez-Ferreiro, Javier
Coll-Florit, Marta
Trueswell, John C.
Keywords: Aprenentatge cognitiu
Llenguatge infantil
Formació de paraules
Cognitive learning
Language in children
Word formation
Issue Date: 5-Dec-2017
Publisher: Public Library of Science (PLoS)
Abstract: Word recognition includes the activation of a range of syntactic and semantic knowledge that is relevant to language interpretation and reference. Here we explored whether or not the number of arguments a verb takes impinges negatively on verb processing time. In this study, three experiments compared the dynamics of spoken word recognition for verbs with different preferred argument structure. Listeners' eye movements were recorded as they searched an array of pictures in response to hearing a verb. Results were similar in all the experiments. The time to identify the referent increased as a function of the number of arguments, above and beyond any effects of label appropriateness (and other controlled variables, such as letter, phoneme and syllable length, phonological neighborhood, oral and written lexical frequencies, imageability and rated age of acquisition). The findings indicate that the number of arguments a verb takes, influences referent identification during spoken word recognition. Representational complexity and amount of information generated by the lexical item that aids target identification are discussed as possible sources of this finding.
Note: Reproducció del document publicat a: https://doi.org/10.1371/journal.pone.0188728
It is part of: PLoS One, 2017, vol. 12, num. 12, p. e0188728
URI: http://hdl.handle.net/2445/121829
Related resource: https://doi.org/10.1371/journal.pone.0188728
ISSN: 1932-6203
Appears in Collections:Articles publicats en revistes (Cognició, Desenvolupament i Psicologia de l'Educació)

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