Search

This study investigated age differences in the utilization of visually contrastive information (i.e., differently colored identical objects) for temporary referential ambiguity resolution during spoken sentence comprehension. Five- and 6-year-old Japanese children and adults listened to sentences that contained a color adjective-noun combination and identified the object that the noun phrase referred to from a visual scene. We examined the effects of visually contrastive information on either fixations on referent/competitor objects or pupil dilations. The results showed that participants of all age groups directed fewer gazes toward the referent object after they heard the adjectives, when the visually contrastive object was the competitor (i.e., not the referent). The 5-year-olds also directed fewer gazes toward the referent when the contrastive object was the referent. With regard to pupil dilations, no significant effects emerged among adults; however, the pupil dilations of 6-year-olds were larger when the displays contained visually contrastive information than when they did not. The pupil dilations of 5-year-olds were smaller when the referent was one of the contrastive objects. These results suggest that young children's utilization of visually contrastive information is not fully mature and that it may begin with scalar adjectives and eventually generalize to non-scalar adjectives.

This study examined age-group differences in eye movements among third-grade, fifth-grade, and adult Japanese readers. In Experiment 1, Japanese children, but not adults, showed a longer fixation time on logographic kanji words than on phonologically transparent hiragana words. Further, an age-group difference was found in the first fixation duration on hiragana words but not on kanji words, suggesting character-type-dependent reading development in Japanese children. Examination of the distributions of saccade landing positions revealed that, like adults, both third and fifth graders fixated more on kanji than on hiragana characters, which suggests that even young children utilize the same oculomotor control strategy (the kanji targeting strategy) as Japanese adults. In Experiment 2, we examined whether the proportion of kanji characters in a text affected adult reading performance. Japanese adults made more refixations and regressions in texts with a high proportion of hiragana characters. The results of both experiments suggest that differences between kanji and kana affect the reading efficiency of school-age children and that maturation of reading skills allows adults to optimize their strategy in reading kanji and kana mixed texts.

Recent studies on the acquisition of semantics have argued that knowledge of the universal quantifier is adult-like throughout development. However, there are domains where children still exhibit non-adult-like universal quantification, and arguments for the early mastery of relevant semantic knowledge do not explain what causes such non-adult-like interpretations. The present study investigates Japanese four- and five-year-old children's atypical universal quantification in light of the development of cognitive control. We hypothesized that children's still-developing cognitive control contributes to their atypical universal quantification. Using a combined eye-tracking and interpretation task together with a non-linguistic measure of cognitive control, we revealed a link between the achievement of adult-like universal quantification and the development of flexible perspective-switch. We argue that the development of cognitive control is one of the factors that contribute to children's processing of semantics.

Two eye-tracking experiments tested how pitch prominence on a prenominal adjective affects contrast resolution in Japanese adult and 6-year old listeners. Participants located two animals in succession on displays with multiple colored animals. In Experiment 1, adults' fixations to the contrastive target (pink cat [right arrow] GREEN cat) were facilitated by a pitch expansion on the adjective while infelicitous pitch expansion (purple rabbit [right arrow] ORANGE monkey) led to a garden-path effect, i.e., frequent fixations to the incorrect target (orange rabbit). In 6-year olds, only the facilitation effect surfaced. Hypothesizing that the interval between the two questions may not have given enough time for children to overcome their tendency to perseverate on the first target, Experiment 2 used longer intervals and confirmed a garden-path effect in 6-year olds. These results demonstrate that Japanese 6-year olds can make use of contrast-marking pitch prominence when time allows an establishment of proper discourse representation. (Contains 6 figures and 6 tables.)

Recent studies on the acquisition of semantics have argued that knowledge of the universal quantifier is adult-like throughout development. However, there ARE domains where children still exhibit non-adult-like universal quantification, and arguments for the early mastery of relevant semantic knowledge do not explain what causes such non-adult-like interpretations. The present study investigates Japanese four- and five-year-old children's atypical universal quantification in light of the development of cognitive control. We hypothesized that children's still-developing cognitive control contributes to their atypical universal quantification. Using a combined eye-tracking and interpretation task together with a non-linguistic measure of cognitive control, we revealed a link between the achievement of adult-like universal quantification and the development of flexible perspective- switch. We argue that the development of cognitive control is one of the factors that contribute to children's processing of semantics. [ABSTRACT FROM AUTHOR]

In the present study, the effects of verbal working memory (VWM) and cumulative linguistic knowledge (CLK) on reading comprehension were investigated using an individual difference approach. We examined whether VWM and CLK are distinct verbal factors and whether each has independent influences on reading comprehension. VWM was tested using the Japanese Reading Span Test (RST). CLK was assessed using information, vocabulary, and similarity subtests of the Wechsler Adult Intelligence Scale-Revised (WAIS-R), as well as with the Hyakurakan kanji reading test. The differences between VWM and CLK were examined using correlation analyses between reading comprehension scores, and digit forward and backward span scores. The results showed that VWM and CLK were independent of each other, and that VWM and CLK independently contributed to reading comprehension. The obtained correlations also showed that CLK was independent of any type of short-term memory, and that the VWM measured using the RST had little correlation with digit span. [ABSTRACT FROM AUTHOR]