Search

This article investigates the use of performance-related feedback as a strategy for overcoming spontaneous occupational stereotyping when certain social role nouns and professional terms are read. Across two studies participants were presented with two terms: a role noun (e.g., surgeon) and a kinship term (e.g., mother) and asked to quickly decide whether both terms could refer to the same person. The feedback training involved telling participants whether their responses were correct or incorrect and providing them with their cumulative percentage correct score. In the absence of feedback, responding to stereotype-incongruent pairings was typically slower and less accurate than in stereotype-congruent and neutral conditions. However, the results demonstrated that performance significantly improved to stimuli on which participants received the feedback training (Experiment 1), and to a novel set of stimuli (Experiment 2). In addition, the effects were still evident 1 week later (Experiment 2). It is concluded that performance-related feedback is a valuable strategy for overcoming spontaneous activation of occupational stereotypes and can result in lower levels of stereotype use. [ABSTRACT FROM AUTHOR]

Working memory predicts children's reading comprehension but it is not clear whether this relation is due to a modality-specific or general working memory. This study, which investigated the relations between children's reading skills and working memory (WM) abilities in 3 modalities, extends previous work by including measures of both reading comprehension and reading accuracy. Tests of word reading accuracy and reading comprehension, and working memory tests in three different modalities (verbal, numerical and spatial), were given to 197 6- to 11-year old children. The results support the view that working memory tasks that require the processing and recall of symbolic information (words and numbers) are better predictors of reading comprehension than tasks that require visuo-spatial storage and processing. The different measures of verbal and numerical working memory were not equally good predictors of reading comprehension, but their predictive power depended on neither the word vs. numerical contrast nor the complexity of the processing component. In general, performance on the verbal and numerical working memory tasks predicted reading comprehension, but not reading accuracy, and spatial WM did not predict either. The patterns of relations between the measures of working memory and reading comprehension ability were relatively constant across the age group tested.

Two experiments are reported in which people resolve references to sets of entities (e.g., lies) that have previously been introduced either explicitly into a text ("the lies") or implicitly via a cognate verb (a form of the verb "to lie"). Previous work has show that pronominal references to such entities were judged as relatively unacceptable and required longer judgement times when judgements were positive compared with cases in which the antecedent was explicit. This finding suggests that the inference from the activity of lying to a set of lies is made in the backward direction. New results show a different pattern, with no penalty in either times or acceptability judgements for the implicit case. The results are discussed in terms of hypotheses about reference processing and the notion of the centrality of an antecedent in a scenario.

We investigated whether emotional information facilitates retrieval and whether it makes representations more salient during sentence processing. Participants were presented with sentences including entities (nouns) that were either bare, with no additional information or that were emotionally or neutrally qualified by means of adjectives. Reading times in different word regions, specifically at the region following the verb where retrieval processes are measurable, were analysed. Qualified representations needed longer time to be build up than bare representations. Also, it was found that the amount of information and the type of information affect sentences processing and more specifically retrieval. In particular, retrieval for emotionally specified representations was faster than that for bare representations.

The goal of this study is to better understand when (and why) the combination of semantic overlap between antecedent and anaphor and antecedent focus leads to difficulty in anaphor processing. To investigate these questions, three ERP experiments manipulating semantic overlap and focus compared the ERPs from the onset of the anaphor as well as from the onset of the last word in the sentence containing the anaphor. Our results suggest that although the focus status of an antecedent and the semantic overlap between the antecedent and anaphor are important, these factors are not the only significant contributors to online anaphor resolution. Factors such as readers’ expectations about thematic shifts also influence the processing. We consider our results in relation to two accounts of anaphor resolution, the Informational Load Hypothesis (Almor, 1999; Almor & Eimas, 2008) and JANUS (Garnham & Cowles, 2008).

Gygax, Gabriel, Sarrasin, Oakhill, and Garnham (2008) showed that readers form a mental representation of gender that is based on grammatical gender in French and German (i.e., masculine supposedly interpretable as a generic form) but is based on stereotypical information in English. In this study, a modification of their stimulus material was used to examine the additional potential influence of pronouns. Across the three languages, pronouns differ in their grammatical gender marking: The English "they" is gender neutral, the French "ils" is masculine, and the German "sie," although interpretable as generic, is morphologically feminine. Including a later pronominal reference to a group of people introduced by a plural role name significantly altered the masculine role name's grammatical influence only in German, suggesting that grammatical cues that match (as in French) do not have a cumulative impact on the gender representation, whereas grammatical cues that mismatch (as in German) do counteract one another. These effects indicate that subtle morphological relations between forms actually used in a sentence and other forms have an immediate impact on language processing, although information about the other forms is not necessary for comprehension and may, in some cases, be detrimental to it. (Contains 4 tables, 2 footnotes, and 1 figure.)

Three experiments examined the hypothesis that the demonstrative noun phrase (NP) that N, as an anadeictic expression, preferentially refers to the less salient referent in a discourse representation when used anaphorically, whereas the anaphoric pronoun he or she preferentially refers to the highly-focused referent. The findings, from a sentence completion task and two reading time experiments that used gender to create ambiguous and unambiguous coreference, reveal that the demonstrative NP specifically orients processing toward a less salient referent when there is no gender cue discriminating between different possible referents. These findings show the importance of taking into account the discourse function of the anaphor itself and its influence on the process of searching for the referent. (Contains 1 figure, 4 tables and 4 footnotes.)

The primary functional role of conversational hand gestures in narrative discourse is disputed. A novel experimental technique investigated whether gestures function primarily to aid speech production by the speaker, or communication to the listener. The experiment involved repeated narration of a cartoon story or stories to a single or multiple listeners. The pattern of results matched that predicted by the communication hypothesis. In a second experiment, the effects of attention in the listener were investigated. Significant differences were found in gesture production when narrating to attentive versus inattentive listeners. These results support the theory that during a narrative task gestures are produced primarily for the benefit of the listener. Our technique can readily be generalized to other tasks and contexts.

Stewart, Pickering, and Sanford (1998) reported a new type of semantic inference, implicit consequentiality, which they suggest is comparable to, although not directly related to, the well-documented phenomenon of implicit causality. It is our contention that there is a direct relation between these two semantic phenomena but that this relation can only be explained by referring to the notion of semantic roles. In this paper we use Brown and Fish's (1983) analysis of the meaning of interpersonal verbs in terms of semantic roles to substantiate our claim. We conclude that the semantic roles of the individuals associated with an event determine the implicit causal and consequential attributions of certain verbs. (Contains 1 table.)

Gygax, Oakhill and Garnham (2003) showed that, contrary to the assumption of earlier research, readers do not infer specific emotions such as "guilt" or "boredom". This paper presents evidence for the non-specificity of emotional inferences regardless of the nature of the stories. In Experiment 1 and 2, Gygax et al.'s stories were made longer. In Experiment 1 (off-line), people rated specific emotions as more likely, but in Experiment 2 (on-line), there was no difference between target sentences containing different matching emotions, although participants took longer to read sentences containing emotions mismatching the stories. In Experiment 3 and 4, the stories included a coherence break resolvable by inferring the main character's emotional state. In Experiment 3 (off-line), people rated specific emotions as more likely, but in Experiment 4 (on-line), there was, again, no difference between target sentences containing different matching emotions.

Two series of experiments investigate two hypotheses that may explain a conflict regarding pronomial reference. The hypothesis accepted is that the use of the gender cue is under the reader's strategic control; the hypothesis rejected is that implicit causality and gender cue interact differently with the complexity of the inference needed to link cause and effect. (13 references) (Author/LB)

The mental models approach is outlined for the following topics: combinatory semantics, anaphora, and inference. The flexibility of the language-processing system is discussed. (18 references) (Author/LB)