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The goal of this study is to examine whether bilingual speakers can inhibit one language while naming pictures in the other. In two picture-word interference task experiments, Spanish-English and English-Spanish bilinguals named pictures in Spanish. We used language-neutral (nonword) interfering stimuli to probe the phonological activation of the nontarget language (English). Three different interfering stimulus conditions were presented: nonwords phonologically related to the Spanish picture name (Phono-Spanish), nonwords phonologically related to the English picture name (Phono-English) and phonologically unrelated nonwords (Unrelated). When participants named pictures in Spanish (Experiment 1), facilitation was found for both groups in the Phono-Spanish condition. No interference was found in the Phono-English condition for either group. From this result and the results of a control experiment in which participants named pictures in English (Experiment 2), we argue that under some circumstances, bilinguals are able to effectively inhibit the nontarget language during language production.

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).

Item does not contain fulltext Neurophysiologic studies of mindfulness link the health benefits of meditation to activation of the left-anterior cerebral cortex. The similarity and functional importance of intention and attentional stance in meditative and biofield therapeutic practices suggest that modulation of recipient anterior asymmetric activation may mediate the energetic effects of intention-based biofield treatments as well. The aim of the current study was to test this hypothesis by using a treatment modality known as IRECA (Istituto di Ricerca sull'Energia Cosmica Applicata). Participants' electroencephalograms (EEG) were recorded over a 5-minute recovery period (subdivided into three 100-second intervals) while participants received genuine IRECA, placebo treatment, or no treatment, after completion of a cognitively demanding task. 21 undergraduate students (3 men and 18 women; mean age, 22.1 years). All were right-handed and none had a history of neurologic or psychological impairment. (1) Alpha Asymmetry Index (AAI), a standard measure of anterior asymmetric activation of the cerebral cortex, defined as the average right hemisphere minus left hemisphere log alpha power of EEG recordings for homologous pairs of electrodes in frontal and prefrontal regions; (2) self-report measures of state anxiety obtained at baseline, before treatment, and after treatment, using a short form of the State-Trait Anxiety Inventory. In line with predictions, recipients of IRECA showed enhanced left-anterior activation of the cerebral cortex relative to placebo and no-treatment controls (as indicated by significantly higher and significantly positive AAI scores) during the first 100 seconds of treatment, and they reported greater overall reduction in state anxiety relative to baseline measures. The current study provides preliminary supporting evidence for an intention-based biofield therapeutic modality offsetting the negative effects of stress via sympathetic activation of recipients' left-anterior cerebral cortex. 7 p.

Contains fulltext : 64104.pdf (Publisher’s version ) (Closed access) Although the sentences that we hear or read have meaning, this does not necessarily mean that they are also true. Relatively little is known about the critical brain structures for, and the relative time course of, establishing the meaning and truth of linguistic expressions. We present electroencephalogram data that show the rapid parallel integration of both semantic and world knowledge during the interpretation of a sentence. Data from functional magnetic resonance imaging revealed that the left inferior prefrontal cortex is involved in the integration of both meaning and world knowledge. Finally, oscillatory brain responses indicate that the brain keeps a record of what makes a sentence hard to interpret.

Item does not contain fulltext The current study investigates the effectiveness of learning words while displaying meaning congruent animations. We explore whether learning words with animation is sensitive to properties known to influence action understanding. We apply an embodied cognition framework and predictions from a recent theory about language and action (Action-Based Language theory, Glenberg & Gallese, 2012). The current study aims to investigate whether dynamic animations add to word learning (Experiment 1) and what the linguistic relation between the dynamic animation and the word learning is (Experiment 2). Results indicate that meaning congruent animations improved verb learning compared to meaning incongruent animations when measured by a recognition task. When measured by an active recall task, congruent animations led to better learning than static pictures. In both measures, meaning congruent animations support word learning. Experiment 2 replicates and extends this and suggests that highlighting conceptual information related to the dynamic action (such as the goal) improves word learning further. The findings are in line with Action-Based Language theory, which suggests that children are able to make better simulations of an action during learning when supported by meaning congruent animations. Highlighting conceptual information additionally supports this learning process. 16 p.

Methods used to assess children's speech perception and recognition in the clinical setting are out of step with current methods used to investigate these experimentally. Traditional methods of assessing speech discrimination, such as picture pointing, yield accuracy scores which may fail to detect subtle perceptual difficulties. This paper will report a novel method of assessing speech input processing that uses measurement of children's eye movements to provide information on speed and confidence as well as accuracy in discriminating phonological contrasts. Participants were typically developing children aged 2–7 years. Pairs of pictures representing auditory minimal pairs which varied in type and degree of phonological contrast were presented on a computer screen while the child heard a word matching one of these pictures. The child's eye movements in response to these stimuli were videorecorded for subsequent analysis of duration and direction of gaze. The effects of age and stimulus type on eye gaze were examined. The results were compared with those of a traditional picture pointing task using the same stimuli. The informativeness of the novel technique is evaluated on the basis of the findings.

Contains fulltext : 56694.pdf (Publisher’s version ) (Closed access) In an ERP experiment we investigated how the recruitment and integration of world knowledge information relate to the integration of information within a current discourse context. Participants were presented with short discourse contexts which were followed by a sentence that contained a critical word that was correct or incorrect based on general world knowledge and the supporting discourse context, or was more or less acceptable based on the combination of general world knowledge and the specific local discourse context. Relative to the critical word in the correct world knowledge sentences following a neutral discourse, all other critical words elicited an N400 effect that began at about 300 ms after word onset. However, the magnitude of the N400 effect varied in a way that suggests an interaction between world knowledge and discourse context. The results indicate that both world knowledge and discourse context have an effect on sentence interpretation, but neither overrides the other. 9 p.

Contains fulltext : 54668.pdf (Publisher’s version ) (Closed access) We explore the nature of the oscillatory dynamics in the EEG of subjects reading sentences that contain a semantic violation. More specifically, we examine whether increases in theta (≈3–7 Hz) and gamma (around 40 Hz) band power occur in response to sentences that were either semantically correct or contained a semantically incongruent word (semantic violation). ERP results indicated a classical N400 effect. A wavelet-based time-frequency analysis revealed a theta band power increase during an interval of 300–800 ms after critical word onset, at temporal electrodes bilaterally for both sentence conditions, and over midfrontal areas for the semantic violations only. In the gamma frequency band, a predominantly frontal power increase was observed during the processing of correct sentences. This effect was absent following semantic violations. These results provide a characterization of the oscillatory brain dynamics, and notably of both theta and gamma oscillations, that occur during language comprehension. 16 p.