We report two experiments on the referential resolution of the German subject pronoun er and the demonstrative der ('he'). Using the visual world eye-tracking paradigm, we examined the effects of grammatical role, thematic role and the information status of potential referents in the antecedent clause operationalized by word-order (canonical/non-canonical), in the context of active-accusative verbs (Exp. 1) and dative-experiencer verbs (Exp. 2). In information-structurally neutral contexts, er prefers the proto-agent and der the protopatient. This suggests that agentivity is a better predictor for pronoun resolution than subjecthood or sentence topic as previously proposed. It further supports the claim that agentivity is a core property of language processing and it more generally substantiates the proposal from cognitive sciences that agentivity represents core knowledge of the human attentional system. With non-canonical antecedent clauses, because they lack alignment of prominence features, interpretive preferences become less stable, indicating that multiple cues are involved in pronoun resolution. The data further suggest that the demonstrative pronoun elicits more reliable interpretive biases than the personal pronoun.

The present study investigated orthographic and phonological processing in L2 French spoken word recognition by Finnish learners of French, using the masked cross-modal priming paradigm. Experiment 1 showed a repetition effect in L2 within-language priming that was most pronounced for high proficiency learners and a significant effect for French pseudohomophones. In the between-language Experiment 2, high proficiency learners showed significant facilitation from L1 Finnish to L2 French shared orthography in the absence of phonological and semantic overlap. This effect was not observed in the lower intermediate group, which showed a significant benefit of L1 pseudohomophones instead. The orthographic effect in the high proficiency group was modulated by subjective familiarity showing facilitation for less familiar but not for highly familiar words. The results suggest that with L2 learners, the extent to which orthographic information affects L2 spoken word recognition depends on their L2 proficiency.

A visual world eye-tracking study investigated the activation and persistence of implicit causality information in spoken language comprehension. We showed that people infer the implicit causality of verbs as soon as they encounter such verbs in discourse, as is predicted by proponents of the immediate focusing account (Greene & McKoon, 1995; Koornneef & Van Berkum, 2006; Van Berkum, Koornneef, Otten, & Nieuwland, 2007). Interestingly, we observed activation of implicit causality information even before people encountered the causal conjunction. However, while implicit causality information was persistent as the discourse unfolded, it did not have a privileged role as a focusing cue immediately at the ambiguous pronoun when people were resolving its antecedent. Instead, our study indicated that implicit causality does not affect all referents to the same extent, rather it interacts with other cues in the discourse, especially when one of the referents is already prominently in focus.

Prosodic perception in children with CIs is linked to auditory working memory and aspects of auditory discrimination. Engagement in music was linked to better performance across a range of measures, suggesting that music is a valuable tool in the rehabilitation of implanted children.

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The present study demonstrates that children experience difficulties reaching the correct situation model of multiple events described in temporal sentences if the sentences encode language-external events in reverse chronological order. Importantly, the timing of the cue of how to organize these events is crucial: When temporal subordinate conjunctions (before/after) or converb constructions that carry information of how to organize the events were given sentence-medially, children experienced severe difficulties in arriving at the correct interpretation of event order. When this information was provided sentenceinitially, children were better able to arrive at the correct situation model, even if it required them to decode the linguistic information reversely with respect to the actual language external events. This indicates that children even aged 8 -12 still experience difficulties in arriving at the correct interpretation of the event structure, if the cue of how to order the events is not given immediately when they start building the representation of the situation. This suggests that children's difficulties in comprehending sequential temporal events are caused by their inability to revise the representation of the current event structure at the level of the situation model.

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