Integrative and predictive processes in text reading: the N400 across a sentence boundary

Calloway, Regina C.; Perfetti, Charles A.

doi:10.1080/23273798.2017.1279340

Cited by 19 publications

(20 citation statements)

References 58 publications

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“…This WTI-index measure is easily applicable within a school setting. Furthermore, while previous studies demonstrated what the WTI process looks like in younger children learning Dutch as an L2 (van den Bosch et al, 2018;Raudszus, Segers, & Verhoeven, 2018 and adult learners (Calloway & Perfetti, 2017;Helder et al, 2019;Stafura et al, 2015), the current study added to this body of literature demonstrating three types of integration in 7 th grade English as an L2 learners. To conclude, we provided a perspective on word-to-text integration in early English L2 learners.…”

Section: Discussionmentioning

confidence: 70%

Word-to-text integration in English as a second language reading comprehension

et al. 2020

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We assessed the relationship between word-to-text-integration (WTI) and reading comprehension in 7th grade students (n = 441) learning English as a second language (L2). The students performed a self-paced WTI reading task in Fall (T1) and Spring (T2), consisting of three text manipulation types (anaphora resolution, argument overlap, anomaly detection), divided in simple and complex passages. The passages contained proximate versus distant anaphora, explicit repetitions versus implicit inferences, and no anomalies versus anomalies. We first examined how WTI complexity was related to reading times on target, target plus one, and target plus two, controlling for word frequency, decoding fluency, gender, and age. Mixed-effects models showed shorter reading times on T2 than on T1 and for simple compared to complex passages, indicating improvement of L2 reading speed. Complexity affected WTI for our L2 learners, as was reflected by longer reading times on complex compared to simple argument overlap and anomaly detection passages. We then assessed whether reading comprehension could be predicted by WTI. Longer reading times on complex compared to simple argument overlap and anomaly detection passages predicted offline reading comprehension. These WTI-measures of complexity are thus indicators of WTI proficiency for novice L2 learners.

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Section: Discussionmentioning

confidence: 70%

Word-to-text integration in English as a second language reading comprehension

et al. 2020

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“…Indeed, Yang et al (2005Yang et al ( , 2007 identified a complex temporal pattern for the integration of words into preced ing text. More recent studies along the same line (Calloway & Perfetti, 2017;Stafura & Perfetti, 2014) have provided further support for the online nature of these integration processes. These temporal differences depended not only on the preceding context and thus, arguably, on the situation model maintained by the reader, but also on the participants' reading comprehension skills.…”

Section: Understanding the Relation Between Bridging Inferences And Vmentioning

confidence: 77%

“…However, word form and word meaning can be disentangled, so it is possible that difficulties in comprehension, particularly in semantic integration, might be more closely related to a semantic deficit (e.g., Nation & Snowling, 1998) than word form representation. To capture such incremental effects, it is necessary to assess the process of word integration using online measures of language comprehension (e.g., see Calloway & Perfetti, 2017;Stafura & Perfetti, 2014;Yang, Perfetti, & Schmalhofer, 2005, 2007. Yang et al (2005Yang et al ( , 2007 examined the incremental comprehension process that integrates incoming lexical items with the preceding linguistic context.…”

Section: Understanding the Relation Between Bridging Inferences And Vmentioning

confidence: 99%

Adult Vocabulary Modulates Speed of Word Integration Into Preceding Text Across Sentence Boundaries: Evidence From Self‐Paced Reading

Guerra

Kronmüller

2019

Reading Research Quarterly

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An important component of reading comprehension is the reader's capacity to make inferences that can maintain the coherence between propositions within the text. However, the cognitive and linguistic skills that underlie online inference making remain elusive. The authors aimed to clarify the effects of vocabulary and text comprehension on word‐to‐text integration during reading. In a self‐paced reading study, the authors measured participants’ integration of words across sentence boundaries by comparing reading times at a critical word and the subsequent region, when preceded by the same critical word (repetition condition), by a lexically associated word (association condition), or by a word with no direct lexical link (inference condition). Furthermore, the authors assessed vocabulary knowledge, text comprehension, working memory, decoding, and fluid intelligence in the sample. Results showed that richer vocabulary was associated with immediate integration, as evidenced by reading time differences between the critical word and the subsequent word in the inference condition. Other individual differences did not predict self‐paced reading times. Findings suggest that lexical knowledge plays a stronger role relative to other individual skills in online inference making and contributes to refining understanding of the mechanisms that underlie efficient reading.

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“…There are generally two different functions attributed to the N400: semantic integration of an item (e.g. word or gesture) into a preceding semantic context (Calloway & Perfetti, 2017;Hagoort et al, 2004;Lau et al, 2016), or retrieval of an item from long-term memory (Brouwer et al, 2017;Delogu et al, 2019;Federmeier, 2007). A hybrid account, where the N400 indexes a sequence of processes, including retrieval and integration, has also been proposed (Baggio, 2018;Baggio & Hagoort, 2011;Nieuwland et al, 2020 provides supporting evidence).…”

Section: Neural Correlates Of Phrasal Compositionmentioning

confidence: 99%

Meaning composition in minimal phrasal contexts: distinct ERP effects of intensionality and denotation

Fritz

Baggio

2020

Language, Cognition and Neuroscience

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A central question in neurolinguistics is how the brain computes the meaning of complex expressions from the meanings of the parts. We investigate adjective-noun composition using EEG, focusing on the effects of the intensional and denotational semantics of the modifying adjective. We used NPs from 4 semantic conditions in Bokmål Norwegian: privative modal (e.g. "fake president"), privative temporal ("former president"), non-privative modal ("real president"), and non-privative temporal ("current president"). In 2 non-semantic conditions, the adjective was replaced by either a non-word or a pseudo-word. The composition contrast (semantic vs non-semantic trials) revealed a larger P600 component after the noun in the semantic trials. The effects of intensionality (modal vs temporal adjective) were found in the N400 time frame, while the effects of denotation (privative vs nonprivative adjective) were found in a post-N400 window. We discuss some implications of these results for neurocognitive theories of compositional language processing. ARTICLE HISTORY

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Integrative and predictive processes in text reading: the N400 across a sentence boundary

Cited by 19 publications

References 58 publications

Word-to-text integration in English as a second language reading comprehension

Word-to-text integration in English as a second language reading comprehension

Adult Vocabulary Modulates Speed of Word Integration Into Preceding Text Across Sentence Boundaries: Evidence From Self‐Paced Reading

Meaning composition in minimal phrasal contexts: distinct ERP effects of intensionality and denotation

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