AG 4: Satzkomplexität zwischen grammatischer Theorie und Sprachverarbeitung: Eine Herausforderung für den Spracherwerb
Flavia Adani, Universität Potsdam
Tom Fritzsche, Universität Potsdam
Theo Marinis, University of Reading
Website der AG4: www.uni-potsdam.de/aladdin/en/complexity2016
Abstract
Complex sentences (e.g., relative clauses, wh-questions, passives, clefts, extractions from weak islands) are considerably challenging for children who acquire their first or second language but also for adults when they are tested under time pressure. Attempts to explain the effects of sentence complexity have developed, at least, along two directions. On one hand, theoretical linguists have been aiming to clarify the nature of sentence complexity, how it manifests itself within one language and across different languages and under which conditions the grammaticality of complex sentences is disrupted (e.g., Rizzi 2013). Grammatical theories of sentence complexity have also been used to interpret children’s non adult-like performance on experimental tasks. On the other hand, psycholinguists and cognitive scientists have assessed how individuals understand various types of complex sentences either in real time (whilst they read or listen to them) or off-line (after the sentence is completed). These results have shown interesting differences and similarities across languages and populations and they have enriched our knowledge on how language interacts with other cognitive abilities (e.g., Lewis et al. 2006). Recent attempts have been made to establish a dialogue between the grammatical and processing accounts (e.g. Lewis & Phillips 2015) thereby reviving the interest in the relation between grammar and mental processes.
Lewis, Shevaun & Phillips, Colin. 2015. Aligning grammatical theories and language processing models. Journal of Psycholinguistic Research 44. 27–46.
Lewis, Richard L., Vasishth, Shravan & Van Dyke, Julie A. 2006. Computational principles of working memory in sentence comprehension. Trends in Cognitive Sciences 10. 447–454.
Rizzi, Luigi. 2013. Locality. Lingua 130. 169–186.
Programm
| Mittwoch, 24. Februar 2016 | |
| 14:00 - 14:30 | Flavia Adani, Tom Fritzsche, Theo Marinis: Introduction |
| 14:30 - 15:30 | Luigi Rizzi: Intervention effects in adult grammar and language acquisition |
15:30 - 16:00 | Virginia Valian: What Two-Year-Olds Know; What Two-Year-Olds Say |
| 16:00 - 16:30 | Kaffeepause |
| 16:30 - 17:00 | Elena Pagliarini, Fabrizio Arosio: Processing of object clitics in Italian monolingual children |
| 17:00 - 17:30 | Rasha Zebib, Cornelia Hamann, Philippe Prévost, Lina Abed Ibrahim, Laurice Tuller: Syntactic complexity, verbal working memory, and executive function in bilingual children with and without Specific Language Impairment: a sentence repetition study in France and in Germany |
| 17:30 - 18:30 | Atty Schouwenaars, Esther Ruigendijk & Petra Hendriks: Which questions do German children process in an adult-like fashion? |
Donnerstag, 25. Februar 2016 | |
| 9:00 - 10:00 | Shravan Vasishth: Complexity and Memory |
| 10:00 - 11:00 | Yair Haendler: Children's processing of relative clauses depends on who 'they' are |
| 11:00 - 11:30 | Kaffeepause |
| 11:30 - 12:00 | Lars Meyer: Processing versus Grammar of Syntactic Dependencies: Neural Oscillations of Chunking, Storage, and Retrieval |
| 12:00 - 12:30 | Iya Khelm Price & Jeffrey Witzel: Misalignment of offline and online measures in Russian relative clause processing |
| 12:30 - 13:00 | Irina A. Sekerina: Retrieval Interference in Relative Clause Attachment Ambiguity: Cross-Linguistic Evidence |
Freitag, 26. Februar 2016 | |
| 11:30 - 12:00 | Jill de Villiers, Tom Roeper: How representations determine stages of acquisition |
| 12:00 - 13:00 | Corinna Trabandt, Emanuela Sanfelici, Petra Schulz: What does semantic complexity mean for children? – Insights from the acquisition of relative clauses in German |
| 13:00 - 13:30 | Daniele Panizza, Karoliina Lohiniva: When pragmatics helps syntax: An eye tracking study on scope ambiguity resolution in 4- to 5-year-old children |
| 13:30 - 14:00 | Laura E. de Ruiter, Anna L. Theakston, Silke Brandt, Elena V. M. Lieven: Temporal, causal and conditional sentences in English child-directed speech |
