Search Results - "Conwell, Erin"

Prosodic Disambiguation of Noun/Verb Homophones in Child-Directed Speech by Conwell, Erin

“…One strategy that children might use to sort words into grammatical categories such as noun and verb is distributional bootstrapping, in which local…”
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Phrase Position, but not Lexical Status, Affects the Prosody of Noun/Verb Homophones by Conwell, Erin, Barta, Kellam

“…Words that can occur in more than one lexical category produce regions of ambiguity that could confound language learning and processing. However, previous…”
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The effect of real-world personal familiarity on the speed of face information processing by Balas, Benjamin, Cox, David, Conwell, Erin

“…Previous studies have explored the effects of familiarity on various kinds of visual face judgments, yet the role of familiarity in face processing is not…”
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The Effects of the Pronoun "Me" on Dative Comprehension by Conwell, Erin

“…The English dative alternation has received much attention in the literature on argument structure acquisition in children. However, the data on the…”
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Argument Types Affect Children’s Acquisition of a Novel Argument Structure by Conwell, Erin, Auen, Amanda

“…Acquisition of an argument structure may be affected by the diversity of lexical types that appear in that structure (Conwell et al., 2011; Yang, 2016)…”
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Token Frequency Effects in Homophone Production: An Elicitation Study by Conwell, Erin

“…In natural production, adults differentiate homophones prosodically as a function of the frequency of their intended meaning. This study compares adult and…”
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Neural responses to category ambiguous words by Conwell, Erin

“…Category ambiguous words (like hug and swing) have the potential to complicate both learning and processing of language. However, uses of such words may be…”
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Semantic Cues Facilitate Structural Generalizations in Artificial Language Learning by Conwell, Erin, Snedeker, Jesse

“…Natural languages contain systematic relationships between verb meaning and verb argument structure. Artificial language learning studies typically remove…”
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Phonetic effects of grammatical category: How category-specific prosodic phrasing and lexical frequency impact the duration of nouns and verbs by Lohmann, Arne, Conwell, Erin

“…•Nouns are followed by prosodic boundaries of greater strength than verbs.•Category-specific boundary strength co-determines durational differences between…”
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The use of acoustic information in lexical ambiguity resolution: An ERP study by Leach, Stephanie C., Conwell, Erin

“…Words that can be used as both noun and verb create regions of syntactic ambiguity that could create processing challenges for listeners. However, acoustic…”
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Are Homophones Acoustically Distinguished in Child-Directed Speech? by Conwell, Erin

“…Many approaches to early word learning posit that children assume a one-to-one mapping of form and meaning. However, children's early vocabularies contain…”
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Developmental consistency in the use of subphonemic information during real-time sentence processing by Conwell, Erin, Horvath, Gregor, Kuznia, Allyson, Agauas, Stephen J.

“…Apparently homophonous sequences contain acoustic information that differentiates their meanings [Gahl. (2008). Time and thyme are not homophones: The effect…”
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The use of acoustic information in lexical ambiguity resolution: an event-related potential study by Leach, Stephanie C, Conwell, Erin

“…Words that can be used as both noun and verb create regions of syntactic ambiguity that could create processing challenges for listeners. However, acoustic…”
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Repetition, but Not Acoustic Differentiation, Facilitates Pseudohomophone Learning by Children by Conwell, Erin, Pichardo, Felix, Horvath, Gregor, Lopez, Amanda

“…Children's ability to learn words with multiple meanings may be hindered by their adherence to a one-to-one form-to-meaning mapping bias. Previous research on…”
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A pre-registered, multi-lab non-replication of the action-sentence compatibility effect (ACE) by Morey, Richard D., Kaschak, Michael P., Díez-Álamo, Antonio M., Glenberg, Arthur M., Zwaan, Rolf A., Lakens, Daniël, Ibáñez, Agustín, García, Adolfo, Gianelli, Claudia, Jones, John L., Madden, Julie, Alifano, Florencia, Bergen, Benjamin, Bloxsom, Nicholas G., Bub, Daniel N., Cai, Zhenguang G., Chartier, Christopher R., Chatterjee, Anjan, Conwell, Erin, Cook, Susan Wagner, Davis, Joshua D., Evers, Ellen R. K., Girard, Sandrine, Harter, Derek, Hartung, Franziska, Herrera, Eduar, Huettig, Falk, Humphries, Stacey, Juanchich, Marie, Kühne, Katharina, Lu, Shulan, Lynes, Tom, Masson, Michael E. J., Ostarek, Markus, Pessers, Sebastiaan, Reglin, Rebecca, Steegen, Sara, Thiessen, Erik D., Thomas, Laura E., Trott, Sean, Vandekerckhove, Joachim, Vanpaemel, Wolf, Vlachou, Maria, Williams, Kristina, Ziv-Crispel, Noam

“…The Action-sentence Compatibility Effect (ACE) is a well-known demonstration of the role of motor activity in the comprehension of language. Participants are…”
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Early syntactic productivity: Evidence from dative shift by Conwell, Erin, Demuth, Katherine

“…The abstractness of children’s early syntactic representations has been questioned in the recent acquisition literature. While some research has suggested that…”
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Is It a Noun or Is It a Verb? Resolving the Ambicategoricality Problem by Conwell, Erin, Morgan, James L.

“…In many languages, significant numbers of words are used in more than one grammatical category; English, in particular, has many words that can be used as both…”
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The learner as statistician: three principles of computational success in language acquisition by Soderstrom, Melanie, Conwell, Erin, Feldman, Naomi, Morgan, James

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Receptive Grammatical Knowledge of Familiar Content Words and Inflection in 16-Month-Olds by Soderstrom, Melanie, White, Katherine S., Conwell, Erin, Morgan, James L.

“…This study examines 16‐month‐olds' understanding of word order and inflectional properties of familiar nouns and verbs. Infants preferred grammatical sentences…”
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Receptive Grammatical Knowledge of Familiar Content Words and Inflection in 16-Month-Olds by Soderstrom, Melanie, White, Katherine S, Conwell, Erin, Morgan, James L

“…This study examines 16-month-olds' understanding of word order and inflectional properties of familiar nouns and verbs. Infants preferred grammatical sentences…”
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