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  Experience and sentence processing: Statistical learning and relative clause comprehension

Wells, J. B., Christiansen, M. H., Race, D. S., Acheson, D. J., & MacDonald, M. C. (2009). Experience and sentence processing: Statistical learning and relative clause comprehension. Cognitive Psychology, 58(2), 250-271. doi:10.1016/j.cogpsych.2008.08.002.

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Wells,Christianson,Race,Acheson&MacDonald_CogPsych_2009.pdf (Publisher version), 360KB
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Wells,Christianson,Race,Acheson&MacDonald_CogPsych_2009.pdf
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2009
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Elsevier Inc
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 Creators:
Wells, Justine B. 1, Author
Christiansen, Morten H. 2, Author
Race, David S. 3, Author
Acheson, Daniel J.1, Author           
MacDonald, Maryellen C.1, Author
Affiliations:
1Department of Psychology, University of Wisconsin-Madison, Madison, WI , ou_persistent22              
2Department of Psychology, Cornell University, Ithaca, NY , ou_persistent22              
3Department of Brain and Cognitive Sciences, University of Rochester, Rochester, NY , ou_persistent22              

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Free keywords: reading experiences, sentence comprehension processes, statistical learning, relative clause comprehension, individual differences
 Abstract: Many explanations of the difficulties associated with interpreting object relative clauses appeal to the demands that object relatives make on working memory. MacDonald and Christiansen [MacDonald, M. C., & Christiansen, M. H. (2002). Reassessing working memory: Comment on Just and Carpenter (1992) and Waters and Caplan (1996). Psychological Review, 109, 35-54] pointed to variations in reading experience as a source of differences, arguing that the unique word order of object relatives makes their processing more difficult and more sensitive to the effects of previous experience than the processing of subject relatives. This hypothesis was tested in a large-scale study manipulating reading experiences of adults over several weeks. The group receiving relative clause experience increased reading speeds for object relatives more than for subject relatives, whereas a control experience group did not. The reading time data were compared to performance of a computational model given different amounts of experience. The results support claims for experience-based individual differences and an important role for statistical learning in sentence comprehension processes.

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 Dates: 2009
 Publication Status: Issued
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 Rev. Type: Peer
 Identifiers: DOI: 10.1016/j.cogpsych.2008.08.002
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Title: Cognitive Psychology
Source Genre: Journal
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Pages: - Volume / Issue: 58 (2) Sequence Number: - Start / End Page: 250 - 271 Identifier: Other: 954922645010
Other: 0010-0285