Understanding Complex Sentences : Native Speaker Variation in Syntactic Competence

by Ngoni Chipere

• ISBN13: 9780333986394
• ISBN10: 0333986393
• Format: Trade Book
• Copyright: 2004-03-04
• Publisher: Palgrave Macmillan

Summary

Is native speaker variation in understanding complex sentences due to individual differences in working memory capacity or in syntactic competence? The answer to this question has very important consequences for both theoretical and applied concerns in linguistics and education. This book is distinctive in giving an historical and interdisciplinary perspective on the rule- based and experience-based debate and in supporting an integrated account. In the study reported here, variation was found to be due to differences in syntactic competence and the author argues that sentence comprehension is a learned skill, displaying many of the general characteristics of cognitive skills. The book will be stimulating reading for psycholinguists, theoretical linguists, applied linguists and educators.

Author Biography

Ngoni Chipere is a Research Fellow at the Institute of Education, University of Reading.

Table of Contents

List of Figures	xiii
List of Tables	xiv
Preface	xv
Acknowledgements	xvi
1 Introduction	1	(30)
1.1 Rule-based and experience-based approaches	7	(3)
1.2 The dual nature of linguistic cognition	10	(9)
1.3 Ericsson and Kintsch's theory	19	(4)
1.4 Saussure's theory	23	(3)
1.5 Implications	26	(2)
1.6 Graph theory	28	(2)
1.7 Summary	30	(1)
2 Finite State and Generative Models	31	(20)
2.1 Introduction	31	(1)
2.2 The experience-based approach	32	(2)
2.2.1 Background to Hockett	32	(1)
2.2.2 The finite state model	33	(1)
2.3 The rule-based approach	34	(3)
2.3.1 Background to Chomsky	34	(1)
2.3.2 The generative model	35	(2)
2.4 Descriptive limitations of each approach	37	(12)
2.4.1 A brief preview of Saussure's theory of language	37	(2)
2.4.2 Undergeneration in the finite state model	39	(1)
2.4.3 Overgeneration in the generative model	40	(2)
2.4.4 Undergeneration in the generative model	42	(1)
2.4.5 The dual nature of linguistic knowledge	42	(1)
2.4.6 The assumption of uniform syntactic competence	43	(2)
2.4.7 The problem of individual differences	45	(2)
2.4.8 The asymmetrical treatment of human memory	47	(2)
2.5 Parallels between early and current theories	49	(2)
3 Early Experimental Studies	51	(19)
3.1 Introduction	51	(1)
3.2 Evidence for statistical structure	51	(4)
3.2.1 Transitional probabilities	52	(3)
3.3 Evidence for phrase structure rules	55	(14)
3.3.1 Phrasal organisation	55	(2)
3.3.2 Evidence for recursive rules	57	(9)
3.3.3 Evidence for uniform competence	66	(3)
3.4 Summary	69	(1)
4 Connectionist and Symbolic Models	70	(18)
4.1 Introduction	70	(1)
4.2 Connectionism	71	(8)
4.2.1 The interactive activation model	72	(2)
4.2.2 Backpropagation networks	74	(2)
4.2.3 Simple recurrent networks	76	(2)
4.2.4 Summary	78	(1)
4.3 Symbolic processing	79	(2)
4.3.1 Productivity, structure-sensitivity and systematicity	80	(1)
4.3.2 The competence-performance distinction	80	(1)
4.4 The Gibson and Thomas (1999) model	81	(5)
4.4.1 The syntactic complexity metric	82	(2)
4.4.2 Experimental support	84	(1)
4.4.3 Problems interpreting the results	85	(1)
4.4.4 Summary	86	(1)
4.5 Conclusion	86	(2)
5 Current Theories of Individual Differences	88	(20)
5.1 Introduction	88	(1)
5.2 Just and Carpenter's model	88	(5)
5.2.1 Definition of working memory	89	(1)
5.2.2 The concept of activation	90	(1)
5.2.3 Memory management mechanisms	90	(1)
5.2.4 Individual differences	91	(1)
5.2.5 Learning	92	(1)
5.2.6 Relationship to known patterns of individual differences	92	(1)
5.3 Caplan and Waters' model	93	(4)
5.3.1 Controlled and automatic processes	93	(1)
5.3.2 Modularity versus learned skills	94	(2)
5.3.3 Innateness versus experience	96	(1)
5.4 MacDonald and Christiansen's model	97	(4)
5.4.1 Individual differences In ambiguity resolution	97	(1)
5.4.2 Contextual constraints	97	(1)
5.4.3 Individual differences in sensitivity to contextual constraints	98	(1)
5.4.4 connectionist modelling of individual differences	99	(1)
5.4.5 Limitations of the SRN model	100	(1)
5.5 Miikkulainen's model	101	(2)
5.5.1 Incorporating control processes in a connectionist network	101	(1)
5.5.2 Application to individual differences	102	(1)
5.6 Townsend and Bever's hybrid model	103	(3)
5.6.1 Integrating associations with syntactic derivation	103	(1)
5.6.2 Problems with the model	103	(3)
5.6.3 Application to individual differences	106	(1)
5.7 Summary	106	(2)
6 Long-Term Working Memory	108	(26)
6.1 Introduction	108	(1)
6.2 LTM for sentences	108	(9)
6.2.1 The fate of surface structure	109	(3)
6.2.1.1 Evidence for an immediate purge of surface information	109	(1)
6.2.1.2 Evidence of long-term retention of surface form	110	(2)
6.2.2 Syntactic priming	112	(5)
6.2.2.1 Priming at different levels of representation	113	(1)
6.2.2.2 Evidence for pure syntactic priming in production	114	(1)
6.2.2.3 Evidence for pure syntactic priming In comprehension	115	(1)
6.2.2.4 Long-term syntactic priming	116	(1)
6.2.2.5 A connectionist model of long-term syntactic priming	116	(1)
6.2.3 Summary	117	(1)
6.3 LTM contribution to STM/working memory	117	(11)
6.3.1 The channel capacity model of human memory	118	(4)
6.3.1.1 Choice reaction time	118	(1)
6.3.1.2 The span of absolute judgements	119	(1)
6.3.1.3 The span of immediate memory	120	(2)
6.3.2 The multi-stage model of human memory	122	(5)
6.3.2.1 Differences between STM and LTM	123	(1)
6.3.2.2 STM and cognition	123	(1)
6.3.2.3 LTM access during skilled processing	124	(1)
6.3.2.4 Fast and reliable retrieval of familiar material from LTM	124	(1)
6.3.2.5 Efficient LTM storage	125	(1)
6.3.2.6 Problems with the concept of STM	125	(2)
6.3.3 The phonological loop memory model	127	(1)
6.3.4 Summary	127	(1)
6.4 Ericsson and Kintsch's theory of skilled processing	128	(4)
6.4.1 Retrieval structures	129	(1)
6.4.2 Retrieval structures as systems of representation	129	(1)
6.4.3 Individual differences In linguistic representation	130	(1)
6.4.4 Implications for Just and Carpenter's model	131	(1)
6.4.5 Implications for Caplan and Waters' model	131	(1)
6.4.6 Implications for MacDonald and Christiansen's model	132	(1)
6.5 Conclusion	132	(2)
7 Saussure's Theory of Language	134	(23)
7.1 Introduction	134	(1)
7.2 A biological metaphor for the language system	135	(1)
7.3 Delimitation of the object of study	136	(2)
7.4 Systems	138	(3)
7.5 The sign	141	(1)
7.6 Complex signs	142	(1)
7.7 Paradigmatic connections	143	(3)
7.8 Syntagmatic connections	146	(2)
7.9 A brief detour	148	(5)
7.10 The language system as a graph	153	(1)
7.11 Langue and parole	154	(2)
7.12 Conclusion	156	(1)
8 Patterns of Individual Differences	157	(16)
8.1 Introduction	157	(1)
8.2 The four laws of association	157	(2)
8.3 Phonology	159	(1)
8.4 Morphology	160	(1)
8.5 Lexis	161	(2)
8.6 Syntax	163	(3)
8.7 Complex syntax	166	(2)
8.8 Self-embedded sentences	168	(1)
8.9 Text	169	(2)
8.10 Conclusion	171	(2)
9 Effects of Recall Training and Comprehension Training	173	(38)
9.1 Introduction	173	(1)
9.2 A preliminary experiment	174	(7)
9.2.1 Subjects	174	(1)
9.2.2 Materials	175	(1)
9.2.3 Some objections	175	(2)
9.2.4 Controls on working memory	177	(1)
9.2.5 Comprehension response types	178	(2)
9.2.6 Discussion	180	(1)
9.3 The main study	181	(28)
9.3.1 Rationale	181	(3)
9.3.2 Materials and subjects	184	(1)
9.3.3 Procedures	185	(1)
9.3.4 Organisation	185	(1)
9.3.5 Experiment I	186	(5)
9.3.6 Experiment II	191	(4)
9.3.7 Experiment III	195	(4)
9.3.8 Experiment IV	199	(10)
9.4 Conclusion	209	(2)
10 Implications	211	(14)
10.1 Introduction	211	(1)
10.2 Theoretical issues	211	(6)
10.3 Pedagogical implications and applications	217	(1)
10.4 Contrast	218	(2)
10.5 Similarity	220	(1)
10.6 Contiguity	221	(1)
10.7 Frequency	222	(1)
10.8 Manipulating print	223	(1)
10.9 Conclusion	224	(1)
References	225	(12)
Appendix	237	(2)
Index	239