ON-LINE METHODS IN CHILDREN'S LANGUAGE PROCESSING CUNY Graduate Center; 365 Fifth Avenue; New York, NY
|
POSTER PRESENTATIONS Comparing off- and on-line measures of AAE- and SAE-speaking children's comprehension of SAE tense • Tim Beyer & Carla Hudson Kam (University of California, Berkeley) Sound and language discrimination studies in early development: Do visual fixation measures reflect processing differences between preterm and full term infants? • Laura Bosch & Marta Ramon-Casas (University of Barcelona), Martí Iriondo, Xavier Krauel & Pilar Póo (Hospital Universitari Sant Joan de Déu) Mouse-tracking the visual world can illuminate syntactic processing in young to very young children • Sarah A. Cargill, Thomas A. Farmer, Jen Schwade, Michael Goldstein, & Michael J. Spivey (Cornell University) Auditory phonological priming effects during word repetition by children and adults • Miranda Cleary & Deena Wechsler-Kashi (Graduate Center, CUNY) Comprehension of case marking and word order cues by German preschoolers • Miriam Dittmar, Kirsten Abbot-Smith, Elena Lieven & Michael Tomasello (Max Planck Institute for Evolutionary Anthropology) On-line resolution of pronominal anaphora in written discourse: A developmental approach in French • Emilie Ernst & Michèle Kail (René Descartes University of Paris 5 and CNRS) Reading in child and young-adult bilinguals: An fMRI study • Arturo E. Hernandez, Noemi Aznar-Bese & Eric Waldron (University of Houston) Children's understanding of "some": Exploring real-time processing of semantic and pragmatic interpretations • Yi Ting Huang & Jesse Snedeker (Harvard University) Cross-modal picture naming detects antecedent reactivation in children with low verbal memory span • Arild Hestvik, Richard G. Schwartz, Lidiya Tornyova, Hia Datta (Graduate Center, CUNY) Developmental gains in spoken word recognition by Latino children learning Spanish as their first language • Nereyda Hurtado & Virginia A. Marchman (Stanford University) Children's and adults' processing of implausible and anomalous thematic relations during reading • Holly S.S.L. Joseph, Hazel I. Blythe, Sarah J. White & Simon P. Liversedge (University of Durham) Hough dou yu gnow wat tou sai? • Maya M. Khanna (University of Michigan), Katharine N. Scott (The Citadel) & Michael J. Cortese (College of Charleston) Emergence of the "mutual exclusivity" strategy for interpreting novel words: A longitudinal study of online processing from 14 to 18 months • Jessica Laughlin, Andrew Rogers, Carolyn Quam, and Anne Fernald (Stanford University) [WITHDRAWN AT THE REQUEST OF THE AUTHORS] Cortical event-related potentials to speech sounds in 3- month old breast and formula-fed infants • J. Li, R. T. Pivik & H. Jing (Arkansas Children's Nutrition Center; University of Arkansas for Medical Sciences), J. M. Gilchrist (USDA/ARS) & T. M. Badger (Arkansas Children's Nutrition Center; University of Arkansas for Medical Sciences) School-aged children's sentence processing: An investigation into the developmental characteristics of expectancy violation • Nicole Mahler, Helen Chenery & Bruce Murdoch (University of Queensland) Response time of grammaticality judgments by adolescents • Carol Miller (The Pennsylvania State University), Laurence B. Leonard & Denise Finneran (Purdue University) Children's real-time discourse bridging: Acquiring a definiteness distinction • Aparna Nadig (U.C. Davis M.I.N.D. Institute) & Julie Sedivy (Brown University) On-line thematic integration processing in children with specific language impairment • Fabrizio Pizzioli & Marie-Anne Schelstraete (Université Catholique de Louvain) Seeking a referent or fleeing a mismatch? How should we interpret infants' responses in "preferential looking" procedures? • Ana Luz Portillo and Stephanie Mika (Stanford University) Do children with specific language impairment differ from typically developing children? A study investigating brain responses during sentence comprehension • Beate Sabisch (Max-Planck-Institute for Human Cognitive and Brain Sciences & Ludwig Maximilians University), Anja Hahne (Max-Planck-Institute for Human Cognitive and Brain Sciences), Elisabeth Glass (Ludwig Maximilians University), Waldemar von Suchodoletz (Ludwig Maximilians University) & Angela D. Friederici (Max-Planck-Institute for Human Cognitive and Brain Sciences) Processing long-distance grammatical relationships in children with SLI • Richard G. Schwartz (Graduate Center, CUNY), Arild Hestvik (Graduate Center, CUNY), David Swinney (UCSD), Liat Seiger (Graduate Center & Lehman College, CUNY), Diana Almodovar (Graduate Center, CUNY), & Stacy Asay (Graduate Center, CUNY) Contrasting effects of semantic associates and coordinates in picture naming: A developmental study of cross-modal picture-word interference • Liat Seiger (Lehman College & Graduate Center, CUNY), Patricia J. Brooks (College of Staten Island & Graduate Center, CUNY), Kevin Sailor (Lehman College, CUNY), & Paul R. Bruening (Graduate Center, CUNY) Recency and inference in children's on-line processing of Korean reference: Evidence from preferential looking tasks • Kyung Sook Shin (University of Hawai'i at Mānoa) From sequential processing to incremental integration: A developmental shift in the efficiency of children's interpretation of prenominal adjectives • Kirsten Thorpe (Stanford University) Lexical processing in hearing impaired children with cochlear implants • Deena Wechsler-Kashi (Graduate Center, CUNY), Miranda Cleary (Graduate Center, CUNY), Jane R. Madell (Beth Israel/New York Eye & Ear Cochlear Implant Center) Language-specific processing beyond the first year: Online interpretation of grammatical gender by children and adults learning Spanish • Casey Williams (Stanford University) Chinese children's counterfactual thinking: Evidence from sentence comprehension in a self-paced reading task • Li Yi & Gary Feng (Duke University) Knowing when it matters: 3-year-olds use contextual cues to resolve ambiguity in online sentence interpretation • Renate Zangl & Anne Fernald (Stanford University) |
Workshop organizers: childlang@gmail.com Last update: 09/25/2006 This material is based upon work supported by the National Science Foundation under Grant No. 0518438. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation. |