child-adult parallels in the interpretation of anaphora
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Child-Adult parallels in the interpretation of anaphora. 5 Child-Adult Parallels. Children. Adults. Principle C. Principle C. Principle C in Children. okWhile Pooh was reading the book he ate the apple. okPooh ate the apple while he was reading the book. - PowerPoint PPT PresentationTRANSCRIPT
Child-Adult parallels in the interpretation of anaphora
5 Child-Adult Parallels
Children• Principle C
Adults• Principle C
Principle C in Children
ok While Pooh was reading the book he ate the apple.ok Pooh ate the apple while he was reading the book.ok While he was reading the book, Pooh ate the apple.* He ate the apple while Pooh was reading the book.
(from Kazanina & Phillips, 2001)
Robust finding in children ages 3+ years
Crain & McKee 1985 (English)Crain & Thornton 1998 (English)Guasti & Chierchia 1999 (Italian)Kazanina & Phillips 2001 (Russian)Leddon & Lidz 2005 (English)etc.
Immediate Constraint Application
While she was taking classes full-time, Jessica was working two jobs to pay the bills.While she was taking classes full-time, Russell was working two jobs to pay the bills.
She was taking classes full-time while Jessica was working two jobs to pay the bills.She was taking classes full-time while Russell was working two jobs to pay the bills.
While she …
She …
Jessica …
Russell …
while Jessica …
while Russell …
Self-Paced Reading, Gender Mismatch Paradigm
(Kazanina et al., 2007, J. Mem. Lang.)
-60
-40
-20
0
20
40
60
80
100
120
because lastsemester
while-cd SHE wastaking
classes while-ab NAME wasworking
full-time to…
Residual Reading Times
nonPrC GM
nonPrc GMM
PrC GM
PrC GMM
Results
GME at the 2nd NP in non-PrC pair NO GME at the 2nd NP in PrC pair
Condition C – immediate
while while Jessica
Russell
(Kazanina et al., 2007, J. Mem. Lang.)
5 Child-Adult Parallels
Children• Principle C: robust
Adults• Principle C: robust
Principle A in Children• “John said that Tom washed himself”
• Children are rather good at the locality restriction on English reflexives
(Wexler & Chien 1985, Zukowski & McKeown 2008ab, etc., etc.)
Principle A as a constraint on generation• Nicol (1988), Nicol & Swinney (1989): cross-modal priming
study in which subjects had to make a lexical decision to a visually presented word while listening to sentences
– The boxer told the skier that the doctor for the team would blame himself for the recent injury.
punch – no effectslope – no effectnurse - facilitation
Sturt 2003Experiment 1
Accessible-mismatch/Inaccessible-mismatch
Jonathan was pretty worried at the City Hospital.
He remembered that the surgeon had pricked herself with a used syringe needle. There should be an investigation soon.
Accessible-mismatch/Inaccessible-match
Jennifer was pretty worried at the City Hospital.
She remembered that the surgeon had pricked herself with a used syringe needle. There should be an investigation soon.
The hippopotamus yawned.1 2 3
4 5 6
7 8
First fixation 2
First pass 2 + 3 all fixations before exiting region
Regression path 2 + 3 + 4 + 5 all fixations before exiting region to right
Second pass 7 all fixations after first exiting to right
Experiment 1- Early processing: first-pass at reflexive region
Experiment 1- Later processing: Second-pass at pre-final region
Experiment 1- Later processing: second pass RT at reflexive region
Sturt 2003
Sturt 2003Experiment 2
Accessible-mismatch/Inaccessible-matchJonathan was pretty worried at the City Hospital.The surgeon [RC who treated Jonathan] had pricked herself with a used
syringe needle. There should be an investigation soon.
Accessible-mismatch/Inaccessible-mismatchJennifer was pretty worried at the City Hospital.The surgeon [RC who treated Jennifer] had pricked herself with a used
syringe needle. There should be an investigation soon.
Replicated effects of structurally accessible antecedentNo effects of structurally inaccessible antecedent
Electrophysiology of Sentence Comprehension
• Semantic anomaly
N400
I drink my coffee with cream and sugarI drink my coffee with cream and socks
Kutas & Hillyard (1980)
N400
Morpho-Syntactic violations
Every Monday he mows the lawn.Every Monday he *mow the lawn.
The plane brought us to paradise.The plane brought *we to paradise.
(Coulson et al., 1998)
(Slide from Kaan (2001)
he mowshe *mow
P600
(Slide from Kaan (2001)
he mowshe *mow
P600
Left Anterior Negativity (LAN)
(Slide from Kaan (2001)
The elementary-school teacher that Sophie liked very much scolded herself …The elementary-school teacher that Bernard liked very much scolded himself …The elementary-school teacher that Sophie liked very much scolded himself …
(Xiang, Dillon, & Phillips, 2008)
Reflexives
P600 response to violationNo intrusion effect
(Xiang, Dillon, & Phillips, 2008)
Principle A as a late filter• Badecker & Straub (2002)
a) Jane thought that Bill owed himself another opportunity to solve the problem.
b) John thought that Bill owed himself another opportunity to solve the problem.
• The two conditions are different only in the gender of the inaccessible antecedent of himself; yet reading times at the two words following himself were faster in (a) than in (b) => binding constraints did not immediately rule out binding-inaccessible positions from the consideration.
Experiment 4
Experiment 5
Experiment 6
No multiple-match effect
No multiple-match effect
Principle A in Adults• Various tests of on-line sensitivity to only correct antecedents, e.g.
– The elementary-school teacher that Sophie liked very much scolded herself …– The elementary-school teacher that Sophie liked very much scolded himself …– The elementary-school teacher that Bernard liked very much scolded himself …
• Immediate sensitivity only to grammatically appropriate subject (eye-tracking: Sturt 2003; ERPs: Xiang, Dillon, & Phillips, 2009; CMLD: Nicol & Swinney 1989; etc.)
• Unremarkable … until set against other cases of sensitivity to irrelevant NPs
– NPI illusions: *The bills [that no senators voted for] will ever become law.(Vasishth et al. 2008; Xiang, Dillon, & Phillips, 2009)
– Agreement illusions: *The runners [who the driver see each morning] always wave.(Wagers, Lau, & Phillips, in press; Pearlmutter et al., 1999)
5 Child-Adult Parallels
Children• Principle C: robust• Principle A: robust
Adults• Principle C: robust• Principle A: robust
Principle B in Children• 30+ studies using a wide range of techniques
• Possible to show that 4-5 year olds can apply the constraint,for referential & quantificational antecedents
• But there’s no question that learners ofEnglish-type languages can access the illicitinterpretation, and have difficulty blocking it
• The experimental record is very mixed
• Principle B applies as a filter
“Grumpy painted him”
Principle B in AdultsJohn thought that Bill owed him another chance to solve the problem.John thought that Beth owed him another chance to solve the problem.
(Badecker & Straub, 2002)
Badecker & Straub 2002
Results are Mixed
Immediate effectsNicol & Swinney 1989Clifton et al. 1997Lee & Williams 2006
Delayed effectsBadecker & Straub 2002Runner et al. 2003Sturt et al. 2005Kennison 2003
Principle B as a constraint on generation• Nicol (1988), Nicol & Swinney (1989): cross-modal priming
study in which subjects had to make a lexical decision to a visually presented word while listening to sentences
– The boxer told the skier that the doctor for the team would blame him for the recent injury.
punch – facilitationslope – facilitationnurse - no effect
Principle B as a constraint on generation
• Clifton, Kennison & Albrecht (1997): self-paced reading task. The supervisor(s) is a binding-accessible antecedent for his in (c-d) (but there is a number-match only in (d)), but not for him in (a-b).
a) The supervisors paid him yesterday to finish typing the manuscript.b) The supervisor paid him yesterday to finish typing the manuscript.
c) The supervisors paid his assistant yesterday to finish typing the manuscript.d) The supervisor paid his assistant yesterday to finish typing the manuscript.
a) A number mismatch/match effect found in (c) vs. (d), but not in (a) vs. (b) => support for PrB as a constraint on generation
fast
slow
But …
(Kennison, 2003)
(Kennison, 2003)
“The results indicated that when a single highly salient, structurally available antecedent was available in the context, the coreference resolution […] was not affected by the structurally unavailable subject.” (p. 348)
Lee & Williams (2006)
Self-paced reading results (1 word after pronoun) show effect of gender stereotype of structurally accessible antecedent (i.e., main clause subject, but no effect of the structurally inaccessible embedded clause subject.
5 Child-Adult Parallels
Children• Principle C: robust• Principle A: robust
• Principle B: fragile
Adults• Principle C: robust• Principle A: robust
• Principle B: fragile
• How are the illicit interpretations made available in the Principle B studies?
Immediate Constraint Application
While she was taking classes full-time, Jessica was working two jobs to pay the bills.While she was taking classes full-time, Russell was working two jobs to pay the bills.
She was taking classes full-time while Jessica was working two jobs to pay the bills.She was taking classes full-time while Russell was working two jobs to pay the bills.
While she …
She …
Jessica …
Russell …
while Jessica …
while Russell …
Self-Paced Reading, Gender Mismatch Paradigm
(Kazanina et al., 2007, J. Mem. Lang.)
Backwards Anaphora in Russian Adults
• Russian adults reliably judge violations of both constraints as quite bad
– Principle C: *She looked through the scripts while Marina prepared …– Poka-constraint: *While she looked through the scripts, Marina prepared …
• In self-paced reading study, the two constraints show contrasting profiles
– Principle C: no effect of gender match at critical subject NP– Poka-constraint: gender match effect shortly after critical subject NP
• Implies that coreference is briefly considered in the poka-sentences, but ultimately rejected
Russian adults briefly consider interpretations that children settle upon
(Kazanina & Phillips, submitted)
350
400
450
500
550
600
650
Sin
ce last
year
bef
ore HE
ob
tain
ed the
stam
p
MIC
HA
EL
/JE
SS
ICA
did
n't
sig
h
any
do
cum
ents
JES
SIC
A /
MIC
HA
EL
had
to
po
stp
on
e
the
con
stra
ct s
ign
ing
RUS_before-gm
RUS_before-gmm
Results: no-constraint condition
F1(1,39)=4.16, p<.05F2(1,11)=3.36, p<.07
GMME
Acc. Ant.Acc. Ant.Dep. Elem.
GMME after the 2nd subject; similar to the English no-constraint condition
400
450
500
550
600
650
700S
ince last
year HE
was
auct
ion
ing
off
the
mu
seu
m je
wel
s
wh
ile
MIC
HA
EL
/ JE
SS
ICA
was
tryi
ng
to a
rran
ge
tick
ets
to S
A
JOH
N
was
afra
id to
rais
e su
spic
iso
n.
RUS_PrC-gm
RUS_PrC-gmm
Results: Pr.C-conditions
n.s.Fs<2.7, ps>.1
Inacc. AntPrinciple C
Dep. Elem. Acc. Ant.
No effect at/after 2nd subject; replicates the English Principle C condition
400
450
500
550
600
650
700
Sin
ce last
year
wh
ile HE
was
auct
ion
ing
off
the
mu
seu
mje
wel
s
MIC
HA
EL
/JE
SS
ICA
was
tryi
ng
to a
rran
ge
tick
ets
to S
A
JOH
N
was
afra
id to
rais
e su
spic
iso
n.
RUS_poka-gm
RUS_poka-gmm
Results: Poka-conditions
Inacc. Antpoka-constraint
Dep. Elem. Acc. Ant.
F1(1,39)=5.36, p<.05F2(1,23)=4.66, p<.05
GME
GME after the 2nd subject
5 Child-Adult Parallels
Children• Principle C: robust• Principle A: robust
• Principle B: fragile
• Russian poka: over-generate
Adults• Principle C: robust• Principle A: robust
• Principle B: fragile
• Russian poka: over-generate
Reconstruction in Children & Adults
Children: Leddon & Lidz, 2005 (BU conf.)
Adults: Omaki, Dyer, Malhotra, Sprouse, Lidz, & Phillips, 2007 (CUNY
conf.)
Adult on-line data (Omaki et al. 2007)
GMME
GMME
GMME
GMME
• John knew [that Bill saw a picture of himself.]John knew [that Bill was proud of himself.]
• John knew [which picture of himself Bill saw]John knew [how proud of himself Bill was]
5 Child-Adult Parallels
Children• Principle C: robust• Principle A: robust
• Principle B: fragile
• Russian poka: over-generate
• Reconstr.: under-generate
Adults• Principle C: robust• Principle A: robust
• Principle B: fragile
• Russian poka: over-generate
• Reconstr.: first analysis
Back to Grumpy …• “Grumpy painted him”
• Why are children so vulnerable?How do they become adultlike?
(Trueswell et al. 1999)
“Kindergarten Path Effect”
(Trueswell et al. 1999)
(Trueswell et al. 1999)