Fillers, such as uh and um in English, are reliable predictors of upcoming novelty, and listeners harness these statistics to process disfluent speech efficiently. Predictive processing begets prediction error, and therefore it is possible that fillers impact word learning when they precede unexpected referents. However, the effect of fillers on word learning is unknown, especially over different time scales. Across five experiments, we sought to investigate the impact of fillers on language processing and learning, focusing on the relationship between fillers and predictive processing. Following exposure to novel words under fluent and disfluent learning conditions, we measured participants' word recognition at immediate vs. delayed testing. Participants consistently used fillers to predict upcoming novelty at exposure, but they tended to demonstrate similar retention of words taught in fluent and disfluent conditions, whether or not they made prediction errors. We frame our findings in the context of predictive processing and disfluency, concluding that disfluency shapes listeners' predictions but this effect does not carry over to word retention.

Children often encounter new words in referentially and semantically ambiguous environments. Thus, they will generally make many incorrect guesses about a word's meaning before arriving at its correct meaning. Here, we asked whether these initial incorrect guesses might nevertheless be useful to learners by providing information about a word's semantic neighborhood (e.g., if most guesses were food items, perhaps the word has a food-related meaning). To test this, we analyzed datasets from previous tasks in which adults guessed the word which caregivers uttered in interactions with their children. We first tested whether adults' incorrect guesses are, indeed, semantically similar to the correct meaning. In Study 1, we established that learners' incorrect guesses were semantically similar to the target word. We then asked whether adults successfully used these semantically similar guesses as "stepping-stones" to arrive at the correct meaning across exposures. Study 2 showed that overall, learners' guesses were semantically consistent across exposures. However, this effect was small, and correct guesses were not judged to be similar to learners' prior, incorrect guesses. Moreover, Study 3 revealed that semantically close-to-target guesses did not improve learners' subsequent accuracy. Thus, even adult word learners fail to use semantic similarity in cross-situational word learning. Study 4 confirmed this result in a new word learning experiment: even for maximally similar meaning pairs, adults failed to generate thematically or taxonomically similar meanings across exposures. While learners' incorrect guesses tend to be similar to the correct meaning, learners do not successfully use this information to learn words across exposures.

We tested the hypothesis that phonological planning takes longer when two possible utterances differ in incompatible, inherently mutually exclusive values of a single feature (e.g., voiced vs. unvoiced, a dental vs. alveolar tongue-tip constriction) compared to when two possible utterances differ in values for features that are not inherently mutually exclusive (e.g., a tongue-tip constriction vs. a labial constriction). Verbal acoustic latencies from a cue-response task were analyzed. When the mutually exclusive feature value was voicing in plosive-intial utterances, latencies were in fact shorter than when articulator was unknown, contra expectation. When the mutually exclusive feature value was voicing in fricative-intial utterances, there was no reliable difference in latencies. When the mutually exclusive feature value was tongue-tip constriction location, latency differences were as expected, albeit marginally. These results suggest that the notion of inherently mutually exclusive feature values requires further refinement, and may depend on specific aspects of phonological representation.

Falsely remembering information can have negative consequences for day-to-day functioning and can be especially problematic for older adults who often experience higher rates of false memory. Because there is considerable variability between older adults in memory and cognition, it is essential that we understand the factors that place older individuals at risk for developing false memories. Whereas lower frontal functioning has previously been related to false memory in general, prior research suggests that there may also be domain-specificity in the factors associated with false memory. To test this possibility, 211 young adults and 152 older adults completed tasks measuring semantic false memory, perceptual false memory, frontal functioning, semantic discrimination, and perceptual discrimination. Factor analyses revealed that - contrary to predictions - individual differences in semantic and perceptual false memory were best represented by a single, overarching false memory factor. Although cognitive abilities were generally not related to false memory when assessed together, semantic discrimination, perceptual discrimination, and frontal functioning were all negatively associated with false memory in isolation, and jointly predicted 37% of the variance in younger adults and 40% in older adults. Importantly, the extent to which these cognitive abilities protected against false memory did not differ between older and younger adults. Results suggest that for both older and younger adults, individual differences in the tendency to falsely remember information are captured by a single overarching construct that has negative (yet redundant) associations with various cognitive abilities.

Prior research focused on the relationship between cognitive offloading and working memory ability in the prospective and retrospective memory domains have produced conflicting results. Specifically, past work in the prospective memory domain has found that individuals with lower working memory capacity (WMC) choose to offload more often and benefit more from offloading than those with higher WMC (Ball, Peper, et al., 2022) while work in the retrospective memory domain has not found a relationship between WMC and the use of or benefit from offloading (Morrison & Richmond, 2020). However, task design across studies differed in several other respects aside from memory domain, making it difficult to discern whether different mechanisms underlie cognitive offloading across domains. The current study aimed to address these discrepancies by introducing similar procedures across offloading tasks. Results revealed that when offloading was required or permitted, participants with varying levels of WMC generally performed more similarly to one another than when the task had to be completed using internal memory alone. In addition, participants with lower WMC generally benefitted more from offloading, particularly under high memory load, compared to those with higher WMC when offloading was required and when participants had free choice about whether and when to engage in offloading. However, neither metacognitive underconfidence in internal memory capability nor lower WMC estimates were associated with increased offloading frequency in either memory domain when participants were permitted to offload. Practical and theoretical implications of these findings are discussed.

Accurate word recognition is facilitated by context. Some relevant context, however, occurs after the word. Rational use of such "right context" would require listeners to have maintained or about the word, thus allowing for consideration of possible alternatives when they encounter relevant right context. A classic study continues to be widely cited as evidence that subcategorical information maintenance is limited to highly ambiguous percepts and short time spans (Connine et al., 1991). More recent studies, however, using other phonological contrasts, and sometimes other paradigms, have returned mixed results. We identify procedural and analytical issues that provide an explanation for existing results. We address these issues in two reanalyses of previously published results and two new experiments. In all four cases, we find consistent evidence both limitations reported in Connine et al.'s seminal work, at least within the classic paradigms. Key to our approach is the introduction of an ideal observer framework to derive normative predictions for human word recognition expected if listeners maintain and integrate subcategorical information about preceding speech input rationally with subsequent context. We test these predictions in Bayesian mixed-effect analyses, including at the level of individual participants. While we find that the ideal observer fits participants' behavior better than models based on previously proposed limitations, we also find one previously unrecognized aspect of listeners' behavior that is unexpected under existing model, including the ideal observer.

When listening to speech, adults rely on context to anticipate upcoming words. Evidence for this comes from studies demonstrating that the N400, an event-related potential (ERP) that indexes ease of lexical-semantic processing, is influenced by the predictability of a word in context. We know far less about the role of context in children's speech comprehension. The present study explored lexical processing in adults and 5-10-year-old children as they listened to a story. ERPs time-locked to the onset of every word were recorded. Each content word was coded for frequency, semantic association, and predictability. In both children and adults, N400s reflect word predictability, even when controlling for frequency and semantic association. These findings suggest that both adults and children use top-down constraints from context to anticipate upcoming words when listening to stories.

In two structural priming experiments, we investigated the representations of lexically-specific syntactic restrictions of English verbs for highly proficient and immersed second language (L2) speakers of English. We considered the interplay of two possible mechanisms: generalization from the first language (L1) and statistical learning within the L2 (both of abstract structure and of lexically-specific information). In both experiments, L2 speakers with either Germanic or Romance languages as L1 were primed to produce dispreferred double-object structures involving non-alternating dative verbs. Priming occurred from ungrammatical double-object primes involving different non-alternating verbs (Experiment 1) and from grammatical primes involving alternating verbs (Experiment 2), supporting abstract statistical learning within the L2. However, we found no differences between L1-Germanic speakers (who have the double object structure in their L1) and L1-Romance speakers (who do not), inconsistent with the prediction for between-group differences of the L1-generalization account. Additionally, L2 speakers in Experiment 2 showed a lexical boost: There was stronger priming after (dispreferred) non-alternating same-verb double object primes than after (grammatical) alternating different-verb primes. Such lexically-driven persistence was also shown by L1 English speakers (Ivanova et al., 2012a) and may underlie statistical learning of lexically-dependent structural regularities. We conclude that lexically-specific syntactic restrictions in highly proficient and immersed L2 speakers are shaped by statistical learning (both abstract and lexically-specific) within the L2, but not by generalization from the L1.

In studies of children's categorization, researchers have typically studied how encoding characteristics of exemplars contribute to children's generalization. However, it is unclear whether children's internal cognitive processes alone, independent of new information, may also influence their generalization. Thus, we examined the role that one cognitive process, forgetting, plays in shaping children's category representations by conducting three experiments. In the first two experiments, participants (=37, =4.02 years; =32, =4.48 years) saw a novel object labeled by the experimenter and then saw five new objects with between one and five features changed from the learned exemplar. The experimenter asked whether each object was a member of the same category as the exemplar; children saw the five new objects either immediately or after a five-minute delay. Children endorsed category membership at higher rates at immediate test than at delayed test, suggesting that children's category representations became narrower over time. In Experiment 3, we investigated forgetting as a key mechanism underlying the narrowing found in Experiments 1 and 2. We showed participants (=34, =4.20 years) the same exemplars used in Experiments 1 and 2; then, either immediately or after a five-minute delay, we showed children seven individual object features and asked if each one had been part of the exemplar. Children's accuracy was lower after the delay, showing that they did indeed forget individual features. Taken together, these results show that forgetting plays an important role in changing children's newly-learned categories over time.

There is a long-standing controversy around the question of whether referent predictability affects pronominalization: while there are good theoretical reasons for this prediction (e.g., Arnold, 2008), the experimental evidence has been rather mixed. We here report on three highly powered studies that manipulate a range of factors that have differed between previous studies, in order to determine more exactly under which conditions a predictability effect on pronominalization can be found. We use a constrained as well as a free reference task, and manipulate verb type, antecedent ambiguity, length of NP and whether the stimuli are presented within a story context or not. Our results find the story context to be the single important factor that allows to elicit an effect of predictability on pronoun choice, in line with (Rosa and Arnold, 2017; Weatherford and Arnold, 2021). We also propose a parametrization for a rational speech act model, that reconciles the findings between many of the experiments in the literature.

Theories of speech production have proposed that in contexts where multiple languages are produced, bilinguals inhibit the dominant language with the goal of making both languages equally accessible. This process often overshoots this goal, leading to a surprising pattern: better performance in the nondominant vs. dominant language, or effects. However, the reliability of this effect in single word production studies with cued language switches has been challenged by a recent meta-analysis. Correcting for errors in this analysis, we find that dominance effects are reliably reduced and reversed during language mixing. Reversed dominance has also consistently been reported in the production of connected speech elicited by reading aloud of mixed language paragraphs. When switching, bilinguals produced translation-equivalent intrusion errors (e.g., saying instead of ) more often when intending to produce words in the dominant language. We show this dominant language vulnerability is not exclusive to switching out of the nondominant language and extends to non-switch words, linking connected speech results to patterns first reported in single word studies. Reversed language dominance is a robust phenomenon that reflects the tip of the iceberg of inhibitory control of the dominant language in bilingual language production.

Spelling-to-sound translation in English is particularly complex for vowels. For example, the pronunciations of ‹a› include the long vowel of ‹pper› and ‹scred› and the short vowel of ‹cctus› and ‹hppy›. We examined the factors that are associated with use of long versus short vowels by conducting analyses of English disyllabic words with single medial consonants and consonant sequences and three behavioral studies in which a total of 119 university students pronounced nonwords with these structures. The vocabulary analyses show that both the number of medial consonants and their syllabification influence vowel length. Participants were influenced by these aspects of context, some of which are not explicitly taught as a part of reading instruction. Although these results point to implicit statistical learning, participants produced fewer long vowels before single medial consonants than anticipated based on our vocabulary statistics for spelling-to-sound correspondences in disyllabic words. Participants also produced more long vowels before two identical consonant letters than anticipated given these statistics. We consider the reasons for these outcomes, and we also use the behavioral data to test two models of spelling-to-sound translation.

Previous research has pointed at communicative efficiency as a possible constraint on language structure. Here we investigated adjective position in American Sign Language (ASL), a language with relatively flexible word order, to test the incremental efficiency hypothesis, according to which both speakers and signers try to produce efficient referential expressions that are sensitive to the word order of their languages. The results of three experiments using a standard referential communication task confirmed that deaf ASL signers tend to produce absolute adjectives, such as color or material, in prenominal position, while scalar adjectives tend to be produced in prenominal position when expressed as lexical signs, but in postnominal position when expressed as classifiers. Age of ASL exposure also had an effect on referential choice, with early-exposed signers producing more classifiers than late-exposed signers, in some cases. Overall, our results suggest that linguistic, pragmatic and developmental factors affect referential choice in ASL, supporting the hypothesis that communicative efficiency is an important factor in shaping language structure and use.

Spanish-English (Experiments 1-2) or Chinese-English (Experiment 3) bilinguals described arrays of moving pictures in English that began with a complex or a simple phrase (e.g., "[The shoe and the mesa/] moved above the cloud" vs. "[The shoe] moved above the mesa/ and the cloud"). Bilinguals were trained to name the second picture in English for half the objects (e.g., "table") and Spanish/Chinese (e.g., "mesa"/"") the other half. In complex-initial sentences, production durations of "shoe" and "and" were longer on switch than nonswitch trials; in simple-initial sentences, in Experiments 1-2, speech rate was not affected by switching until "mesa" was produced, and in Experiment 3 not until "above" was produced. Thus, bilinguals paid language switch costs just before or just as they started to produce a phrase with a language switch in it, suggesting that bilinguals complete phrasal planning in the default language before switching to the nondefault language.

Stimuli are easier to process when context makes them predictable, but does context-based facilitation arise from preactivation of a limited set of relatively probable upcoming stimuli (with facilitation then linearly related to probability) or, instead, because the system maintains and updates a probability distribution across all items (with facilitation logarithmically related to probability)? We measured the N400, an index of semantic access, to words of varying probability, including unpredictable words. Word predictability was measured using both cloze probabilities and a state-of-the-art machine learning language model (GPT-2). We reanalyzed five datasets (n = 138) to demonstrate and then replicate that context-based facilitation on the N400 is graded, even among unpredictable words. Furthermore, we established that the relationship between word predictability and context-based facilitation combines linear and logarithmic functions. We argue that this composite function reveals properties of the mapping between words and semantic features and how feature- and word-related information is activated on-line.

Recently, Guitard et al. (2021) used a two-list procedure and varied the kind of encoding carried out for each list (item or order encoding). They found dual-list impairment on an order test was consistently greater when the other list was also encoded for an order test, compared to when it was in the presence of another list encoded for an item test. They also found a dual-list cost relative to one list for both order and item information. Here we address the bases of the interference costs with a novel task in which, prior to each list presentation, participants are instructed to expect an item fragment completion test, an order reconstruction test, or either type of test. In five experiments, we contrast two competing accounts of item and order processing, the and the . An asymmetry with larger dual-attention costs on order compared to item tests was found, with the effect magnitude changing with task conditions. Our results support a version of the common resource hypothesis in which both item and order processing occur no matter which test is expected, but in which additional processing is divided between item and order codes in a manner that depends on task demands.

A common critique of the Visual World Paradigm (VWP) in psycholinguistic studies is that what is designed as a measure of language processes is meaningfully altered by the visual context of the task. This is crucial, particularly in studies of spoken word recognition, where the displayed images are usually seen as just a part of the measure and are not of fundamental interest. Many variants of the VWP allow participants to sample the visual scene before a trial begins. However, this could bias their interpretations of the later speech or even lead to abnormal processing strategies (e.g., comparing the input to only preactivated working memory representations). Prior work has focused only on whether preview duration changes fixation patterns. However, preview could affect a number of processes, such as visual search, that would not challenge the interpretation of the VWP. The present study uses a series of targeted manipulations of the preview period to ask if preview alters looking behavior during a trial, and why. Results show that evidence of incremental processing and phonological competition seen in the VWP are not dependent on preview, and are not enhanced by manipulations that directly encourage phonological prenaming. Moreover, some forms of preview can eliminate nuisance variance deriving from object recognition and visual search demands in order to produce a more sensitive measure of linguistic processing. These results deepen our understanding of how the visual scene interacts with language processing to drive fixations patterns in the VWP, and reinforce the value of the VWP as a tool for measuring real-time language processing. Stimuli, data and analysis scripts are available at https://osf.io/b7q65/.

When producing connected speech, bilinguals often select a as the primary force driving the utterance. The present study investigated the cognitive mechanisms underlying default language selection. In three experiments, Spanish-English bilinguals named pictures out of context, or read aloud sentences with a single word replaced by a picture with a cognate (e.g., or noncognate name (e.g., Cognates speeded naming and significantly reduced switching costs. Critically, cognate effects were not modulated by sentence context. However, switch costs were larger in sentence context, which also exhibited significant language dominance effects, asymmetrical switch costs, and asymmetrical cognate facilitation effects, which were absent or symmetrical respectively in bare picture naming. These results suggest that default-language selection is driven primarily by boosting activation of the default language, not by proactive inhibition of the nondefault language. However, relaxation of proactive control in production of connected speech leads to greater reliance on reactive control to produce language switches relative to out-of-context naming, a contextually driven dynamic tradeoff in language control mechanisms.

Models of visual word recognition share the assumption that lexical access is based on abstract letter identities. The present study re-examined the assumption that this is because information about the visual form of the letter is lost early in the course of activating the abstract letter identities. The main support for this assumption has come from the case-independent masked priming effects. Experiment 1 used common English words presented in lowercase as targets in lexical decision, and replicated the oft-reported case-independent identity priming effect (e.g., edge-edge = EDGE-edge). In contrast, Experiment 2 using abbreviations (e.g., DNA, CIA) produced a robust case-dependent identity priming effect (e.g., DNA-DNA < dna-DNA). Experiment 3 used the same abbreviation stimuli as primes in a semantic priming lexical decision experiment. Here the prime case effect was absent, but so was the semantic priming effect (e.g., dna-GENETICS = DNA-GENETICS = LSD-GENETICS). The results question the view that information about the visual form of the letter is lost early. We offer an alternative perspective that the abstract nature of priming for common words stems from how these words are represented in the reader's lexicon. The implication of these findings for letter and word recognition is discussed. (197 words).

The present study investigated claims that learning vocabulary in an unfamiliar language is more efficient in bilinguals than in monolinguals and the possible effects of language proficiency and dominance. In Experiment 1, monolingual ( = 48) and bilingual participants ( = 96) learned Japanese words paired with English translations and completed cued-recall and associative-recognition tests. Accuracy did not differ across monolingual and bilingual or language dominance groups. Nevertheless, in bilinguals, higher English proficiency was associated with higher accuracy. In Experiment 2, Japanese-English bilinguals ( = 40) learned Spanish-Japanese word pairs, and higher Japanese proficiency was associated with higher accuracy. Associative strategies were reported at a higher rate in bilingual than in monolingual participants but were not associated with more accurate performance. Careful comparisons of the present and previous results support the conclusion that higher proficiency in the language through which bilinguals learn foreign vocabulary enhances associative memory, but bilingualism itself does not.

We harnessed the temporal sensitivity of event-related brain potentials (ERPs) alongside individual differences in Harry Potter (HP) knowledge to investigate the extent to which the availability and timing of information relevant for real-time written word processing are influenced by variation in domain knowledge. We manipulated meaningful (category, event) relationships between sentence fragments about HP stories and their sentence final words. During word-by-word reading, N400 amplitudes to (a) linguistically supported and (b) unsupported but meaningfully related, but not to (c) unsupported, unrelated sentence endings varied with HP domain knowledge. Single-trial analyses revealed that only the N400s to linguistically supported (but not to either type of unsupported) sentence-final words varied as a function of whether individuals knew (or could remember) the correct (supported) ending for each HP "fact." We conclude that the quick availability of information relevant for word understanding in sentences is a function of individuals' knowledge of both specific facts and the domain to which the facts belong. During written sentence processing, as domain knowledge increases, it is clearly evident that individuals can make use of the relevant knowledge systematically organized around themes, events, and categories in that domain, to the extent they have it.