Word reading skill predicts anticipation of upcoming spoken language input: a study of children developing proficiency in reading

Even young children make multiple predictions in the complex visual world

Children can anticipate upcoming input in sentences with semantically constraining verbs. In the visual world, the sentence context is used to anticipatorily fixate the only object matching potential sentence continuations. Adults can process even multiple visual objects in parallel when predicting language. This study examined whether young children can also maintain multiple prediction options in parallel during language processing. In addition, we aimed at replicating the finding that children's receptive vocabulary size modulates their prediction. German children (5-6 years, n = 26) and adults (19-40 years, n = 37) listened to 32 subject-verb-object sentences with semantically constraining verbs (e.g., "The father eats the waffle") while looking at visual scenes of four objects. The number of objects being consistent with the verb constraints (e.g., being edible) varied among 0, 1, 3, and 4. A linear mixed effects model on the proportion of target fixations with the effect coded factors condition (i.e., the number of consistent objects), time window, and age group revealed that upon hearing the verb, children and adults anticipatorily fixated the single visual object, or even multiple visual objects, being consistent with the verb constraints, whereas inconsistent objects were fixated less. This provides first evidence that, comparable to adults, young children maintain multiple prediction options in parallel. Moreover, children with larger receptive vocabulary sizes (Peabody Picture Vocabulary Test) anticipatorily fixated potential targets more often than those with smaller ones, showing that verbal abilities affect children's prediction in the complex visual world.

Language Experience Predicts Eye Movements During Online Auditory Comprehension

Experience-based theories of language processing suggest that listeners use the properties of their previous linguistic input to constrain comprehension in real time (e.g. MacDonald & Christiansen, 2002; Smith & Levy, 2013; Stanovich & West, 1989; Mishra, Pandey, Singh, & Huettig, 2012). This project investigates the prediction that individual differences in experience will predict differences in sentence comprehension. Participants completed a visual world eye-tracking task following Altmann and Kamide (1999) which manipulates whether the verb licenses the anticipation of a specific referent in the scene (e.g. The boy will eat/move the cake). Within this paradigm, we ask (1) are there reliable individual differences in language-mediated eye movements during this task? If so, (2) do individual differences in language experience correlate with these differences, and (3) can this relationship be explained by other, more general cognitive abilities? Study 1 finds evidence that language experience predicts an overall facilitation in fixating the target, and Study 2 replicates this effect and finds that it remains when controlling for working memory, inhibitory control, phonological ability, and perceptual speed.

Revisiting Multifactor Models of Dyslexia: Do They Fit Empirical Data and What Are Their Implications for Intervention?

Developmental dyslexia can be viewed as the result of the effects of single deficits or multiple deficits. This study presents a test of the applicability of a multifactor-interactive model (MFi-M) with a preliminary set of five variables corresponding to different neuropsychological functions involved in the reading process. The model has been tested on a sample of 55 school-age children with developmental dyslexia. The results show that the data fit a model in which each variable contributes to the reading ability in a non-additive but rather interactive way. These findings constitute a preliminary validation of the plausibility of the MFi-M, and encourage further research to add relevant factors and specify their relative weights. It is further discussed how subtype-based intervention approaches can be a suitable and advantageous framework for clinical intervention in a MFi-M perspective.

Anticipatory Processing in a Verb-Initial Mayan Language: Eye-Tracking Evidence During Sentence Comprehension in Tseltal

We present a visual world eye-tracking study on Tseltal (a Mayan language) and investigate whether verbal information can be used to anticipate an upcoming referent. Basic word order in transitive sentences in Tseltal is Verb-Object-Subject (VOS). The verb is usually encountered first, making argument structure and syntactic information available at the outset, which should facilitate anticipation of the post-verbal arguments. Tseltal speakers listened to verb-initial sentences with either an object-predictive verb (e.g., "eat") or a general verb (e.g., "look for") (e.g., "Ya slo'/sle ta stukel on te kereme," Is eating/is looking (for) by himself the avocado the boy/ "The boy is eating/is looking (for) an avocado by himself") while seeing a visual display showing one potential referent (e.g., avocado) and three distractors (e.g., bag, toy car, coffee grinder). We manipulated verb type (predictive vs. general) and recorded participants' eye movements while they listened and inspected the visual scene. Participants' fixations to the target referent were analyzed using multilevel logistic regression models. Shortly after hearing the predictive verb, participants fixated the target object before it was mentioned. In contrast, when the verb was general, fixations to the target only started to increase once the object was heard. Our results suggest that Tseltal hearers pre-activate semantic features of the grammatical object prior to its linguistic expression. This provides evidence from a verb-initial language for online incremental semantic interpretation and anticipatory processing during language comprehension. These processes are comparable to the ones identified in subject-initial languages, which is consistent with the notion that different languages follow similar universal processing principles.

Word prediction using closely and moderately related verbs in Down syndrome

People with Down syndrome (DS) have several difficulties in language learning, and one of the areas most affected is language production. Theoretical frameworks argue that prediction depends on the production system. Yet, people with DS can predict upcoming nouns using semantically related verbs. Possibly, prediction skills in people with DS are driven by their associative mechanism rather than by the prediction mechanism based on the production system. This study explores prediction mechanisms in people with DS and their relationship with production skills. Three groups were evaluated in a preferential-looking task: young adults, children with DS, and a typically developing control group paired by sex and mental age. Participants saw two images, a target and a distractor. They also heard a sentence in one of the three conditions: with a verb that was closely related to the object (e.g., "The woman read the book"), with a verb that was moderately related to the object (e.g., "My uncle waited for the bus"), or with a verb that was unrelated to the object (e.g., "My sister threw a broom"). Their productive vocabulary was then measured. In the young adult and typically developing groups, the results showed prediction in sentences with highly and moderately related verbs. Participants with DS, however, showed prediction skills only in the highly related context. There was no influence of chronological age, mental age, or production on prediction skills. These results indicate that people with DS base prediction mainly on associative mechanisms and they have difficulty in generating top-down predictions.

Ratings of name agreement and semantic categorization of 247 colored clipart pictures by young German children

Developmental and longitudinal studies with children increasingly use pictorial stimuli in cognitive, psychologic, and psycholinguistic research. To enhance validity and comparability within and across those studies, the use of normed pictures is recommended. Besides, creating picture sets and evaluating them in rating studies is very time consuming, in particular regarding samples of young children in which testing time is rather limited. As there is an increasing number of studies that investigate young German children's semantic language processing with colored clipart stimuli, this work provides a first set of 247 colored cliparts with ratings of German native speaking children aged 4 to 6 years. We assessed two central rating aspects of pictures: Name agreement (Do pictures elicit the intended name of an object?) and semantic categorization (Are objects classified as members of the intended semantic category?). Our ratings indicate that children are proficient in naming and even better in semantic categorization of objects, whereas both seems to improve with increasing age of young childhood. Finally, this paper discusses some features of pictorial objects that might be important for children's name agreement and semantic categorization and could be considered in future picture rating studies.

Predictive language processing in young autistic children

Recent theories propose that domain-general deficits in prediction (i.e., the ability to anticipate upcoming information) underlie the behavioral characteristics associated with autism spectrum disorder (ASD). If these theories are correct, autistic children might be expected to demonstrate difficulties on linguistic tasks that rely on predictive processing. Previous research has largely focused on older autistic children and adolescents with average language and cognition. The present study used an eye-gaze task to evaluate predictive language processing among 3- to 4-year-old autistic children (n = 34) and 1.5- to 3-year-old, language-matched neurotypical (NT) children (n = 34). Children viewed images (e.g., a cake and a ball) and heard sentences with informative verbs (e.g., Eat the cake) or neutral verbs (e.g., Find the cake). Analyses of children's looking behaviors indicated that young autistic children, like their language-matched NT peers, engaged in predictive language processing. Regression results revealed a significant effect of diagnostic group, when statistically controlling for age differences. The NT group displayed larger difference scores between the informative and neutral verb conditions (in looks to target nouns) compared to the ASD group. Receptive language measures were predictive of looking behavior across time for both groups, such that children with stronger language skills were more efficient in making use of informative verbs to process upcoming information. Taken together, these results suggest that young autistic children can engage in predictive processing though further research is warranted to explore the developmental trajectory relative to NT development.

Silent versus Reading Out Loud modes: An eye-tracking study

The main purpose of this study is to compare the silent and loud reading ability of typical and dyslexic readers, using eye-tracking technology to monitor the reading process. The participants (156 students of normal intelligence) were first divided into three groups based on their school grade, and each subgroup was then further separated into typical readers and students diagnosed with dyslexia. The students read the same text twice, one time silently and one time out loud. Various eye-tracking parameters were calculated for both types of reading. In general, the performance of the typical students was better for both modes of reading - regardless of age. In the older age groups, typical readers performed better at silent reading. The dyslexic readers in all age groups performed better at reading out loud. However, this was less prominent in secondary and upper secondary dyslexics, reflecting a slow shift towards silent reading mode as they age. Our results confirm that the eye-tracking parameters of dyslexics improve with age in both silent and loud reading, and their reading preference shifts slowly towards silent reading. Typical readers, before 4th grade do not show a clear reading mode preference, however, after that age they develop a clear preference for silent reading.

The impact of musical expertise on anticipatory semantic processing during online speech comprehension: An electroencephalography study

Musical experience has been found to aid speech perception. This electroencephalography study further examined whether and how musical expertise affects high-level predictive semantic processing in speech comprehension. Musicians and non-musicians listened to semantically strongly/weakly constraining sentences, with each sentence being primed by a congruent/incongruent sentence-prosody. At the target nouns, a N400 reduction effect (strongly vs. weakly constraining) was observed in both groups, with the onset-latency of this effect being delayed for incongruent (vs. congruent) priming. At the transitive verbs preceding these target nouns, musicians' event-related-potential amplitude (in incongruent-priming) and beta-band oscillatory power (in congruent- and incongruent-priming) showed a semantic-constraint effect, and were correlated with the predictability of incoming nouns; non-musicians only demonstrated an event-related-potential semantic-constraint effect, which was correlated with the predictability of current verbs. These results indicate musical expertise enhances semantic prediction tendency in speech comprehension, and this effect might be not just an aftereffect of facilitated acoustic/phonological processing.

Look at that: Spatial deixis reveals experience-related differences in prediction

Prediction-based theories posit that interlocutors use prediction to process language efficiently and to coordinate dialogue. The present study evaluated whether listeners can use spatial deixis (i.e., this, that, these, and those) to predict the plurality and proximity of a speaker's upcoming referent. In two eye-tracking experiments with varying referential complexity (N = 168), native English-speaking adults, native English-learning 5-year-olds, and non-native English-learning adults viewed images while listening to sentences with or without informative deictic determiners, e.g., Look at the/this/that/these/those wonderful cookie(s). Results showed that all groups successfully exploited plurality information. However, they varied in using deixis to anticipate the proximity of the referent; specifically, L1 adults showed more robust prediction than L2 adults, and L1 children did not show evidence of prediction. By evaluating listeners with varied language experiences, this investigation helps refine proposed mechanisms of prediction, and suggests that linguistic experience is key to the development of such mechanisms.

Change is hard: Individual differences in children's lexical processing and executive functions after a shift in dimensions

Language comprehension involves cognitive abilities that are specific to language as well as cognitive abilities that are more general and involved in a wide range of behaviors. One set of domain-general abilities that support language comprehension are executive functions (EFs), also known as cognitive control. A diverse body of research has demonstrated that EFs support language comprehension when there is conflict between competing, incompatible interpretations of temporarily ambiguous words or phrases. By engaging EFs, children and adults are able to select or bias their attention towards the correct interpretation. However, the degree to which language processing engages EFs in the absence of ambiguity is poorly understood. In the current experiment, we tested whether EFs may be engaged when comprehending speech that does not elicit conflicting interpretations. Different components of EFs were measured using several behavioral tasks and language comprehension was measured using an eye-tracking procedure. Five-year-old children (n=56) saw pictures of familiar objects and heard sentences identifying the objects using either their names or colors. After a series of objects were identified using one dimension, children were significantly less accurate in fixating target objects that were identified using a second dimension. Further results reveal that this decrease in accuracy does not occur because children struggle to shift between dimensions, but rather because they are unable to predict which dimension will be used. These effects of predictability are related to individual differences in children's EFs. Taken together, these findings suggest that EFs may be more broadly involved when children comprehend language, even in instances that do not require conflict resolution.

Individual Differences in Print Exposure Predict Use of Implicit Causality in Pronoun Comprehension and Referential Prediction

In three experiments, we measured individual patterns of pronoun comprehension (Experiments 1 and 2) and referential prediction (Experiment 3) in implicit causality (IC) contexts and compared these with a measure of participants’ print exposure (Author Recognition Task; ART). Across all three experiments, we found that ART interacted with verb bias, such that participants with higher scores demonstrated a stronger semantic bias, i.e., they tended to select the pronoun or predict the re-mention of the character that was congruent with an implicit cause interpretation. This suggests that print exposure changes the way language is processed at the discourse level, and in particular, that it is related to implicit cause sensitivity.

Everyday Language Exposure Shapes Prediction of Specific Words in Listening Comprehension: A Visual World Eye-Tracking Study

We investigated the effects of everyday language exposure on the prediction of orthographic and phonological forms of a highly predictable word during listening comprehension. Native Japanese speakers in Tokyo (Experiment 1) and Berlin (Experiment 2) listened to sentences that contained a predictable word and viewed four objects. The critical object represented the target word (e.g., /sakana/; fish), an orthographic competitor (e.g., /tuno/; horn), a phonological competitor (e.g., /sakura/; cherry blossom), or an unrelated word (e.g., /hon/; book). The three other objects were distractors. The Tokyo group fixated the target and the orthographic competitor over the unrelated objects before the target word was mentioned, suggesting that they pre-activated the orthographic form of the target word. The Berlin group showed a weaker bias toward the target than the Tokyo group, and they showed a tendency to fixate the orthographic competitor only when the orthographic similarity was very high. Thus, prediction effects were weaker in the Berlin group than in the Tokyo group. We found no evidence for the prediction of phonological information. The obtained group differences support probabilistic models of prediction, which regard the built-up language experience as a basis of prediction.

Literacy Advantages Beyond Reading: Prediction of Spoken Language

Literacy has many obvious benefits: it exposes the reader to a wealth of new information and enhances syntactic knowledge. However, we argue that literacy has an additional, often overlooked, benefit: it enhances people's ability to predict spoken language thereby aiding comprehension. Readers are under pressure to process information more quickly than listeners and reading provides excellent conditions - in particular, a stable environment - for training the predictive system. It also leads to increased awareness of words as linguistic units and to more fine-grained phonological and additional orthographic representations, which sharpen lexical representations and facilitate the retrieval of predicted representations. Thus, reading trains core processes and representations involved in language prediction that are common to both reading and listening.

Individual Differences in Verb Bias Sensitivity in Children and Adults With Developmental Language Disorder

A number of experiments support the hypothetical utility of statistical information for language learning and processing among both children and adults. However, tasks in these studies are often very general, and only a few include populations with developmental language disorder (DLD). We wanted to determine whether a stronger relationship might be shown when the measure of statistical learning is chosen for its relevance to the language task when including a substantial number of participants with DLD. The language ability we measured was sensitivity to verb bias - the likelihood of a verb to appear with a certain argument or interpretation. A previous study showed adults with DLD were less sensitive to verb bias than their typical peers. Verb bias sensitivity had not yet been tested in children with DLD. In Study 1, 49 children, ages 7-9 years, 17 of whom were classified as having DLD, completed a task designed to measure sensitivity to verb bias through implicit and explicit measures. We found children with and without DLD showed sensitivity to verb bias in implicit but not explicit measures, with no differences between groups. In Study 2, we used a multiverse approach to investigate whether individual differences in statistical learning predicted verb bias sensitivity in these participants as well as in a dataset of adult participants. Our analysis revealed no evidence of a relationship between statistical learning and verb bias sensitivity in children, which was not unexpected given we found no group differences in Study 1. Statistical learning predicted sensitivity to verb bias as measured through explicit measures in adults, though results were not robust. These findings suggest that verb bias may still be relatively unstable in school age children, and thus may not play the same role in sentence processing in children as in adults. It would also seem that individuals with DLD may not be using the same mechanisms during processing as their typically developing (TD) peers in adulthood. Thus, statistical information may differ in relevance for language processing in individuals with and without DLD.

Verb-mediated anticipatory eye movements in people with Down syndrome

BACKGROUND

Children and adults with neurotypical development employ linguistic information to predict and anticipate information. Individuals with Down syndrome (DS) have weaknesses in language production and the domain of grammar but relative strengths in language comprehension and the domain of semantics. What is not clear is the extent to which they can use linguistic information, as it unfolds in real time, to anticipate upcoming information correctly.

AIMS

To investigate whether children and young people with DS employ verb information to predict and anticipate upcoming linguistic information.

METHODS & PROCEDURES

A preferential looking task was performed, using an eye-tracker, with children and teenagers with DS and a typically developing (TD) control group matched by sex and mental age (average = 5.48 years). In each of 10 trials, two images were presented, a target and a distractor, while participants heard a phrase that contained a semantically informative verb (e.g., 'eat') or an uninformative verb (e.g., 'see').

OUTCOMES & RESULTS

Both DS and TD control participants could anticipate the target upon hearing an informative verb, and prediction skills were positively correlated with mental age in those with DS.

CONCLUSIONS & IMPLICATIONS

This work demonstrates for the first time that children and teenagers with DS can predict linguistic information based on semantic cues from verbs, and that sentence processing is driven by predictive relationships between verbs and arguments, as in children with typical development. Clinicians can take advantage of these prediction skills, using them in therapy to support weaker areas.

Predict and redirect: Prediction errors support children's word learning

According to prediction-based learning theories, erroneous predictions support learning. However, empirical evidence for a relation between prediction error and children's language learning is currently lacking. Here we investigated whether and how prediction errors influence children's learning of novel words. We hypothesized that word learning would vary as a function of 2 factors: the extent to which children generate predictions, and the extent to which children redirect attention in response to errors. Children were tested in a novel word learning task, which used eye tracking to measure (a) real-time semantic predictions to familiar referents, (b) attention redirection following prediction errors, and (c) learning of novel referents. Results indicated that predictions and prediction errors interdependently supported novel word learning, via children's efficient redirection of attention. This study provides a developmental evaluation of prediction-based theories and suggests that erroneous predictions play a mechanistic role in children's language learning. (PsycINFO Database Record (c) 2019 APA, all rights reserved).

Neuropsychological and environmental predictors of reading performance in Brazilian children

Word-level reading is strongly associated with phonological processing. The aim of this study was to investigate the effects of cognitive and environmental variables on word reading performance. Our sample consisted of 185 fourth-grade students. Linear regression analyses were used to investigate the role of the following variables as potential predictors of word reading accuracy and fluency: phonological processing (phonological awareness, rapid automatized naming, and phonological memory); verbal fluency; working memory; socioeconomic status and an indicator of school quality (IDEB) in Brazil. Phonological awareness and rapid automatic naming were the best predictors of reading, supporting the role of phonological processing as a key contributor to the lexical aspects of reading, beyond the early years of literacy acquisition. Environmental variables were significant predictors of irregular word reading (socioeconomic status) and fluency (IDEB), corroborating multicomponent models of reading performance. The present findings demonstrate the complex interplay of factors underlying reading performance and highlight the importance of a multidimensional approach to the study of reading.

Prediction is Production: The missing link between language production and comprehension

Language comprehension often involves the generation of predictions. It has been hypothesized that such prediction-for-comprehension entails actual language production. Recent studies provided evidence that the production system is recruited during language comprehension, but the link between production and prediction during comprehension remains hypothetical. Here, we tested this hypothesis by comparing prediction during sentence comprehension (primary task) in participants having the production system either available or not (non-verbal versus verbal secondary task). In the primary task, sentences containing an expected or unexpected target noun-phrase were presented during electroencephalography recording. Prediction, measured as the magnitude of the N400 effect elicited by the article (expected versus unexpected), was hindered only when the production system was taxed during sentence context reading. The present study provides the first direct evidence that the availability of the speech production system is necessary for generating lexical prediction during sentence comprehension. Furthermore, these important results provide an explanation for the recruitment of language production during comprehension.

Prediction in a visual language: real-time sentence processing in American Sign Language across development

Prediction during sign language comprehension may enable signers to integrate linguistic and non-linguistic information within the visual modality. In two eyetracking experiments, we investigated American Sign language (ASL) semantic prediction in deaf adults and children (aged 4-8 years). Participants viewed ASL sentences in a visual world paradigm in which the sentence-initial verb was either neutral or constrained relative to the sentence-final target noun. Adults and children made anticipatory looks to the target picture before the onset of the target noun in the constrained condition only, showing evidence for semantic prediction. Crucially, signers alternated gaze between the stimulus sign and the target picture only when the sentential object could be predicted from the verb. Signers therefore engage in prediction by optimizing visual attention between divided linguistic and referential signals. These patterns suggest that prediction is a modality-independent process, and theoretical implications are discussed.

The real-time prediction and inhibition of linguistic outcomes: Effects of language and literacy skill

Recent studies have found considerable individual variation in language comprehenders' predictive behaviors, as revealed by their anticipatory eye movements during language comprehension. The current study investigated the relationship between these predictive behaviors and the language and literacy skills of a diverse, community-based sample of young adults. We found that rapid automatized naming (RAN) was a key determinant of comprehenders' prediction ability (e.g., as reflected in predictive eye movements to a white cake on hearing "The boy will eat the white…"). Simultaneously, comprehension-based measures predicted participants' ability to inhibit eye movements to objects that shared features with predictable referents but were implausible completions (e.g., as reflected in eye movements to a white but inedible white car). These findings suggest that the excitatory and inhibitory mechanisms that support prediction during language processing are closely linked with specific cognitive abilities that support literacy. We show that a self-organizing cognitive architecture captures this pattern of results.

“Proactive” in many ways: Developmental evidence for a dynamic pluralistic approach to prediction

The anticipation of the forthcoming behaviour of social interaction partners is a useful ability supporting interaction and communication between social partners. Associations and prediction based on the production system (in line with views that listeners use the production system covertly to anticipate what the other person might be likely to say) are two potential factors, which have been proposed to be involved in anticipatory language processing. We examined the influence of both factors on the degree to which listeners predict upcoming linguistic input. Are listeners more likely to predict book as an appropriate continuation of the sentence “The boy reads a”, based on the strength of the association between the words read and book (strong association) and read and letter (weak association)? Do more proficient producers predict more? What is the interplay of these two influences on prediction? The results suggest that associations influence language-mediated anticipatory eye gaze in two-year-olds and adults only when two thematically appropriate target objects compete for overt attention but not when these objects are presented separately. Furthermore, children's prediction abilities are strongly related to their language production skills when appropriate target objects are presented separately but not when presented together. Both influences on prediction in language processing thus appear to be context dependent. We conclude that multiple factors simultaneously influence listeners’ anticipation of upcoming linguistic input and that only such a dynamic approach to prediction can capture listeners’ prowess at predictive language processing.

The strong, the weak, and the first: The impact of phonological stress on processing of orthographic errors in silent reading

In auditory speech processing, phonological stress functions as an attention holding cue, which facilitates detection of mispronunciations and phonetic deviants in strong syllables as compared to weak ones. Whereas silent reading involves activation of phonological information including word stress, it is not clear whether it has any functional relevance for visual language processing. We investigated whether phonological stress impacts orthographic processing such as detection of misspellings in silent reading. In an ERP experiment, participants silently read intact and misspelled German words. We manipulated the strength of the misspelled syllable (strong vs. weak) as well as its position (word-initial vs. word-middle). No effect of stress was observed for misspellings occurring in a word-initial position suggesting that misspellings in word-initial position disrupt visual word processing regardless of the phonological strength of the first syllable. In contrast, phonological strength modulated the ERPs when misspellings occurred in the middle of the word: misspellings embedded in strong syllables enhanced the P600 and the N400-like component compared to misspellings in weak syllables. In this case, i.e., when misspellings occur in the middle of a letter string, lexical access may be hindered more when errors occur in strong syllables, as reflected in the enhanced N400 in strong compared to weak syllables. This in turn may facilitate active reanalysis as mirrored in the increased P600 in the strong condition. The findings are discussed in the context of the relatively late activation of phonological form in visual word recognition and its interaction with other perceptual visual information. Overall, the results demonstrate the functional significance of phonological stress in visual word processing.

Reading span task performance, linguistic experience, and the processing of unexpected syntactic events

Accounts of individual differences in online language processing ability often focus on the explanatory utility of verbal working memory, as measured by reading span tasks. Although variability in reading span task performance likely reflects individual differences in multiple underlying traits, skills, and processes, accumulating evidence suggests that reading span scores also reflect variability in the linguistic experiences of an individual. Here, through an individual differences approach, we first demonstrate that reading span scores correlate significantly with measures of the amount of experience an individual has had with written language (gauged by measures that provide "proxy estimates" of print exposure). We then explore the relationship between reading span scores and online language processing ability. Individuals with higher reading spans demonstrated greater sensitivity to violations of statistical regularities found in natural language-as evinced by higher reading times (RTs) on the disambiguating region of garden-path sentences-relative to their lower span counterparts. This result held after statistically controlling for individual differences in a non-linguistic operation span task. Taken together, these results suggest that accounts of individual differences in sentence processing can benefit from a stronger focus on experiential factors, especially when considered in relation to variability in perceptual and learning abilities that influence the amount of benefit gleaned from such experience.

Delayed Anticipatory Spoken Language Processing in Adults with Dyslexia—Evidence from Eye-tracking

It is now well established that anticipation of upcoming input is a key characteristic of spoken language comprehension. It has also frequently been observed that literacy influences spoken language processing. Here, we investigated whether anticipatory spoken language processing is related to individuals' word reading abilities. Dutch adults with dyslexia and a control group participated in two eye-tracking experiments. Experiment 1 was conducted to assess whether adults with dyslexia show the typical language-mediated eye gaze patterns. Eye movements of both adults with and without dyslexia closely replicated earlier research: spoken language is used to direct attention to relevant objects in the environment in a closely time-locked manner. In Experiment 2, participants received instructions (e.g., 'Kijk naar de(COM) afgebeelde piano(COM)', look at the displayed piano) while viewing four objects. Articles (Dutch 'het' or 'de') were gender marked such that the article agreed in gender only with the target, and thus, participants could use gender information from the article to predict the target object. The adults with dyslexia anticipated the target objects but much later than the controls. Moreover, participants' word reading scores correlated positively with their anticipatory eye movements. We conclude by discussing the mechanisms by which reading abilities may influence predictive language processing.

Four central questions about prediction in language processing

The notion that prediction is a fundamental principle of human information processing has been en vogue over recent years. The investigation of language processing may be particularly illuminating for testing this claim. Linguists traditionally have argued prediction plays only a minor role during language understanding because of the vast possibilities available to the language user as each word is encountered. In the present review I consider four central questions of anticipatory language processing: Why (i.e. what is the function of prediction in language processing)? What (i.e. what are the cues used to predict up-coming linguistic information and what type of representations are predicted)? How (what mechanisms are involved in predictive language processing and what is the role of possible mediating factors such as working memory)? When (i.e. do individuals always predict up-coming input during language processing)? I propose that prediction occurs via a set of diverse PACS (production-, association-, combinatorial-, and simulation-based prediction) mechanisms which are minimally required for a comprehensive account of predictive language processing. Models of anticipatory language processing must be revised to take multiple mechanisms, mediating factors, and situational context into account. Finally, I conjecture that the evidence considered here is consistent with the notion that prediction is an important aspect but not a fundamental principle of language processing. This article is part of a Special Issue entitled SI: Prediction and Attention.