Decision processes during sentence comprehension: Effects of lexical item difficulty and position upon decision times

TL;DR: In this paper, a presentation of research in the study of comprehension and discourse processes - lexically ambiguous words, how they are accessed, and how meaning is derived - is presented.

TL;DR: It was found that RTs were shorter for stressed items independent of their syntactic function, which suggests that comprehension is organized according to a form class bias: process stressed items as content words.

TL;DR: In this paper, an acoustically invariant one-word segment occurred in two versions of one syntactic context, in which the preceding intonation contour indicated that a stress would fall at the point where this word occurred.

TL;DR: This book discusses the acquisition of language, the nature of Linguistic Competence, and the design of experimental designs in Psycholinguistics.

TL;DR: In this article, the problem of characterizing the form of semantic theories by describing the structure of a semantic theory of English has been investigated, and it has been shown that the results can be applied to semantic theories of languages unrelated to English and suggest how to proceed with the construction of such theories.

TL;DR: For instance, the authors found that the closer a user to successful recall, the more accurate the information he possessed, such as the number of syllables in the missing word, and the location of the primary stress, while in the TOT state.

TL;DR: This framework received support in two studies in which Ss’ reaction times to the presence of a phoneme in a sentence were measured, and the presence in surface structure of a putative cue for underlying structure did not affect RT, though comprehension was significantly inferior.