Liam P. Blything
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View article: Large language models are better than theoretical linguists at theoretical linguistics
Large language models are better than theoretical linguists at theoretical linguistics Open
Large language models are better than theoretical linguists at theoretical linguistics, at least in the domain of verb argument structure; explaining why (for example), we can say both The ball rolled and Someone rolled the ball , but not …
View article: Discourse rules: the effects of clause order principles on the reading process
Discourse rules: the effects of clause order principles on the reading process Open
In an eye-tracking-while-reading study, we investigated adult monolinguals' (N = 80) processing of two-clause sentences embedded in short narratives. Three principles theorised to guide comprehension of complex sentences were contrasted: o…
View article: The Influence of Focus Marking on Pronoun Resolution in Dialogue Context
The Influence of Focus Marking on Pronoun Resolution in Dialogue Context Open
Using visual world eye-tracking, we examined whether adults ( N = 58) and children ( N = 37; 3;1–6;3) use linguistic focussing devices to help resolve ambiguous pronouns. Participants listened to English dialogues about potential referents…
View article: The influence of prominence cues in 7- to 10-year-olds’ pronoun resolution: Disentangling order of mention, grammatical role, and semantic role
The influence of prominence cues in 7- to 10-year-olds’ pronoun resolution: Disentangling order of mention, grammatical role, and semantic role Open
In two visual world experiments we disentangled the influence of order of mention (first vs. second mention), grammatical role (subject vs object), and semantic role (proto-agent vs proto-patient) on 7- to 10-year-olds’ real-time interpret…
View article: Question Asking During Reading Comprehension Instruction: A Corpus Study of How Question Type Influences the Linguistic Complexity of Primary School Students’ Responses
Question Asking During Reading Comprehension Instruction: A Corpus Study of How Question Type Influences the Linguistic Complexity of Primary School Students’ Responses Open
The authors examined teachers’ ( N = 19) use of different question types during small‐group comprehension instruction for 6–11‐year‐olds ( N = 115). The authors tagged the corpus of 40 hours of guided reading sessions to enable computer‐ba…
View article: The role of memory and language ability in children’s production of two-clause sentences containing before and after
The role of memory and language ability in children’s production of two-clause sentences containing before and after Open
We assessed 3- to 6-year-old children's production of two-clause sentences linked by before or after. In two experiments, children viewed an animated sequence of two actions and were asked to describe the order of events in specific target…
View article: Children’s processing and comprehension of complex sentences containing temporal connectives: The influence of memory on the time course of accurate responses.
Children’s processing and comprehension of complex sentences containing temporal connectives: The influence of memory on the time course of accurate responses. Open
In a touch-screen paradigm, we recorded 3- to 7-year-olds' (N = 108) accuracy and response times (RTs) to assess their comprehension of 2-clause sentences containing before and after. Children were influenced by order: performance was most…
View article: Why young children fail to understand ‘before’ and ‘after’
Why young children fail to understand ‘before’ and ‘after’ Open
The goals of the thesis were to identify the development of 3- to 7-year-old children’s comprehension and production of two contrasting temporal connectives - before and after - that signal the order of events in two-clause sentences, and …
View article: PROCESSING_OF_SENTENCES_TEMPORAL_CONNECTIVES_DATASET.csv
PROCESSING_OF_SENTENCES_TEMPORAL_CONNECTIVES_DATASET.csv Open
Column 1= subject (participant number). Column 2= months (age of participant in months). Column 3 = memory (Participant memory scores). Column 4 = vocab (Participant vocabulary scores). Column 5= item (item number: 1 to 64). Column 6 = rt …
View article: Young Children's Comprehension of Temporal Relations in Complex Sentences: The Influence of Memory on Performance
Young Children's Comprehension of Temporal Relations in Complex Sentences: The Influence of Memory on Performance Open
The present study investigated 3‐ to 7‐year‐olds' ( N = 91) comprehension of two‐clause sentences containing the temporal connectives before or after . The youngest children used an order of mention strategy to interpret the relation betwe…