Literaturnachweis - Detailanzeige
| Autor/in | Levy, Roger |
|---|---|
| Titel | Expectation-Based Syntactic Comprehension |
| Quelle | In: Cognition, 106 (2008) 3, S.1126-1177 (52 Seiten)Infoseite zur Zeitschrift
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| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0010-0277 |
| DOI | 10.1016/j.cognition.2007.05.006 |
| Schlagwörter | Expectation; Sentences; Figurative Language; Language Processing; Probability; Resource Allocation; Comprehension; Prediction; Models |
| Abstract | This paper investigates the role of resource allocation as a source of processing difficulty in human sentence comprehension. The paper proposes a simple information-theoretic characterization of processing difficulty as the work incurred by resource reallocation during parallel, incremental, probabilistic disambiguation in sentence comprehension, and demonstrates its equivalence to the theory of Hale [Hale, J. (2001). A probabilistic Earley parser as a psycholinguistic model. In "Proceedings of NAACL" (Vol. 2, pp. 159-166)], in which the difficulty of a word is proportional to its "surprisal" (its negative log-probability) in the context within which it appears. This proposal subsumes and clarifies findings that high-constraint contexts can facilitate lexical processing, and connects these findings to well-known models of parallel constraint-based comprehension. In addition, the theory leads to a number of specific predictions about the role of expectation in syntactic comprehension, including the reversal of locality-based difficulty patterns in syntactically constrained contexts, and conditions under which increased ambiguity facilitates processing. The paper examines a range of established results bearing on these predictions, and shows that they are largely consistent with the surprisal theory. (Author). |
| Anmerkungen | Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail: usjcs@elsevier.com; Web site: http://www.elsevier.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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