Antecedent Frequency Effects on Anaphoric Pronoun Resolution: Evidence from Spanish

Autor/inn/en	Egusquiza, Nerea; Navarrete, Eduardo; Zawiszewski, Adam
Titel	Antecedent Frequency Effects on Anaphoric Pronoun Resolution: Evidence from Spanish
Quelle	In: Journal of Psycholinguistic Research, 45 (2016) 1, S.71-84 (14 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0090-6905
DOI	10.1007/s10936-014-9325-3
Schlagwörter	Spanish; Word Frequency; Syntax; Form Classes (Languages); Psycholinguistics; Language Processing; Native Speakers; Linguistic Theory; Reading Processes; Language Research + Suchen Sie Ihr Suchwort? Spanisch; Word analysis; Frequency; Wortanalyse; Häufigkeit; Analytischer Sprachbau; Psycholinguistik; Sprachverarbeitung; Muttersprachler; Linguistische Theorie; Leseprozess; Sprachforschung
Abstract	High-frequency words are usually understood and produced faster than low-frequency words. Although the effect of word frequency is a reliable phenomenon in many domains of language processing, it remains unclear whether and how frequency affects pronominal anaphoric resolution. We evaluated this issue by means of two self-paced reading experiments. Native speakers of Spanish read sentences containing the anaphoric noun or pronoun at the subject syntactic position (Experiment 1) or at the object syntactic position (Experiment 2) while the antecedent of the anaphor was either a high-frequency or a low-frequency word. Results showed that nominal anaphors were read faster when referring to high-frequency than to low-frequency antecedents, and faster when referring to subjects than to objects. Critically, pronoun reading times were unaffected by the frequency and by the syntactic position of the antecedent. These results are congruent with theories assuming that syntactic information of the words is not frequency sensitive. (As Provided).
Anmerkungen	Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01