This study examines the speech of older adults with and without probable Alzheimer disease (PAD) when they produce sentences that include a verb and two nouns provided by the experimenter. Compared to healthy controls, individuals with mild PAD produced fewer correct responses as well as anomalous proportions of active and passive sentences. Responses were particularly impaired when canonical sentence structures had to be suppressed and unusual sentence structures generated. The sentence production accuracy of individuals with PAD correlated strongly with performance on a picture-naming task. The findings support a theory in which the ability to fully activate semantic representations is impaired in PAD, resulting in proportional impairments on single-word and sentence production tasks.

Lexical retrieval is an essential subprocess in language production, and its efficiency is crucial for writing. To improve writing quality in a second language, we developed an experimental, computerized training for improving fluency of lexical retrieval in a classroom setting, applying techniques previously restricted to laboratory use. In a counterbalanced design with randomized assignment, each of two groups was trained on a different set of words for productive use. A previous study showed that students in both groups attained greater fluency of lexical retrieval on the trained word set in comparison to students who were not trained on that word set. The current study provides evidence that this enhanced fluency transferred to narrative writing, as students in both groups used the trained words more often in narrative texts. In addition, one of the groups showed significant improvement in their expression of essential content elements. However, no significant differences were found on global quality ratings. The results are discussed in the context of theories of limited processing capacity during text production. We also consider the implications of these results for language instruction.

This study tests the claim that children acquire collections of phonologically similar word forms, namely, dense neighborhoods. Age of acquisition (AoA) norms were obtained from two databases: parent report of infant and toddler production and adult self-ratings of AoA. Neighborhood density, word frequency, word length, Density×Frequency and Density×Length were analyzed as potential predictors of AoA using linear regression. Early acquired words were higher in density, higher in word frequency, and shorter in length than late acquired words. Significant interactions provided evidence that the lexical factors predicting AoA varied, depending on the type of word being learned. The implication of these findings for lexical acquisition and language learning are discussed.

Given the morphophonemic nature of the English orthography, surprisingly few studies have examined the roles of morphological and phonological awareness in reading. This 4-year longitudinal study (Grades 2–5) compared these two factors in three aspects of reading development: pseudoword reading, reading comprehension, and single word reading. Morphological awareness contributed significantly to pseudoword reading and reading comprehension, after controlling prior measures of reading ability, verbal and nonverbal intelligence, and phonological awareness. This contribution was comparable to that of phonological awareness and remained 3 years after morphological awareness was assessed. In contrast, morphological awareness rarely contributed significantly to single word reading. We argue that these results provide evidence that morphological awareness has a wide-ranging role in reading development, one that extends beyond phonological awareness.

This study investigates the acquisition and on-line processing of unaccusative and unergative verbs in second language (L2) Spanish by English-speaking learners. It asks whether L2 learners make a syntactic distinction between the two verb classes and whether there is an effect of semantic subclass, in accordance with a semantic hierarchy. Participants were 35 native Spanish speakers and 44 English-speaking learners of Spanish ranging from intermediate to advanced proficiency. The main task was an on-line visual probe recognition task. Subjects read sentences on a computer screen and had to decide whether a word had appeared in the sentence. The results of this study showed that native speakers who scan their syntactic representations to find a word contained in a complex subject noun phrase recognized the word faster with unaccusative-verb sentences than with unergative-verb sentences, suggesting that the syntactic presence of a trace in unaccusative-verb sentences facilitates comprehension. The L2 learners showed a similar response pattern, confirming that they differentiated between the two classes of verbs. Analyses of reaction times by verb class indicated that not all of the verbs in each class were responded to consistently: some subclasses induced shorter reaction times than others.

This study investigated the role of awareness in different learning conditions in relation to second language (L2) development. Adult learners of Spanish were exposed to past conditional sentences in one of five versions of a computerized problem-solving task that vary in their degree of explicitness. By employing both on-line and off-line data elicitation procedures, two main issues were addressed: whether exposure to L2 input under different conditions had a differential impact on learners' awareness and whether different levels of awareness influenced learners' ability to recognize and produce new exemplars of the target structure immediately after exposure to the input and over time. Results indicated that higher levels of awareness were not only associated with more explicit conditions but were also substantially more effective than lower levels.

Two studies examined individual cognitive differences affecting the acquisition of second language word forms. Experiment 1 measured 40 undergraduates' ability to learn phonological sequences, their phonological short-term store capacity as indexed by ability to repeat nonwordlike nonwords, and their learning of novel foreign language vocabulary (German) in an experimental task. Phonological sequence learning predicted receptive vocabulary learning. Phonological sequence learning and phonological store capacity made independent additive contributions to productive vocabulary learning. Experiment 2 determined the interactions of phonological sequence learning ability, phonological store capacity, and second language acquisition during a longitudinal field study of 44 novice undergraduate learners of Spanish during a 10-week course. Students' initial skill in phonological sequence learning predicted their final levels of Spanish receptive language and their eventual ability to repeat Spanish-wordlike nonwords. The results suggest that phonological store capacity and phonological sequence learning ability are initially separable constraints on second language vocabulary acquisition and that sequence learning ability underpins the acquisition of long-term phonological knowledge. Subsequent apprehension and consolidation of a novel word form is a product not only of phonological short-term store capacity but also of this long-term knowledge of the phonological regularities of language.