In the current study we explored lexical, syntactic, and semantic processes during text comprehension in English monolinguals and Spanish/English (first language/second language) bilinguals with different experience in interpreting (nontrained bilinguals, interpreting students and professional interpreters). The participants performed an error-detection task in which they read English texts and tried to identify lexical, syntactic, and semantic errors embedded in texts. After reading, global comprehension of the texts was assessed by means of a sentence verification task and open/ended questionnaire. The results showed that the interpreters detected more syntactic and semantic errors than monolinguals, nontrained bilinguals and interpreting students. They also had better global comprehension. We discussed the consequences of bilingualism, working memory capacity, and training in interpreting on text comprehension.

The longitudinal predictive power of four important reading-related skills (phonological skills, rapid naming, orthographic skills, and morphological awareness) to Chinese word reading and writing to dictation (i.e., spelling) was examined in a 3-year longitudinal study among 251 Chinese elementary students. Rapid naming, orthographic skills, and morphological awareness assessed in Grade 1 were significant longitudinal predictors of Chinese word reading in Grades 1 to 4. As for word spelling, rapid naming was the only significant predictor across grades. Morphological awareness was a robust predictor of word spelling in Grade 1 only. Phonological skills and orthographic skills significantly predicted word spelling in Grades 2 and 4. After controlling for autoregressive effects, morphological awareness and orthographic skills were the significant longitudinal predictors of Chinese word reading and word spelling, respectively. These findings reflected the impacts of the Chinese orthography on children's reading and spelling development.

Two studies explored the relation between listening comprehension of text and listening comprehension of sentences in preschoolers aged 4 to 5 years, 11 months. The first study analyzed this relationship taking into account the role of lower level components, namely, word knowledge and verbal working memory, as possible mediators. These components specifically accounted for listening text comprehension, whereas sentence comprehension did not. Given that sentences forming a text are not processed in isolation but in context, the second study explored the role of the ability to use linguistic context, a higher level component, in listening comprehension of text and sentences. Listening sentence comprehension was facilitated by the use of context, which accounted for individual differences in listening text comprehension. Overall, results showed that listening text comprehension is related to lower level as well as higher level components, whereas listening sentence comprehension does not play a specific role.

The present study investigated whether Short Message Service shortcuts are more difficult to process in sentence context than the spelled-out word equivalent and, if so, how any additional processing difficulty arises. Twenty-four student participants read 37 Short Message Service shortcuts and word equivalents embedded in semantically plausible and implausible contexts (e.g., He left/drank u/you a note) while their eye movements were recorded. There were effects of plausibility and spelling on early measures of processing difficulty (first fixation durations, gaze durations, skipping, and first-pass regression rates for the targets), but there were no interactions of plausibility and spelling. Late measures of processing difficulty (second run gaze duration and total fixation duration) were only affected by plausibility but not by spelling. These results suggest that shortcuts are harder to recognize, but that, once recognized, they are integrated into the sentence context as easily as ordinary words.

Using the blocked-translation paradigm with healthy participants, we examined Crutch and Warrington's hypothesis that concrete and abstract concepts are organized by distinct principles: concrete concepts by semantic similarities and abstract ones by associations. In three experiments we constructed two types of experimental blocking (similar vs. associative) for both abstract and concrete words. In Experiment 1, we first attempted to transfer previous findings observed in patients by Crutch and Warrington with semantic impairment to healthy participants. In Experiment 2 only noun stimuli were used, and we further included two semantically categorical conditions that differed by a degree of semantic similarity (close vs. distant). In Experiment 3, verbs were used exclusively. Consistent results were obtained across all three experiments: Significant interference effects were observed for abstract items that were blocked by an associative relationship and by a semantic similarity, and for concrete items that were blocked by a semantic similarity (category) but not when they were blocked by an association. The effect of similarity-close was greater than that of similarity-distant in the noun experiment. We argue that the results are in conflict with Crutch and Warrington's proposals, and can be accommodated by a theory of cooperating similarity and association connections for concrete and abstract concepts, with the association bearing more weight for abstract concepts.

The Spanish-language MacArthur–Bates Communicative Development Inventories (S-CDIs) are well-established parent report tools for assessing the language development of Spanish-speaking children under 3 years. Here, we introduce the short-form versions of the S-CDIs (SFI and SFII), offered as alternatives to the long forms for screening purposes or in applications requiring a less-demanding instrument. Norming data (SFI: n = 601; SFII: n = 2,534) from diverse populations in Mexico are described. Developmental trends, gender differences, and socioeconomic status effects are reported that parallel those for the long forms. An additional small-scale study (n = 62) demonstrates strong convergence between responses on the long and the short forms. These results provide evidence that the S-CDI SFs have promise for a range of clinical and research applications.

The close relationship between children's vocabulary size and their later academic success has led researchers to explore how vocabulary development might be promoted during the early school years. We describe a study that explored the effectiveness of naturalistic classroom storytelling as an instrument for teaching new vocabulary to 6- to 9-year-old children. We examined whether learning was facilitated by encountering new words in single versus multiple story contexts, or by the provision of age-appropriate definitions of words as they were encountered. Results showed that encountering words in stories on three occasions led to significant gains in word knowledge in children of all ages and abilities, and that learning was further enhanced across the board when teachers elaborated on the new words’ meanings by providing dictionary definitions. Our findings clarify how classroom storytelling activities can be a highly effective means of promoting vocabulary development.

The present study investigated how lexicosemantic information, syntactic information, and world knowledge are integrated in the course of oral sentence processing in children with specific language impairment (SLI) as compared to children with typical language development. A primed lexical-decision task was used where participants had to make a lexical decision on the last word of a sentence. Thirty-nine children were tested: 13 children with SLI, 13 younger children matched on receptive vocabulary, and 13 age-matched children. We manipulated (a) the semantic fit between the target and the prime sentence, (b) the syntactic structure of the prime (syntactic vs. asyntactic), and (c) the lexical association between the target word and the prime. Despite being slower overall, children with SLI showed a significant priming effect. Syntactic information had a similar impact on thematic integration in control children and children with SLI, although the latter were more sensitive to lexicosemantic association and world knowledge than control groups. In addition, children with SLI appeared to use semantic information even when the sentence was asyntactic. The results suggest thematic integration problems in SLI: syntactic and semantic information contribute independently to the thematic structure but are not integrated to generate the emerging higher order representation.

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This study examines the roles of proficiency and working memory (WM) capacity in second-/foreign-language (L2) learners’ processing of agreement morphology. It investigates the processing of grammatical and ungrammatical short- and long-distance number agreement dependencies by native English speakers at two proficiencies in French, and the relationship between their proficiency and WM capacity in French and their sensitivity to agreement violations. Native English speakers at mid- and high proficiencies in French and native French speakers completed an acceptability judgment task, a self-paced reading task, and a WM task in French, and the English speakers also completed a WM task in English. The results showed that whereas all participants performed at ceiling on the acceptability judgment tasks, only the high-level L2 learners and native speakers showed some sensitivity to number agreement violations. For L2 learners, this sensitivity did not vary as a function of the length of the agreement dependency. The results also indicated that L2 learners tended to be more sensitive to agreement violations as their WM memory capacity in French increased. The implications of these results for theories of L2 morphological processing are discussed.