This study investigated inverse preference effects in L2 structural priming of English relative clauses and their potential influences on subsequent learning of target structures. One hundred fourteen Chinese learners of English at a low-to-intermediate proficiency level participated in a structural priming experiment with a pretest-posttest design. The experimental group underwent a priming task in which they orally produced syntactic structures immediately after viewing English object or passive relative clauses as primes, whereas the control group only read sentences unrelated to English (...) relative clauses. A grammaticality judgment task and a sentence completion task were used to measure the inverse preference effect and its subsequent effects on L2 learning. The results showed the presence of structural priming and inverse preference effects in immediate production, which extended to subsequent learning of L2. In subsequent grammaticality judgments and production, L2 learners performed better with English object relative clauses than with English passive relative clauses in comparison with the pretest. The results are discussed in terms of the structural frequency in both L1 and L2 as well as the implicit learning mechanisms of structural priming. (shrink)

While much earlier work has indicated that prior verb bias from lifelong language experience influences language processing, recent findings highlight the fact that verb biases induced during lab-based exposure sessions also influence processing. We investigated the nature of updating, i.e., how prior and current experience might interact in guiding subsequent sentence production. Participants underwent a short training session where we manipulated the bias of known English dative verbs. The prior bias of each verb for the double-object (DO) versus the prepositional-object (...) (PO) dative was estimated using a corpus. Current verb bias was counterbalanced and controlled experimentally. Bayesian mixed-effects logistic models of participants’ responses (DO or PO) during subsequent free-choice production showed that both the prior and current verb biases affected speakers’ construction choice. These effects were additive and not interactive, contrary to the prediction from error-based learning models. Semantic similarity to other verbs and their experimentally manipulated biases influenced sentence production, consistent with item-based analogy and exemplar theory. These results shed light on the potential mechanisms underlying language updating and the adaptation of sentence production to ongoing experience. (shrink)

In this article, Peter and Rowland explore the role of implicit statistical learning in syntactic development. It is often accepted that the processes observed in classic implicit learning or statistical learning experiments play an important role in the acquisition of natural language syntax. As Peter and Rowland point out, however, the results from neither research strand can be used to fully explain how children's syntax becomes adult‐like. They propose to address this shortcoming by using the structural priming paradigm.

Japanese English learners have difficulty speaking Double Object than Prepositional Object structures which neural underpinning is unknown. In speaking, syntactic and phonological processing follow semantic encoding, conversion of non-verbal mental representation into a structure suitable for expression. To test whether DO difficulty lies in linguistic or prelinguistic process, we conducted functional magnetic resonance imaging. Thirty participants described cartoons using DO or PO, or simply named them. Greater reaction times and error rates indicated DO difficulty. DO compared with PO showed parieto-frontal (...) activation including left inferior frontal gyrus, reflecting linguistic process. Psychological priming in PO produced immediately after DO and vice versa compared to after control, indicated shared process between PO and DO. Cross-structural neural repetition suppression was observed in occipito-parietal regions, overlapping the linguistic system in pre-SMA. Thus DO and PO share prelinguistic process, whereas linguistic process imposes overload in DO. (shrink)

Syntactic priming in language production is the increased likelihood of using a recently encountered syntactic structure. In this paper, we examine two theories of why speakers can be primed: error‐driven learning accounts (Bock, Dell, Chang, & Onishi, 2007; Chang, Dell, & Bock, 2006) and activation‐based accounts (Pickering & Branigan, 1999; Reitter, Keller, & Moore, 2011). Both theories predict that speakers should be primed by the syntactic choices of others, but only activation‐based accounts predict that speakers should be able to prime (...) themselves. Here we test whether speakers can be primed by their own productions in three behavioral experiments and find evidence of structural persistence following both comprehension and speakers’ own productions. We also find that comprehension‐based priming effects are larger for rarer syntactic structures than for more common ones, which is most consistent with error‐driven accounts. Because neither error‐driven accounts nor activation‐based accounts fully explain the data, we propose a hybrid model. (shrink)

This study provides evidence for implicit learning in syntactic comprehension. By reanalyzing data from a syntactic priming experiment (Thothathiri & Snedeker, 2008), we find that the error signal associated with a syntactic prime influences comprehenders' subsequent syntactic expectations. This follows directly from error‐based implicit learning accounts of syntactic priming, but it is unexpected under accounts that consider syntactic priming a consequence of temporary increases in base‐level activation. More generally, the results raise questions about the principles underlying the maintenance of implicit (...) statistical knowledge relevant to language processing, and about possible functional motivations for syntactic priming. (shrink)