ArticleJournal of experimental psychology. Learning, memory, and cognition2020
Referential context and executive functioning influence children's resolution of syntactic ambiguity.
Article in Journal of experimental psychology. Learning, memory, and cognition, 2020. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 9 papers.
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Who cites it
9 citing papers in PubMed.
- Difficulties in attorneys' before/after questions in child sexual abuse trials.Psychology, public policy, and law : an official law review of the University of Arizona College of Law and the University of Miami School of Law · 2026Article
- Cognitive Control Skills Are Related to Ambiguity Awareness in French-Learning 5-to-6-Year-Olds: Implications for Reading Development.Cognitive science · 2025Article
- The Unforgettable "Mel": Pragmatic Inferences Affect How Children Acquire and Remember Word Meanings.Developmental science · 2025Article
- The role of executive function in the processing and acquisition of syntax.Royal Society open science · 2025Article
- Understanding words in context: A naturalistic EEG study of children's lexical processing.Journal of memory and language · 2024Article
- Unveiling the cognitive network organization through cognitive performance.Scientific reports · 2024Article
- Children's syntactic parsing and sentence comprehension with a degraded auditory signal.The Journal of the Acoustical Society of America · 2022Article
- The Influence of Focus Marking on Pronoun Resolution in Dialogue Context.Frontiers in psychology · 2021Article
- Referential context and executive functioning influence children's resolution of syntactic ambiguity.Journal of experimental psychology. Learning, memory, and cognition · 2020Article
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4 authors.
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Abstract
Classic studies reveal two striking differences between preschoolers and adults in online sentence comprehension. Adults (a) recruit referential context cues to guide syntactic parsing, interpreting an ambiguous phrase as a modifier if a modifier is needed to single out the intended referent among multiple options, and (b) use late-arriving information to recover from misinterpretation. Five-year-olds fail on both counts, appearing insensitive to the referential context and often failing to recover from parsing errors (Trueswell, Sekerina, Hill, & Logrip, 1999). But other findings suggest that 5-year-olds show
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