Semantic and Syntactic Interference in Sentence Comprehension: A Comparison of Working Memory Models.

The present study investigates the relationship between working memory (WM) and second language (L2) sentence processing, specifically focusing on the comprehension of English relative clauses (RCs). While previous studies have observed that object RCs typically impose greater cognitive demands than subject RCs, the role of WM in mediating this difficulty remains unclear. To investigate this relationship, we employed a self-paced reading method to assess reading times and comprehension accuracy among advanced Korean learners of English. WM was measured using both digit span and reading span tasks. Results revealed that higher WM was associated with faster reading speeds and better comprehension across RC types. Although object RCs took longer to process, there was a lack of a significant interaction between WM and RC types. Peak reading times were observed at region 4 (corresponding to the object position in subject RCs and the main verb position in object RCs). This pattern diverges from previous research findings and suggests that advanced learners engage in proactive resource allocation. These results emphasize WM’s role in L2 sentence processing and indicate processing strategies for improving learners’ management of complex syntactic structures.

The scrambling complexity hypothesis based on working memory or locality accounts as well as syntactic accounts have proposed that processing a scrambled structure is difficult. However, the locus of this difficulty in sentence processing remains debatable. Several studies on multiple languages have explored the effect of scrambling on sentence processing and not all languages have shown an advantage for the canonical word order. Using a self-paced reading paradigm, we studied the effect of scrambling on semantic anomaly detection in Hindi sentence comprehension employing three word order types. Reading times on critical verbs, judgment latency, and error rates showed significant effect of word order type. The results further revealed significant interactions between word order and anomaly type. The patterns of results suggest that the canonical word order does not necessarily have a processing advantage in terms of speed and accuracy over non-canonical orders and do not provide support to sentence processing accounts that assume an advantage for canonical structures. The results indicate that processing speed depends on the distance between the subject and the verb, thus supporting a locality dependent working memory based model of sentence processing. The results provide evidence for the role of specific cognitive processes in Hindi sentence processing with further implications for language and literacy acquisition in Hindi.

Psycholinguistic theories traditionally assume similar cognitive mechanisms across different speakers. However, more recently, researchers have begun to recognize the need to consider individual differences when explaining human cognition. An increasing number of studies have investigated how individual differences influence human sentence processing. Implicitly, these studies assume that individual-level effects can be replicated across experimental sessions and different assessment methods such as eye-tracking and self-paced reading. However, this assumption is challenged by the Reliability Paradox. Thus, a crucial first step for a principled investigation of individual differences in sentence processing is to establish their measurement reliability, that is, the correlation of individual-level effects across multiple measurement occasions and methods. In this work, we present the first naturalistic eye movement corpus of reading data with four experimental sessions from each participant (two eye-tracking sessions and two self-paced reading sessions). We deploy a two-task Bayesian hierarchical model to assess the measurement reliability of individual differences in a range of psycholinguistic phenomena that are well-established at the population level, namely, effects of word length, lexical frequency, surprisal, dependency length, and number of to-be-integrated dependents. While our results indicate high reliability across measurement occasions for the word length effect, it is only moderate for higher-level psycholinguistic predictors such as lexical frequency, dependency distance, and the number of to-be-integrated dependencies, and even low for surprisal. Moreover, even after accounting for spillover effects, we observe only low to moderate reliability at the individual level across methods (eye-tracking and self-paced reading) for most predictors, and poor reliability for predictors of syntactic integration. These findings underscore the importance of establishing measurement reliability before drawing inferences about individual differences in sentenceprocessing.

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Native (L1) and second-language (L2) sentence processing can sometimes be shallow. A Good-Enough approach suggests that speakers may engage in shallow processing if the task permits. This study tests English native speakers and native Chinese L2 learners of English to explore whether different task demands affect their sentence processing. In a self-paced reading task, participants read globally or temporarily ambiguous sentences with relative clauses preceded by a matrix clause containing two noun phrases (NPs). Comprehension questions modulated task difficulty: Half the participants received comprehension questions that probed their interpretation of the relative clauses whereas the remaining half received superficial questions unrelated to the relative clauses. Task difficulty affected reading times at the point of disambiguation for both L1 and L2 participants. Additionally, participants’ attachment choices for globally ambiguous sentences were consistent with reading times of the disambiguating region in both L1 and L2 readers. The results suggest that both L1 and L2 syntactic processing is modulated by the task at hand. We argue for a similar treatment of shallowness for L1 and L2 speakers in models of sentence processing, along the lines of the Good-Enough approach to language processing.

Basal ganglia dysfunction, working memory, and sentence comprehension in patients with Parkinson's disease

This study examines the processing and interpretation of quantified sentences in the a-every configuration across English and Chinese using self-paced reading, comprehension questions, and large language model (LLM) comparisons. We addressed three research objectives: (1) to determine whether inverse scope interpretations incur greater processing costs than surface scope and whether these costs differ between English and Chinese, (2) to investigate how working memory (WM) influences real-time processing and offline interpretation of quantifier scope, and (3) to evaluate the extent to which surprisal-based measures from autoregressive models, including GPT-2 small (English and Chinese variants), BLOOM-560M, and Qwen2.5-0.5B, align with human processing patterns. Results revealed longer reading times for inverse scope, where inverse scope interpretations were overall less accessible than surface scope in both English and Chinese. Offline comprehension questions indicated a much strong preference for surface scope in Chinese than in English, with WM modulating offline but not real-time processing, suggesting distinct processes involved real-time processing and offline interpretation. Surprisal analyses showed that the LLMs captured the global patterns of scope interpretation, particularly in Chinese, as reflected in whole-sentence surprisal. The strongest correspondence with human data, however, was observed for Qwen2.5-0.5B in English, and overall alignment with human processing varied by model size and training data. Overall, the findings highlight cross-linguistic asymmetries in scope accessibility, differential cognitive demands underlying real-time and offline interpretation, and both the potential and current limitations of LLMs in modeling and predicting human sentence processing.

BackgroundParkinson’s disease patients are at an elevated risk of developing cognitive impairment. Although cognitive impairment is one of the strongest predictors of quality of life, dopaminergic anti-parkinsonian medications are designed to target motor symptoms. However, there is substantial evidence that dopamine also impacts cognition, in particular working memory. It is therefore critical for movement disorders physicians to understand the potential dopaminergic effects on working memory when prescribing these medications.Verbal digit span tasks offer a potentially straightforward and quick assessment of baseline working memory. Moreover, Digit Span Backward was recently validated as a screening tool for mild cognitive impairment in Parkinson’s disease when participants were medicated. Research indicates that the interaction between dopamine and working memory follows an Inverted-U shaped curve, but the effect of dopamine on Digit Span has not been well studied.Our study seeks to: (1) determine the validity of verbal Digit Spans for detecting cognitive impairment in Parkinson’s disease patients both ON and OFF medications; and (2) ascertain the effects of dopaminergic medications on verbal Digit Span.MethodsWe recruited 64 Parkinson’s disease patients and 22 age-and education-matched controls. Parkinson’s patients completed Digit Span Backward and Digit Span Forward ON and OFF medications, while healthy controls completed them once. All participants were categorized by cognitive diagnosis using level-II consensus criteria.ResultsDigit Span Backward successfully identified mild cognitive impairment in Parkinson’s disease, both ON and OFF medications. Combining patients with and without cognitive impairment, we found that dopamine significantly improved performance on Digit Span Backward, but not Forward. In a secondary analysis, we found this dopaminergic improvement was restricted to the Low baseline working memory group; the High baseline working memory group was unaffected.ConclusionsThis study provides evidence for Digit Span Backward as a screening tool for working memory impairment in Parkinson’s disease and for its utility in measuring baseline working memory. Moreover, it reveals a partial beneficial effect of dopamine on Digit Span in Parkinson’s disease patients.

Cochlear implants (CIs) help many deaf children achieve near-normal speech and language (S/L) milestones. Nevertheless, high levels of unexplained variability in S/L outcomes are limiting factors in improving the effectiveness of CIs in deaf children. The objective of this study was to longitudinally assess the role of verbal short-term memory (STM) and working memory (WM) capacity as a progress-limiting source of variability in S/L outcomes after CI in children. Longitudinal study of 66 children with CIs for prelingual severe-to-profound hearing loss. Outcome measures included performance on digit span forward (DSF), digit span backward (DSB), and four conventional S/L measures that examined spoken-word recognition (Phonetically Balanced Kindergarten word test), receptive vocabulary (Peabody Picture Vocabulary Test ), sentence-recognition skills (Hearing in Noise Test), and receptive and expressive language functioning (Clinical Evaluation of Language Fundamentals Fourth Edition Core Language Score; CELF). Growth curves for DSF and DSB in the CI sample over time were comparable in slope, but consistently lagged in magnitude relative to norms for normal-hearing peers of the same age. For DSF and DSB, 50.5% and 44.0%, respectively, of the CI sample scored more than 1 SD below the normative mean for raw scores across all ages. The first (baseline) DSF score significantly predicted all endpoint scores for the four S/L measures, and DSF slope (growth) over time predicted CELF scores. DSF baseline and slope accounted for an additional 13 to 31% of variance in S/L scores after controlling for conventional predictor variables such as: chronological age at time of testing, age at time of implantation, communication mode (auditory-oral communication versus total communication), and maternal education. Only DSB baseline scores predicted endpoint language scores on Peabody Picture Vocabulary Test and CELF. DSB slopes were not significantly related to any endpoint S/L measures. DSB baseline scores and slopes taken together accounted for an additional 4 to 19% of variance in S/L endpoint measures after controlling for the conventional predictor variables. Verbal STM/WM scores, process measures of information capacity, develop at an average rate in the years after cochlear implantation, but were found to consistently lag in absolute magnitude behind those reported for normal-hearing peers. Baseline verbal STM/WM predicted long-term endpoint S/L outcomes, but verbal STM slopes predicted only endpoint language outcomes. Verbal STM/WM processing skills reflect important underlying core elementary neurocognitive functions and represent potential intervention targets for improving endpoint S/L outcomes in pediatric CI users.

Three experiments explored the relationship between verbal working memory capacity and the comprehension of garden path sentences. In Experiment 1, subjects with high, medium, and low working memory spans made acceptability judgments about garden path and control sentences under whole sentence and rapid serial visual presentation (RSVP) conditions. There were no significant differences between subjects with different working memory spans in the comprehension of garden path sentences in either condition. In Experiments 2A and 2B, subjects with high and low working memory spans were tested on the same materials at three RSVP rates. There were no significant differences between subjects with different working memory spans in the magnitude of the effect of garden path sentences at any presentation rate. The results suggest that working memory capacity, as measured by the Daneman and Carpenter (1980) reading span task, is not a major determinant of individual differences in the processing of garden path sentences.

The study evaluated the role of working memory and inhibition in predicting children's word reading difficulties. Twenty‐one participants with word reading difficulties were individually matched to two other participants to form the chronological‐age‐matched and the reading‐level‐matched group. All participants were administered measures of performance IQ, inhibition and working memory. Multinomial logistic regression revealed that tasks of working memory and a composite measure of inhibition discriminated between the groups above the impact of performance IQ when the working memory task was verbally based, but only inhibition discriminated when a nonverbal working memory task was used. This suggests domain‐specific deficits on tasks of working memory, independent of the influence of inhibition on reading difficulties. The implications for theory and assessment practice are discussed.Practitioner pointsWhat is already known about this topic Children with reading difficulties show impairments with some executive function tasks. Discrepant findings reported in the literature may be related to task modality (e.g. verbal or nonverbal response).What this paper adds Tasks of inhibition and working memory, which required a verbal response discriminated children with reading difficulties from both chronological‐age‐matched and reading‐level‐matched control groups. However, when working memory tasks that placed fewer demands on participants' language skills were used, they did not successfully discriminate between the groups. Executive function task performance was more predictive of reading group membership than general performance measures of cognitive abilities (IQ). Results suggest a deficit with inhibition and verbal working memory, which was not due to slower developing language skills.Implications for practice and/or policy Educational and School Psychologists, Special Educational Needs Advisers and Coordinators, and others engaged in the identification of reading difficulties should consider including tests of inhibition in assessments of executive function.

Working memory plays a pivotal role in cognitive functioning, serving as a dynamic interface for processing and integrating information across various domains. It is crucial for executing complex tasks such as reading comprehension, mathematical problem-solving, and logical reasoning. This study investigates the relationship between working memory and motor skills, inhibitory control, and language abilities in elementary school students, highlighting the role of specific assessment instruments in this analysis. The research involved 1107 students, aged 7 to 10 years, from public schools in Joinville, Brazil. Working memory was evaluated using the Neuropsychopedagogical Screening Scale for Working Memory (NSSWM), which comprises 23 items that assess the temporary storage and processing of information needed for tasks such as language comprehension, arithmetic, and problem-solving. Motor skills were assessed using the Neuropsychopedagogical Screening for Children's Motor Development, a 7-item scale focusing on motor coordination, fine motor control, and organizational skills during school activities. Inhibitory control was measured with the Child Inhibitory Control Screening Scale (CICS), which includes 18 scenarios that evaluate inhibitory responses, planning, and impulsivity. Phonological skills were assessed using the Screening Scale for Phonological Skills (SSPS), which measures the ability to recognize formal language characteristics through 17 items. Lastly, reading and writing skills were evaluated using the Children's Reading and Writing Screening Scale (CRWSS), a 16-item scale designed to identify potential difficulties in acquiring these skills in a school setting. The results revealed significant correlations between working memory and other cognitive domains, with motor skills exhibiting the strongest association (r=0.916, p=0.012). Additionally, inhibitory control (r=0.732, p=0.028) and phonological awareness (r=0.815, p=0.034) showed strong correlations with working memory, indicating that students with better-developed skills in these areas tend to perform better in working memory tasks, which, in turn, positively impacts their academic performance. The study underscores the importance of early neuropsychopedagogical interventions that address both cognitive and motor development. By employing specific, targeted assessment instruments, educators and mental health professionals can better identify students at risk of academic difficulties and implement effective strategies to enhance their cognitive and behavioral development, ultimately fostering a more supportive and inclusive learning environment.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0525/a.php" alt="Hit counter" /></p>

Dissociation of Working Memory Processing Associated with Native and Second Languages: PET Investigation

While longitudinal studies of children treated for brain tumors have consistently revealed declines on measures of intellectual functioning, greater specification of cognitive changes following treatment is imperative for isolating vulnerable neural systems and developing targeted interventions. Accordingly, this cross-sectional study evaluated the performance of childhood brain tumor survivors (n = 50) treated with conformal radiation therapy, solid tumor survivors (n = 40) who had not received central nervous system (CNS) -directed therapy, and healthy sibling controls (n = 40) on measures of working memory [Digit Span and computerized self-ordered search (SOS) tasks]. Findings revealed childhood brain tumor survivors were impaired on both traditional [Digit Span Backward- F(2,127) = 5.98; p < .01] and experimental [SOS-Verbal- F(2,124) = 4.18; p < .05; SOS-Object- F(2,126) = 5.29; p < .01] measures of working memory, and performance on working memory measures correlated with intellectual functioning (Digit Span Backward- r = .45; p < .0001; SOS- r = -.32 to -.26; p < .01). Comparison of performance on working memory tasks to recognition memory tasks (computerized delayed match-to-sample) offered some support for greater working memory impairment. This pattern of findings is consistent with vulnerability in functional networks that include prefrontal brain regions and has implications for the clinical management of children with brain tumors.

Background: WISC-V is the first Wechsler intelligence test that measures both the visual working memory and the auditory working memory. Both tests contribute to a combined Working Memory Index, but much of the research suggests that sensory modality plays an important role. Children with impaired phonological capacity and resulting reading, writing or language difficulties, often struggle with Digit Span without necessarily having problems with Picture Span. Psychologists are often more concerned with possible attention deficits than modality-specific problems, and may suspect ADHD in cases of impaired Digit Span. Method: In the project, 62 test protocols from children in the Child and Adolescent Psychiatry Unit at Vestfold Hospital Trust were analysed. They were assessed using Digit Span and Picture Span, and Conners CPT 3 was used to test attention deficit, in addition to the Norwegian test Språk 6-16 and Children’s Communication Checklist-2 to measure possible language-related problems. Results: Beyond shared variance between Digit Span and Picture Span, regression analyses showed that Digit Span was associated with language-related problems and not attention deficit problems, while Picture Span was associated with attention deficit. Implications: The clinical recommendation is to not interpret Digit Span or the Working Memory Index in isolation before considering modality differences. Impaired Digit Span should prompt clinicians to consider language-related problems, while impaired Picture Span may raise suspicion of more general attention deficits. Keywords: WISC-V, Digit Span, Working Memory, ADHD, language-related problems