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Language Development01:22

Language Development

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Children master language quickly and with relative ease, supported by both biological predisposition and reinforcement. B. F. Skinner (1957) proposed that language is learned through reinforcement, while Noam Chomsky (1965) argued that language acquisition mechanisms are biologically determined.
The critical period for language acquisition suggests that the ability to acquire language is at its peak early in life. As people age, this proficiency decreases. Language development begins very...
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Automatic Processing and Automatic Social Behavior01:28

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Automatic processing refers to the cognitive operations that occur without conscious intent or awareness, playing a fundamental role in shaping social cognition and behavior. These processes enable individuals to navigate complex social environments efficiently by relying on mental shortcuts and pre-existing knowledge structures known as schemas. One of the most influential mechanisms underlying automatic processing is priming, which subtly activates mental representations through exposure to...
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Encoding01:19

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Information enters the brain through encoding, which is the input of information into the memory system. Once sensory information is received from the environment, the brain labels or codes it. The information is then organized with similar information and connected to existing concepts. Encoding occurs through automatic processing and effortful processing.
Automatic processing involves the encoding of details like time, space, frequency, and the meaning of words, usually done without conscious...
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Semiconductors01:22

Semiconductors

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There is variation in the electrical conductivity of materials - metals, semiconductors, and insulators that are showcased with the help of the energy band diagrams.
Metals such as copper (Cu), zinc (Zn), or lead (Pb) have low resistivity and feature conduction bands that are either not fully occupied or overlap with the valence band, making a bandgap non-existent. This allows electrons in the highest energy levels of the valence band to easily transition to the conduction band upon gaining...
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Schemas01:42

Schemas

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A schema is a mental construct consisting of a cluster or collection of related concepts (Bartlett, 1932). There are many different types of schemata, and they all have one thing in common: schemata are a method of organizing information that allows the brain to work more efficiently. When a schema is activated, the brain makes immediate assumptions about the person or object being observed.
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SBAR I: Understanding the Concept01:29

SBAR I: Understanding the Concept

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Effective communication among healthcare professionals during hand-off reporting is essential to delivering safe and continuous patient care. Common professional interactions include reports to healthcare team members, hand-off, and transfer reports. Nurses routinely report information to other healthcare team members and also urgently contact healthcare providers to report changes in patient status.
Standardized methods of communication have been developed to ensure that information is...
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Related Experiment Video

Updated: May 6, 2026

Eye-tracking to Distinguish Comprehension-based and Oculomotor-based Regressive Eye Movements During Reading
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Eye-tracking to Distinguish Comprehension-based and Oculomotor-based Regressive Eye Movements During Reading

Published on: October 18, 2018

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Time to read semantically related sentences*.

J G Greeno1, D L Noreen

  • 1University of Michigan, 48104, Ann Arbor, Michigan.

Memory & Cognition
|November 12, 2013
PubMed
Summary

Reading comprehension speeds up when sentences build on prior implied information. However, sentence reading time is unaffected by prior context if no implications are present.

Area of Science:

  • Cognitive Psychology
  • Psycholinguistics
  • Human Sentence Processing

Background:

  • Understanding how hierarchical sentence structures influence reading comprehension is crucial.
  • Prior research suggests context impacts reading speed, but the role of implication versus structural relations needs clarification.

Purpose of the Study:

  • To investigate the effect of hierarchical sentence structures on reading time.
  • To differentiate the impact of implicative relationships versus non-implicative structural relations on sentence processing speed.

Main Methods:

  • Participants read sentences organized in varying hierarchical structures.
  • Sentence relationships included implicative and non-implicative connections.
  • Reading times were recorded and analyzed based on sentence position and relationship type.

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Using Eye Movements to Evaluate the Cognitive Processes Involved in Text Comprehension
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Using Eye Movements to Evaluate the Cognitive Processes Involved in Text Comprehension

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Using the Visual World Paradigm to Study Sentence Comprehension in Mandarin-Speaking Children with Autism

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Related Experiment Videos

Last Updated: May 6, 2026

Eye-tracking to Distinguish Comprehension-based and Oculomotor-based Regressive Eye Movements During Reading
05:54

Eye-tracking to Distinguish Comprehension-based and Oculomotor-based Regressive Eye Movements During Reading

Published on: October 18, 2018

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Using Eye Movements to Evaluate the Cognitive Processes Involved in Text Comprehension
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Using Eye Movements to Evaluate the Cognitive Processes Involved in Text Comprehension

Published on: January 10, 2014

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Using the Visual World Paradigm to Study Sentence Comprehension in Mandarin-Speaking Children with Autism
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Using the Visual World Paradigm to Study Sentence Comprehension in Mandarin-Speaking Children with Autism

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Main Results:

  • Sentences low in an implicative hierarchy were read faster if higher sentences were previously read.
  • Sentences contradicting expectations from prior items in an implicative hierarchy increased reading time.
  • Non-implicative structural relations did not significantly alter reading time based on prior context.

Conclusions:

  • Implicative relationships in hierarchical sentence structures significantly affect reading speed by leveraging prior knowledge and expectations.
  • Non-implicative structural relationships have a minimal impact on reading speed, suggesting that content implication is key for contextual facilitation.