Lee Osterhout
Biographic Data
| ID | 1691772 |
|---|---|
| NAME | Lee Osterhout |
| GIVEN NAMES | Lee |
| FAMILY NAME | Osterhout |
| SIGNATURE | OSTERHOUT L |
| AFFILIATIONS | University of Washington |
| VERIFIED | No |
| TOTAL WORKS | 8 |
| TOTAL CITATIONS | 125 |
| WORKS AS AUTHOR | 8 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 1989 |
| LATEST PUBLICATION YEAR | 2010 |
| H-INDEX | 4 |
Brain Potentials Reveal Discrete Stages of L2 Grammatical Learning
In this article we review several studies investigating the neural correlates of second-language (L2) grammatical learning in the context of novice adult learners progressing through their first year of L2 classroom instruction. The primary goal of these studies was to determine how and when learners incorporate L2 knowledge into their online language processing system. We show that at least some learners progress through discrete stages of gramm…
Novice Learners, Longitudinal Designs, and Event-Related Potentials
Research on the neurobiology of second language (L2) learning has historically focused on localization questions and relied on cross-sectional designs. Here, we describe an alternative paradigm involving longitudinal studies of adult, novice learners who are progressing through an introductory sequence of classroom-based L2 instruction. The goal of this paradigm is to determine how much L2 exposure is needed before learners incorporate L2 knowled…
The independence of combinatory semantic processing
Neural correlates of second-language word learning
Event-Related Brain Potentials Elicited by Failure to Agree
On the temporal course of gap-filling during comprehension of verbal passives
Event-related brain potentials elicited by syntactic anomaly
On the role of the simplicity heuristic in language processing
Event-related brain potentials elicited by syntactic anomaly
Novice Learners, Longitudinal Designs, and Event-Related Potentials
Research on the neurobiology of second language (L2) learning has historically focused on localization questions and relied on cross-sectional designs. Here, we describe an alternative paradigm involving longitudinal studies of adult, novice learners who are progressing through an introductory sequence of classroom-based L2 instruction. The goal of this paradigm is to determine how much L2 exposure is needed before learners incorporate L2 knowled…
On the temporal course of gap-filling during comprehension of verbal passives
Brain Potentials Reveal Discrete Stages of L2 Grammatical Learning
In this article we review several studies investigating the neural correlates of second-language (L2) grammatical learning in the context of novice adult learners progressing through their first year of L2 classroom instruction. The primary goal of these studies was to determine how and when learners incorporate L2 knowledge into their online language processing system. We show that at least some learners progress through discrete stages of gramm…
On the role of the simplicity heuristic in language processing
Event-related brain potentials elicited by syntactic anomaly
On the temporal course of gap-filling during comprehension of verbal passives
Event-Related Brain Potentials Elicited by Failure to Agree
Neural correlates of second-language word learning
The independence of combinatory semantic processing
Novice Learners, Longitudinal Designs, and Event-Related Potentials
Research on the neurobiology of second language (L2) learning has historically focused on localization questions and relied on cross-sectional designs. Here, we describe an alternative paradigm involving longitudinal studies of adult, novice learners who are progressing through an introductory sequence of classroom-based L2 instruction. The goal of this paradigm is to determine how much L2 exposure is needed before learners incorporate L2 knowled…
Brain Potentials Reveal Discrete Stages of L2 Grammatical Learning
In this article we review several studies investigating the neural correlates of second-language (L2) grammatical learning in the context of novice adult learners progressing through their first year of L2 classroom instruction. The primary goal of these studies was to determine how and when learners incorporate L2 knowledge into their online language processing system. We show that at least some learners progress through discrete stages of gramm…
Neurobiology of Language and Bilingualism (8 works) · Psychology (7 works) · Cognition (6 works) · Computer Science (6 works) · Linguistics (6 works) · Reading and Literacy Development (6 works) · Cognitive psychology (5 works) · Event-related potential (4 works) · Language Development and Disorders (4 works) · Neuroscience (4 works)