Thomas A Farmer
Biographic Data
| ID | 4501720 |
|---|---|
| NAME | Thomas A Farmer |
| GIVEN NAMES | Thomas A |
| FAMILY NAME | Farmer |
| SIGNATURE | FARMER T A |
| AFFILIATIONS | University of Iowa |
| ORCID | 0000-0002-3508-4537 |
| VERIFIED | Yes |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 3 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2013 |
| LATEST PUBLICATION YEAR | 2023 |
| H-INDEX | 0 |
Cognition
Distributional learning aids linguistic category formation in school-age children
The goal of this study was to determine if typically developing children could form grammatical categories from distributional information alone. Twenty-seven children aged six to nine listened to an artificial grammar which contained strategic gaps in its distribution. At test, we compared how children rated novel sentences that fit the grammar to sentences that were ungrammatical. Sentences could be distinguished only through the formation of c…
Rapid Expectation Adaptation during Syntactic Comprehension
When we read or listen to language, we are faced with the challenge of inferring intended messages from noisy input. This challenge is exacerbated by considerable variability between and within speakers. Focusing on syntactic processing (parsing), we test the hypothesis that language comprehenders rapidly adapt to the syntactic statistics of novel linguistic environments (e.g., speakers or genres). Two self-paced reading experiments investigate c…
No prominent works on this page.
Rapid Expectation Adaptation during Syntactic Comprehension
When we read or listen to language, we are faced with the challenge of inferring intended messages from noisy input. This challenge is exacerbated by considerable variability between and within speakers. Focusing on syntactic processing (parsing), we test the hypothesis that language comprehenders rapidly adapt to the syntactic statistics of novel linguistic environments (e.g., speakers or genres). Two self-paced reading experiments investigate c…
Distributional learning aids linguistic category formation in school-age children
The goal of this study was to determine if typically developing children could form grammatical categories from distributional information alone. Twenty-seven children aged six to nine listened to an artificial grammar which contained strategic gaps in its distribution. At test, we compared how children rated novel sentences that fit the grammar to sentences that were ungrammatical. Sentences could be distinguished only through the formation of c…
Cognition
Language Development and Disorders (2 works) · Neurobiology of Language and Bilingualism (2 works) · Reading and Literacy Development (2 works) · Adaptation (eye) (1 works) · Biology (1 works) · Cognition (1 works) · Comprehension (1 works) · Computer Science (1 works) · Developmental psychology (1 works) · Grammar (1 works)