Katherine Messenger
Dados Biográficos
| ID | 1691983 |
|---|---|
| NOME | Katherine Messenger |
| PRENOMES | Katherine |
| SOBRENOME | Messenger |
| ASSINATURA | MESSENGER K |
| AFILIAÇÕES | University of Warwick |
| ORCID | 0000-0002-9378-235X |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 10 |
| TOTAL DE CITAÇÕES | 7 |
| OBRAS COMO AUTOR | 10 |
| OBRAS COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2012 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2026 |
| ÍNDICE H | 2 |
Teenage kicks
A developmental account of how bilinguals organise syntactic knowledge is crucial to understanding their mental representations. While adult studies suggest that syntactic representations can be shared across languages, evidence from child and adolescent heritage speakers remains limited and mixed. We conducted two syntactic priming experiments with adolescent heritage speakers of Polish in the UK ( N = 35, mean age = 15;3) to test whether they w…
Now You See Me, Now You don’t
Previous research has established that children’s experiences of language during in-person interactions (e.g. individual and cumulative experiences of structural choices) implicitly shape language learning. We investigated whether children also implicitly learn structural choices during online interactions, and whether this is affected by the visual co-presence of a partner. During an online conference call, three- and five-year-olds alternated d…
Syntactic priming as implicit learning in German child language
We investigated syntactic priming in German children to explore crosslinguistic evidence for implicit learning accounts of language production and acquisition. Adult descriptions confirmed that German speakers (N=27) preferred to spontaneously produce active versus passive transitive and DO versus PO dative forms. We tested whether German-speaking children (N=29, M age =5.3, 15 girls/14 boys) could be primed to produce these dispreferred forms an…
Investigating crosslinguistic representations in Polish–English bilingual children
A key question in the study of language representation in bilinguals is whether knowledge is shared across languages. Crosslinguistic syntactic priming has been widely used to test bilingual adults’ shared representations, but studies with child bilinguals are few and have several limitations. We addressed these limitations in two studies with Polish–English bilingual children aged 5–11 years (N=96). We investigated bidirectional priming across l…
The Role of Explicit Memory Across Second Language Syntactic Development
We tested whether second language (L2) learners rely more on explicit memory during structural priming at lower than at higher proficiency levels (Hartsuiker & Bernolet, 2017). We compared within-L2 priming with lexical overlap in 100 low and 100 high proficiency French L2 speakers under low versus high working memory load conditions induced with a letter series recall task presented between primes and targets. The high load condition would preve…
The Role of Prediction Error in 4-Year-Olds' Learning of English Direct Object Datives
Is children's acquisition of structural knowledge driven by prediction errors? Error-driven models of language acquisition propose that children generate expectations about upcoming words (prediction), compare them to the input, and, when they detect a mismatch (i.e., prediction error signal), update their long-term linguistic knowledge. But we only have limited empirical evidence for this learning mechanism. Using a novel touch-screen app and a …
Second Language Learning via Syntactic Priming
We examined whether input modality and individual differences in attention and motivation influence second language (L2) learning via syntactic priming. In an online study, we compared the primed production of English passives by 235 L2 and native English speakers in reading-to-writing versus listening-to-writing conditions. We measured immediate priming (producing passives immediately after exposure to passives) and short- and long-term learning…
Learning multiple L2 syntactic structures via chat-based alignment
This study investigated whether written chat-based activities foster alignment and learning of multiple simultaneously-targeted second language (L2) syntactic structures. It further examined how these were affected by prior knowledge of the targeted structures and learners' decisions to use or avoid each structure. We tested 47 Spanish first language (L1) speakers learning L2 English. In a chat-based activity with an L1 English speaker, we examin…
An exemplar model should be able to explain all syntactic priming phenomena
The authors argue that Ambridge’s radical exemplar account of language cannot clearly explain all syntactic priming evidence, such as inverse preference effects ( greater priming for less frequent structures), and the contrast between short-lived lexical boost and long-lived abstract priming. Moreover, without recourse to a level of abstract syntactic structure, Ambridge’s account cannot explain abstract priming in amnesia patients or cross-lingu…
Is children's acquisition of the passive a staged process? Evidence from six- and nine-year-olds' production of passives
We report a syntactic priming experiment that examined whether children's acquisition of the passive is a staged process, with acquisition of constituent structure preceding acquisition of thematic role mappings. Six-year-olds and nine-year-olds described transitive actions after hearing active and passive prime descriptions involving the same or different thematic roles. Both groups showed a strong tendency to reuse in their own description the …
Learning multiple L2 syntactic structures via chat-based alignment
This study investigated whether written chat-based activities foster alignment and learning of multiple simultaneously-targeted second language (L2) syntactic structures. It further examined how these were affected by prior knowledge of the targeted structures and learners' decisions to use or avoid each structure. We tested 47 Spanish first language (L1) speakers learning L2 English. In a chat-based activity with an L1 English speaker, we examin…
Second Language Learning via Syntactic Priming
We examined whether input modality and individual differences in attention and motivation influence second language (L2) learning via syntactic priming. In an online study, we compared the primed production of English passives by 235 L2 and native English speakers in reading-to-writing versus listening-to-writing conditions. We measured immediate priming (producing passives immediately after exposure to passives) and short- and long-term learning…
The Role of Explicit Memory Across Second Language Syntactic Development
We tested whether second language (L2) learners rely more on explicit memory during structural priming at lower than at higher proficiency levels (Hartsuiker & Bernolet, 2017). We compared within-L2 priming with lexical overlap in 100 low and 100 high proficiency French L2 speakers under low versus high working memory load conditions induced with a letter series recall task presented between primes and targets. The high load condition would preve…
The Role of Prediction Error in 4-Year-Olds' Learning of English Direct Object Datives
Is children's acquisition of structural knowledge driven by prediction errors? Error-driven models of language acquisition propose that children generate expectations about upcoming words (prediction), compare them to the input, and, when they detect a mismatch (i.e., prediction error signal), update their long-term linguistic knowledge. But we only have limited empirical evidence for this learning mechanism. Using a novel touch-screen app and a …
Is children's acquisition of the passive a staged process? Evidence from six- and nine-year-olds' production of passives
We report a syntactic priming experiment that examined whether children's acquisition of the passive is a staged process, with acquisition of constituent structure preceding acquisition of thematic role mappings. Six-year-olds and nine-year-olds described transitive actions after hearing active and passive prime descriptions involving the same or different thematic roles. Both groups showed a strong tendency to reuse in their own description the …
An exemplar model should be able to explain all syntactic priming phenomena
The authors argue that Ambridge’s radical exemplar account of language cannot clearly explain all syntactic priming evidence, such as inverse preference effects ( greater priming for less frequent structures), and the contrast between short-lived lexical boost and long-lived abstract priming. Moreover, without recourse to a level of abstract syntactic structure, Ambridge’s account cannot explain abstract priming in amnesia patients or cross-lingu…
Learning multiple L2 syntactic structures via chat-based alignment
This study investigated whether written chat-based activities foster alignment and learning of multiple simultaneously-targeted second language (L2) syntactic structures. It further examined how these were affected by prior knowledge of the targeted structures and learners' decisions to use or avoid each structure. We tested 47 Spanish first language (L1) speakers learning L2 English. In a chat-based activity with an L1 English speaker, we examin…
The Role of Prediction Error in 4-Year-Olds' Learning of English Direct Object Datives
Is children's acquisition of structural knowledge driven by prediction errors? Error-driven models of language acquisition propose that children generate expectations about upcoming words (prediction), compare them to the input, and, when they detect a mismatch (i.e., prediction error signal), update their long-term linguistic knowledge. But we only have limited empirical evidence for this learning mechanism. Using a novel touch-screen app and a …
Second Language Learning via Syntactic Priming
We examined whether input modality and individual differences in attention and motivation influence second language (L2) learning via syntactic priming. In an online study, we compared the primed production of English passives by 235 L2 and native English speakers in reading-to-writing versus listening-to-writing conditions. We measured immediate priming (producing passives immediately after exposure to passives) and short- and long-term learning…
The Role of Explicit Memory Across Second Language Syntactic Development
We tested whether second language (L2) learners rely more on explicit memory during structural priming at lower than at higher proficiency levels (Hartsuiker & Bernolet, 2017). We compared within-L2 priming with lexical overlap in 100 low and 100 high proficiency French L2 speakers under low versus high working memory load conditions induced with a letter series recall task presented between primes and targets. The high load condition would preve…
Now You See Me, Now You don’t
Previous research has established that children’s experiences of language during in-person interactions (e.g. individual and cumulative experiences of structural choices) implicitly shape language learning. We investigated whether children also implicitly learn structural choices during online interactions, and whether this is affected by the visual co-presence of a partner. During an online conference call, three- and five-year-olds alternated d…
Syntactic priming as implicit learning in German child language
We investigated syntactic priming in German children to explore crosslinguistic evidence for implicit learning accounts of language production and acquisition. Adult descriptions confirmed that German speakers (N=27) preferred to spontaneously produce active versus passive transitive and DO versus PO dative forms. We tested whether German-speaking children (N=29, M age =5.3, 15 girls/14 boys) could be primed to produce these dispreferred forms an…
Investigating crosslinguistic representations in Polish–English bilingual children
A key question in the study of language representation in bilinguals is whether knowledge is shared across languages. Crosslinguistic syntactic priming has been widely used to test bilingual adults’ shared representations, but studies with child bilinguals are few and have several limitations. We addressed these limitations in two studies with Polish–English bilingual children aged 5–11 years (N=96). We investigated bidirectional priming across l…
Teenage kicks
A developmental account of how bilinguals organise syntactic knowledge is crucial to understanding their mental representations. While adult studies suggest that syntactic representations can be shared across languages, evidence from child and adolescent heritage speakers remains limited and mixed. We conducted two syntactic priming experiments with adolescent heritage speakers of Polish in the UK ( N = 35, mean age = 15;3) to test whether they w…
Psychology (9 obras) · Linguistics (8 obras) · Neurobiology of Language and Bilingualism (8 obras) · Cognitive psychology (6 obras) · Language Development and Disorders (6 obras) · Language acquisition (5 obras) · Computer Science (4 obras) · Reading and Literacy Development (4 obras) · Artificial Intelligence (3 obras) · Language, Discourse, Communication Strategies (3 obras)