Alison Gabriele
Dados Biográficos
| ID | 5889714 |
|---|---|
| NOME | Alison Gabriele |
| PRENOMES | Alison |
| SOBRENOME | Gabriele |
| ASSINATURA | GABRIELE A |
| AFILIAÇÕES | University of Kansas |
| ORCID | 0000-0002-8064-5284 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 14 |
| TOTAL DE CITAÇÕES | 24 |
| TOTAL COMO AUTOR | 14 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2003 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2023 |
| ÍNDICE H | 3 |
Individual differences modulate sensitivity to implicit causality bias in both native and nonnative processing
The question of whether L2 learners can use discourse cues online during pronoun resolution remains debated in the field. We examine one factor that has been argued to impact pronoun resolution in native speakers, implicit causality (IC) bias, a property related to certain verbs in which one of verb’s arguments are considered to be the cause of an action. We investigate whether individual differences modulate sensitivity to IC bias in both native…
Examining the source of island effects in native speakers and second language learners of English
We investigate sensitivity to island constraints in English native speakers and Najdi Arabic learners of English, examining (1) whether second language (L2) learners whose native language (L1) does not instantiate overt wh-movement are sensitive to island constraints and (2) the source of island effects. Under a grammatical account of islands, these effects arise due to violations of syntactic constraints. Under the resource-limitation account, i…
Island sensitivity in L2 learners
This study investigates the processing of wh-dependencies in English by native speakers and advanced Mandarin Chinese-speaking learners. We examined processing at a filled gap site that was in a licit position (non-island) or located inside an island, a grammatically unlicensed position. Natives showed N400 in the non-island condition, which we take as evidence of gap prediction; no N400 emerged within the island. Learners yielded P600 in the non…
Examining transfer in the acquisition of the count/mass distinction in L2 English
We investigate whether second language (L2) learners of English rely on first language (L1) transfer and atomicity in the acquisition of the count/mass distinction by examining L1-French and L1-Chinese learners of English. Atomicity encodes whether a noun contains ‘atoms’ or minimal elements that retain the property of the noun. As a semantic universal, atomicity holds across languages. However, the count/mass status of nouns may differ cross-lin…
Investigating the relationship between individual differences and island sensitivity
It is well-attested that native speakers tend to give low acceptability ratings to sentences that involve movement from within islands, yet the source of island effects remains an active debate. The grammatical account posits that island effects result from syntactic constraints on wh-movement, whereas the resource-limitation view posits that low ratings emerge due to processing-related constraints on the parser, such that islands themselves pres…
Microvariation and transfer in L2 and L3 acquisition
This commentary discusses Westergaard’s (2021) keynote article, which presents a comprehensive model of first language (L1), second language (L2), and third language (L3) acquisition. The commentary presents evidence from a previous study of L3 learners that provides support for Westergaard’s property-by-property transfer proposal. The commentary highlights strengths of the proposal, such as its focus on microvariation, and also outlines open que…
Attentional control and prediction in native and non-native speakers
Preview this article: Attentional control and prediction in native and non-native speakers, Page 1 of 1 /docserver/preview/fulltext/lab.5.4.05gab-1.gif
Examining the impact of task demands on morphological variability in native and non-native Spanish
The study tests representational and computational accounts of morphological variability in English-speaking learners of Spanish by examining performance on gender and number agreement under different task demands. Second language (L2) learners took either a Speeded grammaticality judgment task (GJT) or an Untimed GJT. The tasks targeted agreement violations of two types: errors in the use of ‘default’ morphology and errors involving ‘feature cla…
Morphosyntactic processing in advanced second language (L2) learners
Different theoretical accounts of second language (L2) acquisition differ with respect to whether or not advanced learners are predicted to show native-like processing for features not instantiated in the native language (L1). We examined how native speakers of English, a language with number but not gender agreement, process number and gender agreement in Spanish. We compare agreement within a determiner phrase ( órgano muy complejo ‘[ DP organ …
Examining second language development using event-related potentials
This cross-sectional study examines the role of L1-L2 differences and structural distance in the processing of gender and number agreement by English-speaking learners of Spanish at three different levels of proficiency. Preliminary results show that differences between the L1 and L2 impact L2 development, as sensitivity to gender agreement violations, as opposed to number agreement violations, emerges only in learners at advanced levels of profi…
Deriving meaning through context
Previous studies on the second language acquisition of telicity have suggested that learners can use morphosyntactic cues to interpret sentences as telic or atelic even in cases where the cues differ in the first language (L1) and second language (L2) (Slabakova, 2001, 2005; Gabriele, 2008; Kaku et al., 2008a, 2008b). The present study extends this line of research by focusing on a case in which learners cannot rely on morphosyntactic cues in ord…
No time like the present
Emergent literacy skills in bilingual children
The study examines emergent literacy skills in a group of young English Language Learners who are dominant in their native language, Spanish. We investigate the relative contribution of syntactic comprehension in the L1 and L2 to the development of emergent reading skills in English. Participants were bilingual kindergarteners from two public schools in New York City. Two main tests were administered: a test of syntactic comprehension, given in b…
Why swimming is just as difficult as dying for Japanese learners of English
While both Japanese and English have a grammatic al form denoting the progressive, the two forms (te-iru & be+ing) interact differently with the inherent semantics of the verb to which they attach (Kindaichi, 1950; McClure, 1995; Shirai, 2000). Japanese change of state verbs are incompatible with a progressive interpretation, allowing only a resultative interpretation of V+ te-iru, while a progressive interpretation is preferred for activity pred…
Morphosyntactic processing in advanced second language (L2) learners
Different theoretical accounts of second language (L2) acquisition differ with respect to whether or not advanced learners are predicted to show native-like processing for features not instantiated in the native language (L1). We examined how native speakers of English, a language with number but not gender agreement, process number and gender agreement in Spanish. We compare agreement within a determiner phrase ( órgano muy complejo ‘[ DP organ …
Island sensitivity in L2 learners
This study investigates the processing of wh-dependencies in English by native speakers and advanced Mandarin Chinese-speaking learners. We examined processing at a filled gap site that was in a licit position (non-island) or located inside an island, a grammatically unlicensed position. Natives showed N400 in the non-island condition, which we take as evidence of gap prediction; no N400 emerged within the island. Learners yielded P600 in the non…
Deriving meaning through context
Previous studies on the second language acquisition of telicity have suggested that learners can use morphosyntactic cues to interpret sentences as telic or atelic even in cases where the cues differ in the first language (L1) and second language (L2) (Slabakova, 2001, 2005; Gabriele, 2008; Kaku et al., 2008a, 2008b). The present study extends this line of research by focusing on a case in which learners cannot rely on morphosyntactic cues in ord…
Examining the source of island effects in native speakers and second language learners of English
We investigate sensitivity to island constraints in English native speakers and Najdi Arabic learners of English, examining (1) whether second language (L2) learners whose native language (L1) does not instantiate overt wh-movement are sensitive to island constraints and (2) the source of island effects. Under a grammatical account of islands, these effects arise due to violations of syntactic constraints. Under the resource-limitation account, i…
Microvariation and transfer in L2 and L3 acquisition
This commentary discusses Westergaard’s (2021) keynote article, which presents a comprehensive model of first language (L1), second language (L2), and third language (L3) acquisition. The commentary presents evidence from a previous study of L3 learners that provides support for Westergaard’s property-by-property transfer proposal. The commentary highlights strengths of the proposal, such as its focus on microvariation, and also outlines open que…
Why swimming is just as difficult as dying for Japanese learners of English
While both Japanese and English have a grammatic al form denoting the progressive, the two forms (te-iru & be+ing) interact differently with the inherent semantics of the verb to which they attach (Kindaichi, 1950; McClure, 1995; Shirai, 2000). Japanese change of state verbs are incompatible with a progressive interpretation, allowing only a resultative interpretation of V+ te-iru, while a progressive interpretation is preferred for activity pred…
Emergent literacy skills in bilingual children
The study examines emergent literacy skills in a group of young English Language Learners who are dominant in their native language, Spanish. We investigate the relative contribution of syntactic comprehension in the L1 and L2 to the development of emergent reading skills in English. Participants were bilingual kindergarteners from two public schools in New York City. Two main tests were administered: a test of syntactic comprehension, given in b…
Deriving meaning through context
Previous studies on the second language acquisition of telicity have suggested that learners can use morphosyntactic cues to interpret sentences as telic or atelic even in cases where the cues differ in the first language (L1) and second language (L2) (Slabakova, 2001, 2005; Gabriele, 2008; Kaku et al., 2008a, 2008b). The present study extends this line of research by focusing on a case in which learners cannot rely on morphosyntactic cues in ord…
No time like the present
Examining second language development using event-related potentials
This cross-sectional study examines the role of L1-L2 differences and structural distance in the processing of gender and number agreement by English-speaking learners of Spanish at three different levels of proficiency. Preliminary results show that differences between the L1 and L2 impact L2 development, as sensitivity to gender agreement violations, as opposed to number agreement violations, emerges only in learners at advanced levels of profi…
Examining the impact of task demands on morphological variability in native and non-native Spanish
The study tests representational and computational accounts of morphological variability in English-speaking learners of Spanish by examining performance on gender and number agreement under different task demands. Second language (L2) learners took either a Speeded grammaticality judgment task (GJT) or an Untimed GJT. The tasks targeted agreement violations of two types: errors in the use of ‘default’ morphology and errors involving ‘feature cla…
Morphosyntactic processing in advanced second language (L2) learners
Different theoretical accounts of second language (L2) acquisition differ with respect to whether or not advanced learners are predicted to show native-like processing for features not instantiated in the native language (L1). We examined how native speakers of English, a language with number but not gender agreement, process number and gender agreement in Spanish. We compare agreement within a determiner phrase ( órgano muy complejo ‘[ DP organ …
Attentional control and prediction in native and non-native speakers
Preview this article: Attentional control and prediction in native and non-native speakers, Page 1 of 1 /docserver/preview/fulltext/lab.5.4.05gab-1.gif
Investigating the relationship between individual differences and island sensitivity
It is well-attested that native speakers tend to give low acceptability ratings to sentences that involve movement from within islands, yet the source of island effects remains an active debate. The grammatical account posits that island effects result from syntactic constraints on wh-movement, whereas the resource-limitation view posits that low ratings emerge due to processing-related constraints on the parser, such that islands themselves pres…
Microvariation and transfer in L2 and L3 acquisition
This commentary discusses Westergaard’s (2021) keynote article, which presents a comprehensive model of first language (L1), second language (L2), and third language (L3) acquisition. The commentary presents evidence from a previous study of L3 learners that provides support for Westergaard’s property-by-property transfer proposal. The commentary highlights strengths of the proposal, such as its focus on microvariation, and also outlines open que…
Examining transfer in the acquisition of the count/mass distinction in L2 English
We investigate whether second language (L2) learners of English rely on first language (L1) transfer and atomicity in the acquisition of the count/mass distinction by examining L1-French and L1-Chinese learners of English. Atomicity encodes whether a noun contains ‘atoms’ or minimal elements that retain the property of the noun. As a semantic universal, atomicity holds across languages. However, the count/mass status of nouns may differ cross-lin…
Examining the source of island effects in native speakers and second language learners of English
We investigate sensitivity to island constraints in English native speakers and Najdi Arabic learners of English, examining (1) whether second language (L2) learners whose native language (L1) does not instantiate overt wh-movement are sensitive to island constraints and (2) the source of island effects. Under a grammatical account of islands, these effects arise due to violations of syntactic constraints. Under the resource-limitation account, i…
Island sensitivity in L2 learners
This study investigates the processing of wh-dependencies in English by native speakers and advanced Mandarin Chinese-speaking learners. We examined processing at a filled gap site that was in a licit position (non-island) or located inside an island, a grammatically unlicensed position. Natives showed N400 in the non-island condition, which we take as evidence of gap prediction; no N400 emerged within the island. Learners yielded P600 in the non…
Individual differences modulate sensitivity to implicit causality bias in both native and nonnative processing
The question of whether L2 learners can use discourse cues online during pronoun resolution remains debated in the field. We examine one factor that has been argued to impact pronoun resolution in native speakers, implicit causality (IC) bias, a property related to certain verbs in which one of verb’s arguments are considered to be the cause of an action. We investigate whether individual differences modulate sensitivity to IC bias in both native…
Linguistics (14 obras) · Psychology (13 obras) · Neurobiology of Language and Bilingualism (9 obras) · Reading and Literacy Development (9 obras) · Computer Science (8 obras) · Cognitive psychology (7 obras) · Philosophy (6 obras) · Second Language Acquisition and Learning (6 obras) · Language Development and Disorders (5 obras) · First language (4 obras)