DGfS 2016 | 24.-26.2.2016

38. Jahrestagung der Deutschen Gesellschaft für Sprachwissenschaft

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AG 4: Satzkomplexität zwischen grammatischer Theorie und Sprachverarbeitung: Eine Herausforderung für den Spracherwerb

Flavia Adani, Universität Potsdam

Tom Fritzsche, Universität Potsdam

Theo Marinis, University of Reading

Website der AG4: www.uni-potsdam.de/aladdin/en/complexity2016


Complex sentences (e.g., relative clauses, wh-questions, passives, clefts, extractions from weak islands) are considerably challenging for children who acquire their first or second language but also for adults when they are tested under time pressure. Attempts to explain the effects of sentence complexity have developed, at least, along two directions. On one hand, theoretical linguists have been aiming to clarify the nature of sentence complexity, how it manifests itself within one language and across different languages and under which conditions the grammaticality of complex sentences is disrupted (e.g., Rizzi 2013). Grammatical theories of sentence complexity have also been used to interpret children’s non adult-like performance on experimental tasks. On the other hand, psycholinguists and cognitive scientists have assessed how individuals understand various types of complex sentences either in real time (whilst they read or listen to them) or off-line (after the sentence is completed). These results have shown interesting differences and similarities across languages and populations and they have enriched our knowledge on how language interacts with other cognitive abilities (e.g., Lewis et al. 2006). Recent attempts have been made to establish a dialogue between the grammatical and processing accounts (e.g. Lewis & Phillips 2015) thereby reviving the interest in the relation between grammar and mental processes.

Lewis, Shevaun & Phillips, Colin. 2015. Aligning grammatical theories and language processing models. Journal of Psycholinguistic Research 44. 27–46.
Lewis, Richard L., Vasishth, Shravan & Van Dyke, Julie A. 2006. Computational principles of working memory in sentence comprehension. Trends in Cognitive Sciences 10. 447–454.
Rizzi, Luigi. 2013. Locality. Lingua 130. 169–186.


Mittwoch, 24. Februar 2016
14:00 - 14:30

Flavia Adani, Tom Fritzsche, Theo Marinis:


14:30 - 15:30

Luigi Rizzi:

Intervention effects in adult grammar and language acquisition

15:30 - 16:00

Virginia Valian:

What Two-Year-Olds Know; What Two-Year-Olds Say

16:00 - 16:30Kaffeepause
16:30 - 17:00

Elena Pagliarini, Fabrizio Arosio:

Processing of object clitics in Italian monolingual children

17:00 - 17:30

Rasha Zebib, Cornelia Hamann, Philippe Prévost, Lina Abed Ibrahim, Laurice Tuller:

Syntactic complexity, verbal working memory, and executive function in bilingual children with and without Specific Language Impairment: a sentence repetition study in France and in Germany

17:30 - 18:30

Atty Schouwenaars, Esther Ruigendijk & Petra Hendriks:

Which questions do German children process in an adult-like fashion?


Donnerstag, 25. Februar 2016

9:00 - 10:00

Shravan Vasishth:

Complexity and Memory

10:00 - 11:00

Yair Haendler:

Children's processing of relative clauses depends on who 'they' are

11:00 - 11:30Kaffeepause
11:30 - 12:00

Lars Meyer:

Processing versus Grammar of Syntactic Dependencies: Neural Oscillations of Chunking, Storage, and Retrieval

12:00 - 12:30

Iya Khelm Price & Jeffrey Witzel:

Misalignment of offline and online measures in Russian relative clause processing

12:30 - 13:00

Irina A. Sekerina:

Retrieval Interference in Relative Clause Attachment Ambiguity: Cross-Linguistic Evidence


Freitag, 26. Februar 2016

11:30 - 12:00

Jill de Villiers, Tom Roeper:

How representations determine stages of acquisition

12:00 - 13:00

Corinna Trabandt, Emanuela Sanfelici, Petra Schulz:

What does semantic complexity mean for children? – Insights from the acquisition of relative clauses in German

13:00 - 13:30

Daniele Panizza, Karoliina Lohiniva:

When pragmatics helps syntax: An eye tracking study on scope ambiguity resolution in 4- to 5-year-old children

13:30 - 14:00

Laura E. de Ruiter, Anna L. Theakston, Silke Brandt, Elena V. M. Lieven:

Temporal, causal and conditional sentences in English child-directed speech