"The present volume deals with research on language processing and disorders. It covers topics ranging across syntax processing, bilingualism, lexical processing and language disorders. The articles presented in this volume cover a number of linguistic phenomena, including the following: subject control, object control, raising, unaccusatives and unergatives, noun gender, relative clauses, A' movement, filler-gap dependencies, ditransitives, prepositional phrases, argument structure, personal pronouns, anaphora, long distance extraction and inflectional morphology. The research presented in this volume covers typical language processing, child developmental language disorders, adult neurodegenerative disorders and neurological bases of typical or impaired brains. Papers in this collection use a variety of experimental methods, such as eye tracking, reaction times, Event Related Potentials, picture selection tasks, sentence elicitation and picture matching tasks. This book can be useful for linguists, speech therapists, and psycholinguists working on the processing of morphosyntax"--.

• Typical and Impaired Processing in Morphosyntax
• Editorial page
• Title page
• Copyright page
• Table of contents
• Introduction: Typical and impaired processing of relative clauses, empty categories and determiner phrases
  • References
• Relative clauses
• Case(mis)matching in German free relative clauses in the self-paced reading paradigm
  • 1. Introduction
  • 2. The experiments
    • Experiment 1
      • Experimental design and material
      • Participants
      • Procedure
      • Results
      • Interim discussion for Experiment 1
    • Experiment 2
      • Experimental design and material
      • Participants and procedure
      • Results
      • Interim discussion for Experiment 2
    • Experiment 3
      • Experimental design and material
      • Participants and procedure
      • Results
      • Interim discussion for Experiment 3
  • 3. General discussion
  • 4. Conclusions
  • References
• Integrating the filler: Evidence from double object constructions in Greek relative clauses
  • 1. Introduction
  • 2. Methodological background
    • 2.1 Cross-modal priming
    • 2.2 Probe classification during reading
  • 3. Argument structure in Greek ditransitives
    • 3.1 DO–IO as basic order
    • 3.2 IO–DO as basic
  • 4. The present study
    • 4.1 Experiment 1
      • 4.1.1 Method
      • 4.1.2 Results
    • 4.2 Experiment 2
      • 4.2.1 Method
      • 4.2.2 Results
    • 4.3 Experiment 3
      • 4.3.1 Method
      • 4.3.2 Results
    • 4.4 Experiment 4
      • 4.4.1 Method
      • 4.4.2 Results
  • 5. Discussion
  • Aknowledgements
  • Funding
  • References
• When initial thematic role attribution lingers: Evidence for digging-in effects in Italian relative clauses
  • 1. Introduction
  • 2. Experiment 1: Disambiguation by early cues
    • 2.1 Method
      • 2.1.1 Participants, materials and design
      • 2.1.2 Procedure
      • 2.1.3 Data analyses
      • 2.1.4 Results
      • 2.1.5 Discussion
  • 3. Experiment 2: Disambiguation by a late cue
    • 3.1 Method
      • 3.1.1 Participants, materials and design
      • 3.1.2 Procedure
      • 3.1.3 Data analyses
      • 3.1.4 Results
      • 3.1.5 Discussion
  • 4. Conclusion
  • References
• Empty categories
• Brain responses elicited by implausible fillers and filled object gaps in German
  • 1. Introduction
  • 2. Theoretical background
  • 3. The current study
    • Materials
      • Plausibility manipulation
      • Filled-gap manipulation
    • Participants
      • Procedure
      • EEG recording and analysis
      • Results
  • 4. Discussion
  • Acknowledgements
  • References
• Gone with a trace? Reactivation at PRO positions
  • 1. Introduction
    • 1.1 Control sentences
      • 1.1.1 Subject Control
      • 1.1.2 Object Control
    • 1.2 Raising sentences
      • 1.2.1 Subject-to-Subject raising
      • 1.2.2 Subject-to-Object raising
    • 1.3 Our objective
  • 2. The current study
    • 2.1 Objective and hypothesis: Pilot experiment
      • 2.1.1 Rationale
      • 2.1.2 Participants
      • 2.1.3 Materials
      • 2.1.4 Procedure
      • 2.1.5 Results
      • 2.1.6 Summary pilot study
    • 2.2 Objective and hypotheses: Main experiment
      • 2.2.1 Rationale
      • 2.2.2 Participants
      • 2.2.3 Materials
      • 2.2.4 Procedure
      • 2.2.5 Results
  • 3. Discussion
    • 3.1 Pilot experiment
    • 3.2 Main Experiment
      • 3.2.1 Subject Control
      • 3.2.2 Object Control
      • 3.2.3 Interpretation Subject Control and Object Control
  • 4. Conclusions
  • Acknowledgement
  • References
• Priming paradigmatic gaps
  • 1. Introduction
  • 2. Experimental materials
  • 3. Method
    • 3.1 Design
      • Two kinds of baselines
    • 3.2 Participants and procedure
  • 4. Results
  • 5. Discussion
  • 6. Conclusions
  • Acknowledgement
  • References
• Determiner Phrases
• A good-enough representation is not good enough
  • 1. Introduction
  • 2. Processing heuristics
  • 3. Another case in which the NV(N)-strategy fails
    • 3.1 Experiment 1
  • 4. The meaning representations of ungrammatical sentences
  • 5. Discussion
  • 6. Conclusion
  • References
• Processing of pronoun gender by Dutch-Russian simultaneous bilinguals: Evidence from eye-tracking
  • 1. Introduction
  • 2. The present study
  • 3. Grammatical gender in Russian
  • 4. Method
    • 4.1 Participants
    • 4.2 Materials
    • 4.3 Apparatus
    • 4.4 Procedure
    • 4.5 Analysis
  • 5. Results
    • 5.1 Adult participants
    • 5.2. Monolingual children
    • 5.3 Bilingual children
    • 5.4 Summary of the results
  • 6. Discussion
  • Acknowledgements
  • Funding
  • References
• Language impairment
• A syntactically based treatment of relative clauses: Three case studies of Italian children with cochlear implant
  • 1. Introduction
  • 2. The acquisition of relative clauses in Italian
  • 3. Treatment of relative clauses
  • 4. Methodology
    • Participants
    • Materials
      • The elicited production task
      • The comprehension task
      • The Frog story
  • 5. Results prior to intervention
    • LB’s performance
    • ES’s performance
    • MM’s performance
  • 6. Explicit intervention of relative clauses in Italian-speaking children with CIs
    • Phase 1: Verb argument structure and Theta criterion
    • Phase 2: Wh-movement
    • Phase 3: Review
  • 7. Results after intervention
    • LB’s performance
    • ES’s performance
    • MM’s performance
    • ES and MM’s improvement of narrative skills
  • 8. Discussion
  • Acknowledgements
  • References
• Language impairment in an Italian child with Trisomy X: Assessment and intervention
  • 1. Introduction
  • 2. State of the art on Trisomy X
    • 2.1 The syndrome
    • 2.2 Physical characteristics
    • 2.3 Cognitive and psychological characteristics
    • 2.4 Linguistic characteristics
  • 3. The participant
  • 4. Profiles of the tests
  • 5. Tests before treatment
    • 5.1 Comprehension
    • 5.2 Production and repetition
    • 5.3 Grammaticality judgements
    • 5.4 Working memory and auditory discrimination
  • 6. Language intervention
    • 6.1 The “holes” metaphor
    • 6.2 The support of Italian Sign Language
  • 7. Results after treatment
    • 7.1 Comprehension
    • 7.2 Production and repetition
    • 7.3 Grammaticality judgements
    • 7.4 Working memory and auditory discrimination
    • 7.5 Production of articles
    • 7.6 Production of prepositions
  • 8. Discussion
  • 9. Conclusion
  • References
• Sentence reading in older adults with and without Mild Cognitive Impairment: The role of Working Memory and Interference Control
  • 1. Introduction
    • 1.1 Working memory and sentence processing in older age
    • 1.2 Interference Control and sentence processing in older age
    • 1.3 Working Memory, Interference Control, and language in MCI
    • 1.4 The current study
  • 2. Method
    • 2.1 Participants
    • 2.2 Procedure
      • 2.2.1 Neuropsychological assessment of older adults
      • 2.2.2 Working Memory assessment
      • 2.2.3 Interference Control assessment
      • 2.2.4 Self-paced reading
      • 2.2.5 Off-line sentence comprehension assessment
  • 3. Results
    • 3.1 Sociodemographic and cognitive differences among groups
    • 3.2 Self-paced reading
    • 3.3 End-of-sentence verification probes
      • Relationship among reading times and comprehension accuracy
  • 4. Discussion
    • 4.1 Modulatory effects of WM across the RC
    • 4.2 Modulatory effects of IC at RC closure and main verb
    • 4.3 Effects on sentence comprehension
  • 5. Conclusions
  • Acknowledgements
  • Funding
  • References
  • Appendix 1. Results of linear mixed effect models for on-line reading times
• The comprehension of ‘wh’-questions and passives in German children and adolescents with Down syndrome
  • 1. Introduction: Sentence comprehension problems in individuals with Down syndrome
    • 1.1 Aim of paper and research questions
    • 1.2 Structure and acquisition of German wh-questions and passives
      • Structure of passives and wh-questions: A-movement and A′-movement
      • Acquisition of questions and passives in German
  • 2. Method
    • 2.1 Participants
    • 2.2 Measures
      • 2.2.1 Standardized passive comprehension test (TSVK)
      • 2.2.2 Comprehension of wh-questions
      • 2.2.3 Background measures: General grammar comprehension and phonological working memory
    • 2.3 Data analysis
  • 3. Results
    • 3.1 Results of the passive test (TSVK)
    • 3.2. Results of the who-question comprehension task
    • 3.3 Results of background measures: TROG-D and NWR
    • 3.4 Comparison of tests and correlational analyses
  • 4. Discussion
  • 5. Conclusion
  • Acknowledgements
  • Funding
  • References
• Index