专家简介：
Julie Boland是美国密歇根大学心理学及语言学教授，于1991年获罗切斯特大学心理学博士学位，曾先后在俄亥俄州立大学和路易斯安娜大学任教，并于2006-2007年担任多伦多大学计算机科学系访问教授。她的研究主要关注成人句子理解中的认知过程，研究专长包括：句子加工、单词识别、句法加工和语义加工的接口、社会文化特征对语言加工的影响等。Julie曾在国际知名心理学及语言学期刊上发表论文50余篇，在汉语句子加工研究中也颇有建树。同时，她还担任Language Learning和 Journal of Memory and Language等杂志的编委。
讲座题目：Sentence Comprehension and Social Context: Meaning & Grammar
内容提要：Psycholinguists are increasingly interested in how social context contributes to both meaning and grammatical processing during sentence comprehension. In a recent series of visual world eye-tracking experiments, we found that social properties of a speaker’s voice (male/female, adult/child) affected the accessibility of socially biased homophone meanings. For example, the fingernails meaning of “nails” is associated with women and the hammer meaning of “nails” is associated with men--and listeners recognized the fingernails meaning more quickly when they heard "nails" in a woman's voice. Interestingly, this speaker congruency effect was found with narrative sentence contexts, but not neutral “Look at the X” contexts. This pattern suggests that the social cues indexed by the voice function like top-down cues from the linguistic context. The data pattern cannot be explained by a bottom-up account, motivated by exemplar models of the lexicon. Another current line of research investigates how adults acquire grammatical knowledge of non-standard regional constructions (e.g., The dishes need washed, You might could order a pizza.) In brief, we found that within-experiment adaptations to reading time (which have been reported by multiple labs) cannot be taken as evidence of grammatical learning. However, engaging participants to produce the novel forms may have lasting impact on acceptability judgments for those forms.
时　　间：2014年4月17日下午 4:00-5:30
地　　点：逸夫外文楼B座10楼多功能学术报告厅
　　主办单位：西安交通大学国际合作交流处
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