Fine Tuning for MeaningFine Tuning for MeaningFine Tuning for MeaningFine Tuning for Meaning

Morton Ann GernsbacherMorton Ann GernsbacherGGVilas Research Professor and Sir Vilas Research Professor and Sir ff

Frederic C. Bartlett ProfessorFrederic C. Bartlett Professor

University of WisconsinUniversity of Wisconsin--MadisonMadison

Carefully Observe InputCarefully Observe Input

Carefully Observe OutputCarefully Observe Output

= Infer What Goes On Inside= Infer What Goes On Inside

Manipulate InputManipulate Input

Control Extraneous VariablesControl Extraneous Variables

Measure OutputMeasure Output

= “Sharper Inferences”= “Sharper Inferences”

“Observe At Rest”“Observe At Rest”PostPost--mortem analysesmortem analyses

“Blueprint/Floor Plan”“Blueprint/Floor Plan”NonNon--functional imagingfunctional imaging

“B b S ti ”“B b S ti ”“Bomb a Section”“Bomb a Section”Lesion studiesLesion studiesLesion studiesLesion studies

plan, learn, retrieve, plan, learn, retrieve, perceive, comprehendperceive, comprehend

Build MeaningBuild MeaningBuild MeaningBuild Meaning

Functional Magnetic Resonance Functional Magnetic Resonance Imaging (fMRI)Imaging (fMRI)Imaging (fMRI)Imaging (fMRI)

identify changes in taskidentify changes in task--related related brain acti it d ring ario s brain acti it d ring ario s brain activity during various brain activity during various

functionsfunctionsu c o su c o s

Increased neural activityIncreased neural activityI d dI d dIncreased oxy vs. deoxyIncreased oxy vs. deoxy

Increased MR signalIncreased MR signalIncreased MR signalIncreased MR signal

It takes two hemispheres for true It takes two hemispheres for true h ih icomprehensioncomprehension

One One cancan see the forest among the see the forest among the treestreestreestrees

Why I always had to set the table Why I always had to set the table y yy yat my grandmother’s houseat my grandmother’s house

CoherentCoherent discoursediscourse d d recurrence and recurrence and

interrelation of conceptsinterrelation of conceptsCoherentCoherent representationrepresentation

interrelation of conceptsinterrelation of conceptspp

identify recurring identify recurring t d i t l tt d i t l tconcepts and interrelateconcepts and interrelate

Structure Building FrameworkStructure Building FrameworkLay a foundationLay a foundation

MappingMapping

ShiftingShifting

mappingmappingsyntactic parsingsyntactic parsingword recognitionword recognitionword recognitionword recognition

letter identificationletter identification

thethethethe

The woman was talking very The woman was talking very f tf tfast.fast.

The woman was showing a The woman was showing a bazillion PPT slides.bazillion PPT slides.

A member of the audience A member of the audience was listening.was listening.

A member of the audience A member of the audience was yawning.was yawning.

A member of the audience A member of the audience li t i li t iwas listening.was listening.

The member of the audience The member of the audience was yawning.was yawning.

A member of the audience A member of the audience tti b d tti b dwas getting bored.was getting bored.

The clod began covertly The clod began covertly i i i ii i i ichecking his email on his checking his email on his

BlackberryBlackberryBlackberry.Blackberry.

de Villiers (1974) dit t ti• auditory presentation

• one series of 17 sentences one series of 17 sentences• indefinite vs definite article • recall and rate story-ness

indefinite articles: indefinite articles: independent, unrelated, independent, unrelated,

unconnectedunconnectedunconnectedunconnected

DEFINITE ARTICLE: DEFINITE ARTICLE: coherent repeated referencecoherent repeated referencecoherent, repeated referencecoherent, repeated reference

Gernsbacher & R. Robertson (2001)Gernsbacher & R. Robertson (2001)• 10 series of sentences• 10 series of sentences• reading time• reading time• reading time• reading time• recall• recall• priming• priming--inin--itemitem--recognitionrecognition

DEFINITE ARTICLEDEFINITE ARTICLEd idl ( 30%)d idl ( 30%)read more rapidly (~ 30%)read more rapidly (~ 30%)

perceived more as narrativeperceived more as narrativeperceived more as narrativeperceived more as narrativerecalled more integrativelyrecalled more integrativelyprimingpriming--inin--itemitem--recognitionrecognition

DEFINITE ARTICLEDEFINITE ARTICLE• • signal of recurrence and signal of recurrence and

interrelationinterrelationinterrelationinterrelation• • cue for the COGNITIVE cue for the COGNITIVE

PROCESS OF MAPPINGPROCESS OF MAPPING

A grandmother sat at a table.A grandmother sat at a table.A young child played in a backyardA young child played in a backyardA young child played in a backyard.A young child played in a backyard.A mother talked on a telephone.A mother talked on a telephone.A husband drove a tractor.A husband drove a tractor.A husband drove a tractor.A husband drove a tractor.A grandchild walked up to a door.A grandchild walked up to a door.A little boy pouted and acted bored.A little boy pouted and acted bored.A little boy pouted and acted bored.A little boy pouted and acted bored.A grandmother promised to bake cookies.A grandmother promised to bake cookies.A wife looked out at a field.A wife looked out at a field.A wife looked out at a field.A wife looked out at a field.A family was worried about some crops.A family was worried about some crops.…………

The grandmother sat at the table.The grandmother sat at the table.The young child played in the backyardThe young child played in the backyardThe young child played in the backyard.The young child played in the backyard.The mother talked on the telephone.The mother talked on the telephone.The husband drove the tractor.The husband drove the tractor.The husband drove the tractor.The husband drove the tractor.The grandchild walked up to the door.The grandchild walked up to the door.The little boy pouted and acted bored.The little boy pouted and acted bored.The little boy pouted and acted bored.The little boy pouted and acted bored.The grandmother promised to bake cookies.The grandmother promised to bake cookies.The wife looked out at the field.The wife looked out at the field.The wife looked out at the field.The wife looked out at the field.The family was worried about the crops.The family was worried about the crops.…………

< !)<& /^*+@ ~) < !)<& /^*+@ ~) --<+ <+ < +<>%~.<+ <+ < +<>%~.< }*{&! ?@# %/ (%<}~/ #& < ><? $}<)/< }*{&! ?@# %/ (%<}~/ #& < ><? $}<)/< }*{&! ?@# %/ (%<}~/ #& < ><? $}<)/.< }*{&! ?@# %/ (%<}~/ #& < ><? $}<)/.< ^*+@~) +<%$~/ *& < +~%~(@*&~.< ^*+@~) +<%$~/ *& < +~%~(@*&~.< @{< @{ >< &/ /)*}~ < +) <?+*)>< &/ /)*}~ < +) <?+*)< @{< @{-->< &/ /)*}~ < +) <?+*).>< &/ /)*}~ < +) <?+*).< !)<&/? @#%/ |<%$ ~/ {( +* < /**).< !)<&/? @#%/ |<%$ ~/ {( +* < /**).< %#++%~ >*} (*{+~/ <&/ <?+~/ >*)~/< %#++%~ >*} (*{+~/ <&/ <?+~/ >*)~/< %#++%~ > } ( {+~/ <&/ <?+~/ > )~/.< %#++%~ > } ( {+~/ <&/ <?+~/ > )~/.< %* *$~/ *{+ <+ < `# ~%/.< %* *$~/ *{+ <+ < `# ~%/.< `<^ #%} |<< `<^ #%} |< |*))#~/ < >*{+|*))#~/ < >*{+ *^~ ?)*(*^~ ?)*(< <^ #%} |<< <^ #%} |<-- | ))#~/ < > {+ | ))#~/ < > {+ -- ^~ ?) (^~ ?) (--..

fMRI EXPT: Three Conditions/RunsfMRI EXPT: Three Conditions/Runs• Indefinite vs Non• Indefinite vs Non--letter stringsletter strings• Definite vs Non• Definite vs Non--letter stringsletter strings• Definite vs Non• Definite vs Non--letter stringsletter strings• Indefinite vs Definite• Indefinite vs Definite

IND IND IND IND IND&%| &%| &%| &%| &%| &%|&%| &%| &%| &%| &%| &%|

1 3 5 7 9 118642 10

DEF DEF DEF DEF DEFDEF DEF DEF DEF DEF&%| &%| &%| &%| &%| &%|

1 3 5 7 9 118642 10

DEF DEF DEF DEF DEF

1 3 5 7 9 118642 10

IND1 3 5 7 9 118642 10

IND IND IND IND IND

PARTICIPANTSPARTICIPANTS•• 8 right8 right--handed (4 female)handed (4 female)•• familiarized/acclimated familiarized/acclimated familiarized/acclimated familiarized/acclimated during simulation sessionduring simulation session

INSTRUCTIONSINSTRUCTIONS•• read sentencesread sentences•• visually scan nonvisually scan non--letter stringsletter stringsvisually scan nonvisually scan non--letter stringsletter strings•• recognition testrecognition test

STIMULUS DISPLAYfib ti l• fiber optic goggles

• each block = 48 seceach block 48 sec• head movements restricted

SCANNING PROTOCOLSCANNING PROTOCOL•• 23 coronal slices whole23 coronal slices whole brain brain •• 23 coronal slices, whole23 coronal slices, whole--brain brain

(slice/gap=7/1mm, TR=3 sec)(slice/gap=7/1mm, TR=3 sec)•• 191 images/slice/trial (not 1st 5)191 images/slice/trial (not 1st 5)•• hihi--resolution images in coronal resolution images in coronal hihi--resolution images in coronal resolution images in coronal

plane, plus 3D (256 x 256 x 124) plane, plus 3D (256 x 256 x 124) SPGRSPGRSPGRSPGR

DATA ANALYSIS• spatial realignment• spatial normalization• spatial normalization• spatial/temporal smoothingp p g• statistical modeling

critical thresholding• critical thresholding

SPMSPM• general linear model • general linear model general linear model general linear model •• critical threshold alpha = .05critical threshold alpha = .05

( f i( f i(corrected for multiple (corrected for multiple comparisons)comparisons)comparisons)comparisons)

fMRI EXPT: Three Conditions/RunsfMRI EXPT: Three Conditions/Runs•• Indefinite vs NonIndefinite vs Non--letter stringsletter strings•• Definite vs NonDefinite vs Non--letter strings letter strings •• Definite vs NonDefinite vs Non--letter strings letter strings

READING SENTENCESREADING SENTENCES•• Definite vs IndefiniteDefinite vs Indefinite

More taskMore task--related activity in LHrelated activity in LHi i itt di i itt drecognizing written wordsrecognizing written words

naming picturesnaming picturesnaming picturesnaming picturesmonitoring semantic targetsmonitoring semantic targets

di tdi treading sentencesreading sentences

Indefinite Articles vs NonIndefinite Articles vs Non--letter stringsletter strings

LEFTLEFT RIGHTRIGHT

Bevalier et al. (1997)Bevalier et al. (1997)

fMRI EXPT: Three ConditionsfMRI EXPT: Three Conditions•• Indefinite vs NonIndefinite vs Non--letter stringsletter strings•• Definite vs NonDefinite vs Non--letter strings letter strings •• Definite vs NonDefinite vs Non--letter strings letter strings •• Definite vs IndefiniteDefinite vs Indefinite

PROCESS OF MAPPINGPROCESS OF MAPPING

PREDICTION:PREDICTION:cognitive process of mappingcognitive process of mappingcognitive process of mappingcognitive process of mappingMORE taskMORE task--related activity in related activity in yy

RIGHT HEMISPHERE (RH)RIGHT HEMISPHERE (RH)

Persons with RH damagePersons with RH damage“ t tti th i t”“ t tti th i t”“not getting the point”“not getting the point”less able to integrateless able to integrateless able to integrateless able to integrateunaware of inconsistenciesunaware of inconsistencies

Definite vs IndefiniteDefinite vs Indefinite

Left RightLeft RightLeft RightLeft Right

Volume Intensity Coordinates(mm3) (Z) x y z

DEF - INDEFR inf front sulcus 232 4.70 38 14 16R inf front gyrus 192 4.30 46 12 4

INDEF - DEFL inf front sulcus 120 3 98 34 22 0L inf front sulcus 120 -3.98 -34 22 0L inf front gyrus 144 -3.61 -10 20 36

HEMISPHERIC SPECIALIZATION• each participant • each participant • activation index for left & right

(# ti l ) X ( ff t i )(# active vowels) X (effect-size)• seven regions in frontal lobe• ANOVA (region X hemi X sex X article)

120 right *** 1 7

Increases for Def. Vs. Indef.

80

100

rightleft

** **

60

80*

*

20

40

0

1 2 3 4 5 6 7

R i t i t t iRegion anterior to posterior

CONCLUSIONSCONCLUSIONSMapping: Right Hemisphere Mapping: Right Hemisphere Mapping: Right Hemisphere Mapping: Right Hemisphere

(not an effect of greater effort)(not an effect of greater effort)( g )( g )Sentence Reading: Left

HemisphereHemisphere

It takes two hemispheres for t h i true comprehension.

Can see the forest Can see the forest among the treesamong the trees

GENERAL GENERAL cognitive processes cognitive processes

and mechanismsand mechanismsand mechanismsand mechanisms

WRITTEN comprehensionWRITTEN comprehensionhighly correlated withhighly correlated with

SPOKEN comprehensionSPOKEN comprehensionSPOKEN comprehensionSPOKEN comprehension(Baddeley Logie Nimmo(Baddeley Logie Nimmo Smith & Smith & (Baddeley, Logie, Nimmo(Baddeley, Logie, Nimmo--Smith, & Smith, &

Brereton, 1985; Daneman & Carpenter, Brereton, 1985; Daneman & Carpenter, 1980; Jackson & McClelland 1979; 1980; Jackson & McClelland 1979; 1980; Jackson & McClelland, 1979; 1980; Jackson & McClelland, 1979;

Palmer, MacLeod, Hunt & Davidson, 1985; Palmer, MacLeod, Hunt & Davidson, 1985; Perfetti & Lesgold 1977; Sticht 1972)Perfetti & Lesgold 1977; Sticht 1972)Perfetti & Lesgold, 1977; Sticht, 1972)Perfetti & Lesgold, 1977; Sticht, 1972)

(Palmer et al., 1985)(Palmer et al., 1985)WRITTEN w/ SPOKENWRITTEN w/ SPOKEN 8080WRITTEN w/ SPOKENWRITTEN w/ SPOKEN .80.80

(Davis w/Davis)(Davis w/Davis)

WRITTEN w/ SPOKENWRITTEN w/ SPOKEN .74.74(Nelson Denny w/Davis)(Nelson Denny w/Davis)

WRITTEN w/ SPOKENWRITTEN w/ SPOKEN .68.68(Wash P(Wash P--CSAT w/Davis)CSAT w/Davis)(Wash P(Wash P CSAT w/Davis)CSAT w/Davis)

(Gernsbacher, Varner, & Faust, 1990)(Gernsbacher, Varner, & Faust, 1990)WRITTEN narratives WRITTEN narratives WRITTEN narratives WRITTEN narratives

highly correlated withhighly correlated withg yg y

SPOKEN narrativesSPOKEN narrativesSPOKEN narrativesSPOKEN narrativeshighly correlated withhighly correlated with

PICTURE narrativesPICTURE narrativesPICTURE narrativesPICTURE narratives

(Gernsbacher et al., 1990)(Gernsbacher et al., 1990)

WRITTEN and SPOKEN .92WRITTEN and SPOKEN .92

WRITTEN AND PICTURE .82WRITTEN AND PICTURE .82

PICTURE AND SPOKEN .72PICTURE AND SPOKEN .72

√ mark SAME episode structure√ mark SAME episode structure(Baggett, 1979; Gernsbacher, 1985)(Baggett, 1979; Gernsbacher, 1985)

√ draw SAME inferences√ draw SAME inferences√√(Baggett, 1975)(Baggett, 1975)

√ emphasize elaborate omit √ emphasize elaborate omit √ emphasize, elaborate, omit √ emphasize, elaborate, omit SAME information in recallSAME information in recall( l i t h i t h k 9 9)( l i t h i t h k 9 9)(Poulsen, Kintsch, Kintsch & Premack, 1979)(Poulsen, Kintsch, Kintsch & Premack, 1979)

(Gernsbacher, 1985)(Gernsbacher, 1985)ORDER OF MENTION EFFECTSORDER OF MENTION EFFECTSORDER OF MENTION EFFECTSORDER OF MENTION EFFECTS

(Laying a Foundation)(Laying a Foundation)( y g )( y g )“ANAPHORIC” REF. EFFECTS“ANAPHORIC” REF. EFFECTS

(C iti P f M i )(C iti P f M i )(Cognitive Process of Mapping)(Cognitive Process of Mapping)EPISODE BOUNDARY EFFECTSEPISODE BOUNDARY EFFECTS

(Cognitive Process of Shifting)(Cognitive Process of Shifting)

(Gernsbacher & D. Robertson, 2004)(Gernsbacher & D. Robertson, 2004)2 narratives written sentences narratives written sentences 2 narratives spoken sentencesnarratives spoken sentences2 narratives spoken sentencesnarratives spoken sentences2 narratives linenarratives line--drawn picturesdrawn picturespp

A boy, a dog, a frog,A boy, a dog, a frog,F h ? F h ? Frog where are you? Frog where are you?

A boy, a dog, a frog, and a friend A boy, a dog, a frog, and a friend A boy, a dog, a frog, and a friend A boy, a dog, a frog, and a friend One frog too manyOne frog too manyF t diF t diFrog goes to dinnerFrog goes to dinner

Frog on his ownFrog on his ownFrog on his ownFrog on his own

PICTURE NARRATIVES:PICTURE NARRATIVES:26 i t ti26 i t ti26 pictures per narrative26 pictures per narrative

WRITTEN/SPOKEN NARRATIVES:WRITTEN/SPOKEN NARRATIVES:[1 (18[1 (18 20 ll) t i ]20 ll) t i ][1 (18[1 (18--20 syll) sentence per pic]20 syll) sentence per pic]

26 sentences per narrative26 sentences per narrative26 sentences per narrative26 sentences per narrative

One summer day, a boy and his dog set out One summer day, a boy and his dog set out with a net and pail, looking for frogs.with a net and pail, looking for frogs.with a net and pail, looking for frogs.with a net and pail, looking for frogs.

The boy and the dog spotted a frog sitting The boy and the dog spotted a frog sitting on a lily pad in the pond.on a lily pad in the pond.on a lily pad in the pond.on a lily pad in the pond.

The boy and the dog eagerly ran downThe boy and the dog eagerly ran downthe hill to the pond where the frog was.the hill to the pond where the frog was.the hill to the pond where the frog was.the hill to the pond where the frog was.

I’d just be brave and sneak quietly into the I’d just be brave and sneak quietly into the attic with my lasso ready.attic with my lasso ready.attic with my lasso ready.attic with my lasso ready.

Comprehension Task:Comprehension Task:

ODDBALL DETECTIONODDBALL DETECTION

Sentences that did not fit narrativeSentences that did not fit narrativePictures that did not fit narrativePictures that did not fit narrative

Comparison Task: Comparison Task: h i f h i f comprehension of comprehension of

“UNCONNECTED STIMULI” “UNCONNECTED STIMULI” UNCONNECTED STIMULI UNCONNECTED STIMULI

written sentences spoken written sentences spoken written sentences, spoken written sentences, spoken sentences, or pictures sentences, or pictures

Bob had a toothache so he called his Bob had a toothache so he called his dentist to schedule an appointment.dentist to schedule an appointment.dentist to schedule an appointment.dentist to schedule an appointment.

Tuesday morning the children were outside Tuesday morning the children were outside Tuesday morning the children were outside Tuesday morning the children were outside playing in the sandbox.playing in the sandbox.

The bride and groom drove to a necklace The bride and groom drove to a necklace to take off for their honeymoon trip to to take off for their honeymoon trip to to take off for their honeymoon trip to to take off for their honeymoon trip to Spain.Spain.

NARNAR NARNAR NARNAR NARNARWRITTENWRITTEN

UNUN UNUN UNUN UNUN UNUN

NARNAR NAR NARNAR NAR NARNARNARNAR NAR NARNAR NAR NARNAR

UN UNUN UN UNUN UNUN UNUN

SPOKENSPOKEN

UN UNUN UN UNUN UNUN UNUN

NAR NARNAR NAR NARNAR NARNARPICTUREPICTURE

UN UNUN UN UNUN UNUN UNUN

PARTICIPANTS = 9 rightPARTICIPANTS = 9 right--handed handed (5 f l )(5 f l )(5 female)(5 female)

STIMULUS DURATION 5 5 100 STIMULUS DURATION 5 5 100 STIMULUS DURATION = 5.5 s; 100 STIMULUS DURATION = 5.5 s; 100 ms ISI ms ISI ms ISI ms ISI

LEFT POST. RIGHT MEDIALWrittenWritten

-Uncon

Spoken p-

Uncon

Picture -

UUncon

@charter.net: ???????@charter.net: ???????

@wisc.edu:@wisc.edu: PASSWORDPASSWORD

American Airlines: PASSAmerican Airlines: PASS

PayPal: PayPal: PASSWO46PASSWO46

ERA Comons:ERA Comons: !PASSWO46!PASSWO46

“I have a sheet in my shirt “I have a sheet in my shirt pockets with all the numbers pockets with all the numbers I need on a daily basis ”I need on a daily basis ”I need on a daily basis.I need on a daily basis.

--Henry L Roediger IIIHenry L Roediger III--Henry L. Roediger, IIIHenry L. Roediger, IIIAPS Observer, Vol. 14, No. 7APS Observer, Vol. 14, No. 7

Comprehension of HomonymsComprehension of Homonyms

chest, chair, charge, chuck, chest, chair, charge, chuck, channel chick chopchannel chick chopchannel, chick, chopchannel, chick, chop

• Read short sentencesRead short sentences

• Shown test wordShown test word

• Fits the meaning of sentence?Fits the meaning of sentence?

He dug with a spade.He dug with a spade. ACEACEH d ith i k ACEH d ith i k ACEHe dug with a pick. ACEHe dug with a pick. ACETWO TEST POINTSTWO TEST POINTSTWO TEST POINTS:TWO TEST POINTS:

•• ImmediateImmediateImmediateImmediate•• DelayedDelayed

100 INTERFERENCE

INAPPROPRIATEMEANINGS

60

80

HOMRT

MEANINGS

20

40HOM

CONTR-RT

0

20

Immediate DelayedImmediateMore-SkilledComprehenders

Less-SkilledComprehenders

Delayed

Twilly & Dixon (1991)Twilly & Dixon (1991)low/high comprehension skilllow/high comprehension skill

Shulman (1996)Shulman (1996)Shulman (1996)Shulman (1996)low/high ACT verbal (not math)low/high ACT verbal (not math)

P li t l (1998)P li t l (1998)Pazzaglia et al. (1998)Pazzaglia et al. (1998)Italian homonymsItalian homonymsItalian homonymsItalian homonyms

Todorov (1994)Todorov (1994)7th7th--grade Nelsongrade Nelson--DennyDenny

Crane (1993)Crane (1993)Crane (1993)Crane (1993)small/large reading spansmall/large reading span

Gernsbacher & Faust (1991)Gernsbacher & Faust (1991)US Air Force recruitsUS Air Force recruitsUS Air Force recruitsUS Air Force recruits

McDowd & Sundry (1993)McDowd & Sundry (1993)elderly vs. collegeelderly vs. college--agedaged

Schaunessy (in prep )Schaunessy (in prep )Schaunessy (in prep.)Schaunessy (in prep.)children w/ADD vs. w/o ADDchildren w/ADD vs. w/o ADD

Faust, Balota, Duchek, Faust, Balota, Duchek, Gernsbacher & Smith (1997)Gernsbacher & Smith (1997)

Severe Alzheimer’s vsSevere Alzheimer’s vsSevere Alzheimer s vs.Severe Alzheimer s vs.Moderate Alzheimer’s vs.Moderate Alzheimer’s vs.

AA t h d h lth ld lt h d h lth ld lAgeAge--matched healthy elderlymatched healthy elderly

Gernsbacher & Shlesinger (1997)Gernsbacher & Shlesinger (1997)simultaneous interpreterssimultaneous interpreters

Rapid input = more & lessRapid input = more & less--skilledskilledSlower input = only lessSlower input = only less skilledskilledSlower input = only lessSlower input = only less--skilledskilled

Gernsbacher, Tallent, & Bolliger Gernsbacher, Tallent, & Bolliger (1999)(1999)

Schizophrenics with vs. Schizophrenics with vs. without thought disorderwithout thought disorderwithout thought disorderwithout thought disorder

ALL PARTICIPANTSinitial interferencecontinued interference

NONO IMMEDIATE INTERFERENCEIMMEDIATE INTERFERENCEpsychopathspsychopaths

(Newman, Schmitt, & Voss, 1997)(Newman, Schmitt, & Voss, 1997)

NONO IMMEDIATE INTERFERENCEIMMEDIATE INTERFERENCEpsychopathspsychopaths

(Newman, Schmitt, & Voss, 1997)(Newman, Schmitt, & Voss, 1997)

EXAGGERATEDEXAGGERATED INTERFERENCEINTERFERENCEgeneralized social phobiageneralized social phobia

She calculated the mean. CRUELShe calculated the mean. CRUELShe calculated the mean. CRUELShe calculated the mean. CRUEL(Amir, Foa, & Coales, 1998)(Amir, Foa, & Coales, 1998)

LessLess--Skilled = MoreSkilled = More--SkilledSkilledTASK t iTASK t iTASK: accept approp. meaningTASK: accept approp. meaning

“ ”“ ”“yes”“yes”

H d lt dH d lt d ACEACEHe dealt a spade.He dealt a spade. ACEACE(G b h & F t 1991)(G b h & F t 1991)(Gernsbacher & Faust, 1991)(Gernsbacher & Faust, 1991)

“yes”“yes”

He dug with a spade. ACEHe dug with a spade. ACE

LS < MS ACCEPT inappropriateLS < MS ACCEPT inappropriate(Gernsbacher & Robertson, 1995)(Gernsbacher & Robertson, 1995)

Two men walk into a bar,Two men walk into a bar,and a third man ducks.and a third man ducks.

EventEvent--Related fMRIRelated fMRI

initial interferenceinitial interference

successful attenuation of successful attenuation of i t fi t finterferenceinterference

STIMULISTIMULI120 E perimental:120 E perimental:120 Experimental:120 Experimental:

He dug with a spade. ACEHe dug with a spade. ACEggHe dug with a pick. ACEHe dug with a pick. ACE

120 Filler:120 Filler:He dealt a spadeHe dealt a spade ACEACEHe dealt a spade.He dealt a spade. ACEACEHe picked up a spade. ACEHe picked up a spade. ACE

PARTICIPANTSPARTICIPANTS

••16 doctoral students16 doctoral students

••rightright--handedhanded

••2 males/2 females: mat set2 males/2 females: mat set

100 INTERFERENCE

60

80

INAPPRT

HOM

20

40INAPP

UNREL-RT

HOM

CONT

0Immediate Delayed

More-SkilledComprehenders

Inappropriate - Unrelated

Immediate Test PointImmediate Test Point

Inappropriate - Unrelated

Delayed Test PointDelayed Test Point

Inappropriate - Unrelated

Immediate Test PointImmediate Test Point

Inappropriate - Unrelated

Delayed Test PointDelayed Test Point

It takes two hemispheres for true h icomprehension

One can look for the forests One can look for the forests among the trees

Why I always had to set the table t d th ’ hat my grandmother’s house

Indefinite Articles vs Non-letter strings

LEFT RIGHT

120 right *** 1 7

Increases for Def. Vs. Indef.—

80

100

rightleft

** **

60

80*

*

20

40

0

1 2 3 4 5 6 7

R i t i t t iRegion anterior to posterior

It takes two hemispheres for true h icomprehension

One can look for the forest among One can look for the forest among the trees

Why I always had to set the table t d th ’ hat my grandmother’s house

LEFT POST. RIGHT MEDIALWrittenWritten

-Uncon

Spoken p-

Uncon

Picture -

UUncon

It takes two hemispheres for true h icomprehension

One can look for the forests One can look for the forests among the trees

Why I always had to set the table t d th ’ hat my grandmother’s house

Inappropriate - Unrelated

Immediate Test PointImmediate Test Point

Inappropriate - Unrelated

Delayed Test PointDelayed Test Point

Funding Sources Funding Sources NIH R01 NS29926 NIH R01 NS29926 NSF SBR 980607 NSF SBR 980607 NSF SBR 980607 NSF SBR 980607

NIH T32 MH18931NIH T32 MH18931

MAG b@ i dMAGernsb@wisc.eduwww gernsbacherlab orgwww.gernsbacherlab.org