Building a more engaged scientist from the bottom up: The impact of public engagement training on undergraduate students.

Engaging with the public is increasingly seen as an important role of scientists. Despite that, few opportunities exist for undergraduate students to receive training in engaging with the public about science. Thus, little is known about the impact of such training on students.

Collective nouns are conceptually plural: Evidence from the grammatical SNARC effect.

To develop theories of how comprehenders extract the message from a linguistic stream, it is critical to understand how they conceptually represent referents. The experiments reported here focus on singular collective nouns (e.g.

How quantifiers influence the conceptual representation of plurals.

This paper reports the results of two experiments that investigate the nature of plural conceptual representations that are created during sentence comprehension. Previous work has found that comprehenders seem to represent both a singular object and a plural set of objects during the comprehension of plural nouns. The activation of the singular object has been attributed to the pragmatic processing involved in understanding the plural (Patson, Journal of Experimental Psychology: Learning, Memory and Cognition, 42, 1140-1153, 2016a).

Conceptual Factors Influence Children's Distributivity Bias.

Sentences such as "The girls read a book" can lead to multiple interpretations: They could be reading the same book (collective) or they could each be reading their own book (distributive). In ambiguous contexts, adults prefer the collective interpretation, and preschool children show a slight bias for a distributive interpretation. The current research investigated whether conceptual factors (number of actors) influences interpretations of these kinds of predicates.

Evidence in support of a scalar implicature account of plurality.

There is increasing evidence that the plural is semantically unmarked for number such that a plural can be interpreted as meaning "at least one." The 2 experiments reported here used a picture matching paradigm to investigate the conceptual representations built during the comprehension of sentences with plural definite descriptions (e.g.

Comprehending the impossible: what role do selectional restriction violations play?

To elucidate how different kinds of knowledge are used during comprehension, readers' eye movements were monitored as they read sentences that were: plausible, impossible because of a selectional restriction violation, or impossible because of a violation of general world knowledge. Eye movements on the pre-critical, critical, and post-critical words evidenced disruption in the selectional restriction violation condition compared to the other two conditions. These findings suggest that disruption associated with reading about impossible events is not directly determined by how impossible the event seems.

Misinterpretations in agreement and agreement attraction.

It has been well established that subject-verb number agreement can be disrupted by local noun phrases that differ in number from the subject head noun phrase. In sentence production, mismatches in the grammatical number of the head and local noun phrases lead to agreement errors on the verb as in: the key to the cabinets are. Similarly, although ungrammaticality typically causes disruption in measures of sentence comprehension, the disruption is reduced when the local noun phrase has a plural feature.

The mental representation of plural events.

A growing body of work suggests that in the absence of strong cues to individuation, comprehenders leave their mental representations of plural entities underspecified-that is, they mentally represent plural noun phrases (NPs) as groups or nondifferentiated sets. The current paper investigates whether this also holds for plural events. Experiments 1a-1b used an aspectual coercion manipulation to provide evidence that event plurality can be indexed by the number-of-words judgement task that Patson and Warren [2010.

The conceptual representation of number.

The experiments reported here investigated the format of plural conceptual representations using a picture-matching paradigm. In Experiment 1, participants read sentences that ended with a singular noun phrase (NP), a two-quantified plural NP, or a plural definite description [The parents handed the child the (two) crayon/s] and then saw a picture of one or multiple referents for the NP. Judgement times to confirm that there was overlap between the pictured object(s) and a noun in the sentence showed an interaction between the NP's number and NP-picture match.

Building complex reference objects from dual sets.

There has been considerable psycholinguistic investigation into the conditions that allow separately introduced individuals to be joined into a plural set and represented as a complex reference object (e.g., Eschenbach, et al.

Lexical and Post-Lexical Complexity Effects on Eye Movements in Reading.

The current study investigated how a post-lexical complexity manipulation followed by a lexical complexity manipulation affects eye movements during reading. Both manipulations caused disruption in all measures on the manipulated words, but the patterns of spill-over differed. Critically, the effects of the two kinds of manipulations did not interact, and there was no evidence that post-lexical processing difficulty delayed lexical processing on the next word (c.

Evidence for distributivity effects in comprehension.

In the current article, we introduce a new methodology for detecting whether a word in a sentence is conceptually represented as plural and use it to shed light on a debate about whether comprehenders interpret singular indefinite noun phrases within a distributed predicate as plural during online reading. Experiment 1 extended a methodology previously used by Berent, Pinker, Tzelgov, Bibi, and Goldfarb (2005) to test individual words or word pairs by having readers judge, at a critical word, whether 1 or 2 words appeared on a computer screen while performing self-paced reading on a sentence presented in 1- and 2-word chunks. In line with Berent et al.

Conceptual plural information is used to guide early parsing decisions: Evidence from garden-path sentences with reciprocal verbs.

In three eyetracking studies, we investigated the role of conceptual plurality in initial parsing decisions in temporarily ambiguous sentences with reciprocal verbs (e.g., While the lovers kissed the baby played alone).

Eye movements when reading implausible sentences: investigating potential structural influences on semantic integration.

The disruption that occurs in response to reading about implausible events in unambiguous sentences can be informative about the time course of semantic interpretation (e.g., Hagoort, Hald, Bastiaansen, & Petersson, 2004; Nieuwland & Van Berkum, 2006; Warren & McConnell, 2007).

Lingering misinterpretations in garden-path sentences: evidence from a paraphrasing task.

Using a forced-choice question-answering paradigm, K. Christianson, A. Hollingworth, J.