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for their valuable comments which helped us improve both the content and the presentation of our paper. We are also grateful to Carolyn Elken in helping us keep track of the various drafts of this paper and for providing valuable editorial help.
Using an interference paradigm, we show across three experiments that adults' order judgments of numbers, sizes, or combined area of dots in pairs of arrays occur spontaneously and automatically, but at different speeds and levels of accuracy. Experiment 1 used circles whose sizes varied between but not within arrays. Variation in circle size interfered(More)
Two experiments are reported which examine children's ability to use referential context when making syntactic choices in language production and comprehension. In a recent on-line study of auditory comprehension, Trueswell, Sekerina, Hill, and Logrip (1999) examined children's and adults' abilities to resolve temporary syntactic ambiguities involving(More)
Number terms and quantifiers share a range of linguistic (syntactic, semantic, and pragmatic) properties. On the basis of these similarities, one might expect these 2 classes of linguistic expression to pose similar problems to children acquiring language. We report here the results of an experiment that explicitly compared the acquisition of numerical(More)
Two experiments were conducted to examine the on-line processing mechanisms used by young children to comprehend pronouns. The work focuses on their use of two highly relevant sources of information: (1) the gender and number features carried by English pronouns, and (2) the differing accessibility of discourse entities, as influenced by order-of-mention in(More)
Our original paper (Grosz, Joshi, and Weinstein, 1983) on centering claimed that certain entities mentioned in an utterance were more central than others and that this property imposed constraints on a speaker's use of different types of referring expression. Centering was proposed as a model that accounted for this phenomenon. We argued that the(More)
Neuropsychologists are playing an increasing role in special education. We explain steps that neuropsychologists can take to ethically and effectively approach the "quasi-forensic" role of independent evaluator. Because neuropsychologists may provide reports for treatment, school programming, and legal disputes, it is important that they are familiar with(More)
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