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Eye movements to pictures of four objects on a screen were monitored as participants followed a spoken instruction to move one of the objects, e.g., ''Pick up the beaker; now put it below the diamond'' (Experiment 1) or heard progressively larger gates and tried to identify the referent (Experiment 2). The distractor objects included a cohort competitor(More)
Three experiments investigated how knowledge influences concept formation and representation in a standard concept acquisition task. The primary comparison was among arbitrary concepts, which had meaningless features; meaningful concepts, which had meaningful features from different domains; and integrated concepts, which had meaningful features(More)
We present an overview of recent work in which eye movements are monitored as people follow spoken instructions to move objects or pictures in a visual workspace. Subjects naturally make saccadic eye-movements to objects that are closely time-locked to relevant information in the instruction. Thus the eye-movements provide a window into the rapid mental(More)
on n n ns s s st t t tr r r ra a a ai i i in n n nt t t t-B B B Ba a a as s s se e e ed d d d A A A An n n na a a al l l ly y y ys s s se e e es s s s A A A Ab b b bs s s st t t tr r r ra a a ac c c ct t t t The processing difficulty of sentences with reduced relative clauses (RRs) is strongly determined by the inherent lexical semantic class of the verbs(More)
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