Why-questions and focus in Italian

In this study we argue that the appropriateness of an answer to a why-question, potentially bearing on multiple contrast classes, is mainly influenced by the focalized argument, which identifies the relevant reference set. The focalization structure, however, interacts in a non-trivial way with the thematic structure and its accessibility, suggesting a general (independent) prominence of the direct object (DO) over the indirect one (IO). In correlation to that, we also observed that DO appears more resistant to extraction compared to IO, while it seems felicitous in a post-IO focalized low position (light NP-shifting). These contrasts are obtained by running five distinct experiments in Italian targeting various dislocation configurations: Four forced choice tasks manipulating leftward dislocation (i) clefting versus (ii) fronting versus (iii) clitic left dislocation and (iv) postverbal reordering (canonical DO IO order vs. IO DO) in ditransitive predicates. Then (v) an acceptability judgment study was administered to assess the difficulty in figuring out a licensing context coherent with the argument ordering, provided in the why-question. To minimize the interacting factors, all sentences included null subjects and a context was provided for each experimental item in the forced choice tasks, introducing the relevant contrast classes.

Measuring (online) word segmentation in adults and children

Since Saffran, Aslin and Newport (1996) showed that infants were sensitive to transitional probabilities between syllables after being exposed to a few minutes of fluent speech, there has been ample research on statistical learning. Word segmentation studies usually test learning by making use of “offline methods” such as forced-choice tasks. However, cognitive factors besides statistical learning possibly influence performance on those tasks. The goal of the present study was to improve a method for measuring word segmentation online. Click sounds were added to the speech stream, both between words and within words. Stronger expectations for the next syllable within words as opposed to between words were expected to result in slower detection of clicks within words, revealing sensitivity to word boundaries. Unexpectedly, we did not find evidence for learning in multiple groups of adults and child participants. We discuss possible methodological factors that could have influenced our results.

Tapping into the potential of remote developmental research: introducing the OxfordBabylab app

The widespread use of mobile touchscreen devices in the home provides the opportunity to conduct remote experimental research with toddlers. We present a study aiming to investigate the feasibility and efficacy of using a mobile app for running alternative forced choice tasks with toddlers in the home. The parents of 153 toddlers aged between 12 and 36 months first completed the Oxford Communicative Development Inventory (CDI) as a measure of their child’s vocabulary, and then completed a receptive vocabulary task with their child on their own mobile device. We evaluated the feasibility in terms of completion and engagement scores and the efficacy in terms of response systematicity. Our results show that it is both feasible and effective to use parents' own mobile devices to run a study with toddlers in their home. Toddlers were successfully engaged and their responses reflected their integration of the audio-visual context presented. We also introduce our OxfordBabylab app, a cross-platform mobile app which implements a customisable template for alternative forced choice tasks.

Choice-dependent cross-modal interaction in the medial prefrontal cortex of rats

Cross-modal interaction (CMI) could significantly influence the perceptional or decision-making process in many circumstances. However, it remains poorly understood what integrative strategies are employed by the brain to deal with different task contexts. To explore it, we examined neural activities of the medial prefrontal cortex (mPFC) of rats performing cue-guided two-alternative forced-choice tasks. In a task requiring rats to discriminate stimuli based on auditory cue, the simultaneous presentation of an uninformative visual cue substantially strengthened mPFC neurons' capability of auditory discrimination mainly through enhancing the response to the preferred cue. Doing this also increased the number of neurons revealing a cue preference. If the task was changed slightly and a visual cue, like the auditory, denoted a specific behavioral direction, mPFC neurons frequently showed a different CMI pattern with an effect of cross-modal enhancement best evoked in information-congruent multisensory trials. In a choice free task, however, the majority of neurons failed to show a cross-modal enhancement effect and cue preference. These results indicate that CMI at the neuronal level is context-dependent in a way that differs from what has been shown in previous studies.

Choice-dependent cross-modal interaction in the medial prefrontal cortex of rats

Cross-modal interaction (CMI) could significantly influence the perceptional or decision-making process in many circumstances. However, it remains poorly understood what integrative strategies are employed by the brain to deal with different task contexts. To explore it, we examined neural activities of the medial prefrontal cortex (mPFC) of rats performing cue-guided two-alternative forced-choice tasks. In a task requiring rats to discriminate stimuli based on auditory cue, the simultaneous presentation of an uninformative visual cue substantially strengthened mPFC neurons' capability of auditory discrimination mainly through enhancing the response to the preferred cue. Doing this also increased the number of neurons revealing a cue preference. If the task was changed slightly and a visual cue, like the auditory, denoted a specific behavioral direction, mPFC neurons frequently showed a different CMI pattern with an effect of cross-modal enhancement best evoked in information-congruent multisensory trials. In a choice free task, however, the majority of neurons failed to show a cross-modal enhancement effect and cue preference. These results indicate that CMI at the neuronal level is context-dependent in a way that differs from what has been shown in previous studies.

Adults’ and Children’s Comprehension of Linguistic Disjunction

Disjunction has played a major role in advancing theories of logic, language, and cognition, featuring as the centerpiece of debates on the origins and development of logical thought. Recent studies have argued that due to non-adult-like pragmatic reasoning, preschool children’s comprehension of linguistic disjunction differs from adults in two ways. First, children are more likely to interpret “or” as “and” (conjunctive interpretations); Second, children are more likely to consider a disjunction as inclusive (lack of exclusivity implicatures). We tested adults and children’s comprehension of disjunction in existential sentences using two and three-alternative forced choice tasks, and analyzed children’s spontaneous verbal reactions prior to their forced-choice judgments. Overall our results are compatible with studies that suggest children understand the basic truth-conditional semantics of disjunction. Children did not interpret “or” as “and”, supporting studies that argue conjunctive interpretations are due to task demands. In addition, even though our forced-choice tasks suggest children interpreted disjunction as inclusive, spontaneous verbal reactions showed that children were sensitive to the adult-like pragmatics of disjunction. Theoretically, these studies provide evidence against previous developmental accounts, and lend themselves to two alternative hypotheses. First, that preschool children’s pragmatic knowledge is more adult-like than previously assumed, but forced-choice judgments are not sensitive enough to capture this knowledge. Second, children may have the knowledge of the relevant lexical scale themselves, but be uncertain whether a new speaker also has this knowledge (mutual knowledge of the scale).

Context-dependent cross-modal interaction in the medial prefrontal cortex of rats

Cross-modal interaction (CMI) could significantly influence the perceptional or decision-making process in many circumstances. However, it remains poorly understood what integrative strategies are employed by the brain to deal with different task contexts. To explore it, we examined neural activities of the medial prefrontal cortex (mPFC) of rats performing cue-guided two-alternative forced-choice tasks. In a task requiring rats to discriminate stimuli based on auditory cue, the simultaneous presentation of an uninformative visual cue substantially strengthened mPFC neurons' capability of auditory discrimination mainly through enhancing the response to the preferred cue. Doing this also increased the number of neurons revealing a cue preference. If the task was changed slightly and a visual cue, like the auditory, denoted a specific behavioral direction, mPFC neurons frequently showed a different CMI pattern with an effect of cross-modal enhancement best evoked in information-congruent multisensory trials. In a choice free task, however, the majority of neurons failed to show a cross-modal enhancement effect and cue preference. These results indicate that CMI at the neuronal level is context-dependent in a way that differs from what has been shown in previous studies.