Eye movements during picture description were used to investigate the time course for structuring embedded clauses. According to the frame-based model of language production (e.g., Garrett, 1975; Ferreira, 2000) speakers make decisions about syntactic structure using structural frames corresponding to clauses or verb phrases. On-line theories allow structure to be built piecemeal corresponding to individual words and phrases (e.g., Kempen & Hoenkamp, 1987). These predictions were tested in two studies where speakers answered questions based on scenes that depicted someone communicating or thinking about an embedded event, eliciting descriptions like A woman is thinking about (a man being chased by a bear/a bear chasing a man). Based on previous eye movement studies (e.g., Meyer & Van Der Meulen, 2000), gaze shifts between agents (bear) and patients (man) were expected to occur less often after hearing biased questions, which provided multiple structural cues, than after unbiased ones. The timing of a difference in gaze shifts would then reflect when speakers considered order of mention and committed to an active or passive structure. Study 1 partially supports a frame-based theory of the syntactic planning while study 2 did not provide evidence for either model. Results are discussed in terms of models of language production and reiterate the need for experimental paradigms that use on-line methods in the investigation of the time-course structuring spoken utterances.

Typescript (photocopy) / Thesis (Ph. D.)--University of Hawaii at Manoa, 1980. / Bibliography: leaves 263-269. / Microfiche. / xvi, 269 leaves, bound ill. 28 cm

The present body of research examined adult bilinguals who acquired a second language (L2) from an early age and who subsequently developed language dominance in that language. The question investigated is whether such "early L2-dominant bilinguals" attain a native level of proficiency in their second language. This possibility was explored by comparing bilinguals who had Cantonese L1 (logographic, morphosyllabic), Vietnamese L1 (alphabetic, morphosyllabic) or some "Other" L1 (alphabetic, non-morphosyllabic) to English monolinguals on various tasks in English (L2). The ability to process spoken stimuli was examined using phoneme deletion, spelling-to-dictation, and auditory comprehension tasks. The results showed that bilinguals from all backgrounds had greater difficulty than monolinguals on tasks that required sublexical skills, with the morphosyllabic groups performing the most poorly. The processing of print was investigated using reading aloud and reading comprehension tasks. In contrast to the auditory tasks, only Cantonese L1 bilinguals displayed any discernable difference from monolinguals on reading. Cantonese L1 bilinguals did, however, outperform monolinguals on orthographic memory tasks, such as the spelling of idiosyncratic L2 words. The findings therefore indicated that L1 linguistic structure influences L2 processing in adulthood, despite the former having become subordinate. In order to elucidate whether transfer effects arise solely from early exposure to L1, or whether L1 maintenance also plays a role, the L1 and L2 proficiency of a separate sample of Cantonese L1 bilinguals was examined. However, no meaningful relationship between L1 and L2 proficiency was found. Finally, a sample of late bilinguals were also tested in order to determine whether the L1-specific effects observed in early bilinguals are simply an attenuated version of those in late bilinguals,. The results revealed that the development of language dominance in L2 does lead to qualitatively different outcomes in L2 for early bilinguals. The findings from the present research are most consistent with the Competition Model (e.g., Hernandez, Li, & MacWhinney, 2005), which espouses the notions of L1 transfer and entrenchment to explain second language acquisition. Overall, the research indicates that native attainment in L2 is not assured for all early L2-dominant bilinguals.

Thesis (M.S.W.)--Smith College School for Social Work, Northampton, Mass., 2007 / Thesis submitted in partial fulfillment for the degree of Master of Social Work. Includes bibliographical references (leaves 65-67).

Thesis (Ph. D.)--University of Newcastle, 1999. / Department of Modern Languages. Includes bibliographical references (leaves 309-390). Also available online.

Thesis: Ph.D.-- University of Western Sydney, Macarthur, 1999. / [A thesis presented to the Faculty of Education and Languages]. Bibliography: p. 292-307.

Research paper (M.A.) -- Cardinal Stritch College -- Milwaukee, 1968. / A research paper submitted in partial fulfillment of the requirements for the degree of Master of Arts in Education (Education of Mentally Handicapped). Includes bibliographical references (p. 27-28).

Thesis (D. Min.)--Perkins School of Theology, Southern Methodist University, 1981. / Abstract and vita. Includes bibliographical references (leaves 133-134).

Thesis (D. Min.)--Perkins School of Theology, Southern Methodist University, 1981. / Abstract and vita. Includes bibliographical references (leaves 133-134).

Thesis (M.A.)--Simon Fraser University, 1998. / Includes bibliographical references (leaves 105-107).