{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/92997"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/92997","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"Efficient language processing: the role of memory and visuo-spatial context","abstract":"A hallmark of adult language processing is the efficiency with which it unfolds despite the massive amount of ambiguity present in the linguistic signal. Prior work has shown that visuo-spatial (e.g., Heller et al., 2008; Ryskin et al., 2014) and pragmatic (Sedivy et al., 1999) contextual information can be rapidly integrated during the comprehension process. In this dissertation, I explored the use of this information during on-line language processing and how it is supported by learning and memory mechanisms. In Chapter 2, I examined whether individual differences in working memory, basic recall, and memory cue generation predict the ability to make use of information about visual perspective differences during comprehension. A targeted re-analysis of these data (Experiment 2), examined how perspective-taking evolves within a conversational pair, over the course of the conversation. In Chapter 3, I explored the use of spatial perspective-taking during comprehension. In two experiments (Experiments 3 and 4), I examine how listeners encode spatial perspectives in a speaker-specific fashion and use this information during interpretation of spatial language. In Chapter 4, I examined whether listeners can learn high-level, pragmatic information about a speaker through exposure and integrate it with the visual context on-line, during sentence processing. I examined the ability of listeners to learn and transfer this information across contexts (Experiments 5a and 5b), as well as the ability to use this information within a context (Experiment 6). The results of the work reported in this dissertation point to an important role for context-specific learning in the ability of the language processing system to rapidly and efficiently integrate visual, spatial, and pragmatic information during on-line comprehension.","abstract_html":"A hallmark of adult language processing is the efficiency with which it unfolds despite the massive amount of ambiguity present in the linguistic signal. Prior work has shown that visuo-spatial (e.g., Heller et al., 2008; Ryskin et al., 2014) and pragmatic (Sedivy et al., 1999) contextual information can be rapidly integrated during the comprehension process. In this dissertation, I explored the use of this information during on-line language processing and how it is supported by learning and memory mechanisms. In Chapter 2, I examined whether individual differences in working memory, basic recall, and memory cue generation predict the ability to make use of information about visual perspective differences during comprehension. A targeted re-analysis of these data (Experiment 2), examined how perspective-taking evolves within a conversational pair, over the course of the conversation. In Chapter 3, I explored the use of spatial perspective-taking during comprehension. In two experiments (Experiments 3 and 4), I examine how listeners encode spatial perspectives in a speaker-specific fashion and use this information during interpretation of spatial language. In Chapter 4, I examined whether listeners can learn high-level, pragmatic information about a speaker through exposure and integrate it with the visual context on-line, during sentence processing. I examined the ability of listeners to learn and transfer this information across contexts (Experiments 5a and 5b), as well as the ability to use this information within a context (Experiment 6). The results of the work reported in this dissertation point to an important role for context-specific learning in the ability of the language processing system to rapidly and efficiently integrate visual, spatial, and pragmatic information during on-line comprehension.","abstract_has_math":false,"creators":["Ryskin, Rachel A"],"institution":"University of Illinois at Urbana-Champaign","degree_name":"Ph.D.","degree_level":"Dissertation","degree_discipline":"Psychology","degree_department":null,"school":null,"contributors":["Brown-Schmidt, Sarah","Benjamin, Aaron","Dell, Gary","Federmeier, Kara","Wang, Ranxiao Frances"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2016,"date_issued":"2016-11-10T18:39:03Z","date_published":"2016-11-10T18:39:03Z","updated_at":"2026-07-22T22:26:35Z","subjects":["language processing","language comprehension","memory","eye-tracking"],"languages":["en"],"rights":["Copyright 2016 Rachel Ryskin"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"http://hdl.handle.net/2142/92997","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Brown-Schmidt, Sarah","Benjamin, Aaron","Dell, Gary","Federmeier, Kara","Wang, Ranxiao Frances"]},{"key":"dc:creator","label":"Author","values":["Ryskin, Rachel A"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2016-11-10T18:39:03Z","2018-11-11T10:15:24Z","2016-06-02","2016-08"]},{"key":"dc:type","label":"Dc Type","values":["text"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Psychology"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ph.D."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["language processing","language comprehension","memory","eye-tracking"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["en"]},{"key":"dc:rights","label":"Dc Rights","values":["Copyright 2016 Rachel Ryskin"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["http://hdl.handle.net/2142/92997"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["A hallmark of adult language processing is the efficiency with which it unfolds despite the massive amount of ambiguity present in the linguistic signal. Prior work has shown that visuo-spatial (e.g., Heller et al., 2008; Ryskin et al., 2014) and pragmatic (Sedivy et al., 1999) contextual information can be rapidly integrated during the comprehension process. In this dissertation, I explored the use of this information during on-line language processing and how it is supported by learning and memory mechanisms. In Chapter 2, I examined whether individual differences in working memory, basic recall, and memory cue generation predict the ability to make use of information about visual perspective differences during comprehension. A targeted re-analysis of these data (Experiment 2), examined how perspective-taking evolves within a conversational pair, over the course of the conversation. In Chapter 3, I explored the use of spatial perspective-taking during comprehension. In two experiments (Experiments 3 and 4), I examine how listeners encode spatial perspectives in a speaker-specific fashion and use this information during interpretation of spatial language. In Chapter 4, I examined whether listeners can learn high-level, pragmatic information about a speaker through exposure and integrate it with the visual context on-line, during sentence processing. I examined the ability of listeners to learn and transfer this information across contexts (Experiments 5a and 5b), as well as the ability to use this information within a context (Experiment 6). The results of the work reported in this dissertation point to an important role for context-specific learning in the ability of the language processing system to rapidly and efficiently integrate visual, spatial, and pragmatic information during on-line comprehension.","Submission published under a 24 month embargo labeled 'U of I Access', the embargo will last until 2018-08-01","The student, Rachel Ryskin, accepted the attached license on 2016-05-31 at 15:30.","The student, Rachel Ryskin, submitted this Dissertation for approval on 2016-05-31 at 16:13.","This Dissertation was approved for publication on 2016-06-02 at 15:31.","DSpace SAF Submission Ingestion Package generated from Vireo submission #9636 on 2016-11-10 at 12:24:19","Made available in DSpace on 2016-11-10T18:39:03Z (GMT). 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Prior work has shown that visuo-spatial (e.g., Heller et al., 2008; Ryskin et al., 2014) and pragmatic (Sedivy et al., 1999) contextual information can be rapidly integrated during the comprehension process. In this dissertation, I explored the use of this information during on-line language processing and how it is supported by learning and memory mechanisms. In Chapter 2, I examined whether individual differences in working memory, basic recall, and memory cue generation predict the ability to make use of information about visual perspective differences during comprehension. A targeted re-analysis of these data (Experiment 2), examined how perspective-taking evolves within a conversational pair, over the course of the conversation. In Chapter 3, I explored the use of spatial perspective-taking during comprehension. In two experiments (Experiments 3 and 4), I examine how listeners encode spatial perspectives in a speaker-specific fashion and use this information during interpretation of spatial language. In Chapter 4, I examined whether listeners can learn high-level, pragmatic information about a speaker through exposure and integrate it with the visual context on-line, during sentence processing. I examined the ability of listeners to learn and transfer this information across contexts (Experiments 5a and 5b), as well as the ability to use this information within a context (Experiment 6). The results of the work reported in this dissertation point to an important role for context-specific learning in the ability of the language processing system to rapidly and efficiently integrate visual, spatial, and pragmatic information during on-line comprehension.","Submission published under a 24 month embargo labeled 'U of I Access', the embargo will last until 2018-08-01","The student, Rachel Ryskin, accepted the attached license on 2016-05-31 at 15:30.","The student, Rachel Ryskin, submitted this Dissertation for approval on 2016-05-31 at 16:13.","This Dissertation was approved for publication on 2016-06-02 at 15:31.","DSpace SAF Submission Ingestion Package generated from Vireo submission #9636 on 2016-11-10 at 12:24:19","Made available in DSpace on 2016-11-10T18:39:03Z (GMT). No. of bitstreams: 2 RYSKIN-DISSERTATION-2016.pdf: 10627706 bytes, checksum: 3b4ace82b9f2bb8e08bedda913294913 (MD5) LICENSE.txt: 4210 bytes, checksum: 5b9b675f55d4c8ea13db9bf0dd0f974f (MD5) Previous issue date: 2016-06-02","Embargo set by: Seth Robbins for item 95419 Lift date: 2018-11-10T18:39:22Z Reason: Author requested U of Illinois access only (OA after 2yrs) in Vireo ETD system","Embargo set by: Seth Robbins for item 95419 Lift date: 2018-11-10T18:43:22Z Reason: Author requested U of Illinois access only (OA after 2yrs) in Vireo ETD system","U of I Only Restriction Lifted for Item 95419 on 2018-11-11T10:15:24Z."],"dc:format":["application/pdf"],"dc:identifier":["http://hdl.handle.net/2142/92997"],"dc:language":["en"],"dc:rights":["Copyright 2016 Rachel Ryskin"],"dc:subject":["language processing","language comprehension","memory","eye-tracking"],"dc:title":["Efficient language processing: the role of memory and visuo-spatial context"],"dc:type":["text"],"thesis:degree_discipline":["Psychology"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Ph.D."],"thesis:institution_name":["University of Illinois at Urbana-Champaign"]},"updated_at":"2026-07-22T22:26:35Z"}