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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Hits 1 – 6 of 6 1 Unfolding of cognitive effort in aphasia (Chapman & Hallowell, 2021) ... Chapman, Laura Roche; Hallowell, Brooke. - : ASHA journals, 2021 BASE Show details 2 Unfolding of cognitive effort in aphasia (Chapman & Hallowell, 2021) ... Chapman, Laura Roche; Hallowell, Brooke. - : ASHA journals, 2021 BASE Show details 3 Supplemental material, Chapman & Hallowell, "The Unfolding of Cognitive Effort During Sentence Processing: Pupillometric Evidence From People With and Without Aphasia," ... Chapman, Laura Roche; Hallowell, Brooke. - : Unpublished, 2021 BASE Show details 4 Expecting Questions Modulates Cognitive Effort in a Syntactic Processing Task: Evidence From Pupillometry Chapman, Laura Roche; Hallowell, Brooke In: J Speech Lang Hear Res (2021) Abstract: PURPOSE: Pupillary responses captured via pupillometry (measurement of pupillary dilation and constriction during the performance of a cognitive task) are psychophysiological indicators of cognitive effort, attention, arousal, and resource engagement. Pupillometry may be a promising tool for enhancing our understanding of the relationship between cognition and language in people with and without aphasia. Interpretation of pupillary responses is complex. This study was designed as a stepping-stone for future pupillometric studies involving people with aphasia. Asking comprehension questions is common in language processing research involving people with and without aphasia. However, the influence of comprehension questions on pupillometric indices of task engagement (tonic responses) and cognitive effort (task-evoked responses of the pupil [TERPs]) is unknown. We tested whether asking comprehension questions influenced pupillometric results of adults without aphasia during a syntactic processing task. METHOD: Forty adults without aphasia listened to easy (canonical) and difficult (noncanonical) sentences in two conditions: one that contained an explicit comprehension task (question condition) and one that did not (no-question condition). The influence of condition and canonicity on pupillary responses was examined. RESULTS: The influence of canonicity was only significant in the question condition: TERPs for difficult sentences were larger than TERPs for easy sentences. Tonic responses did not differ between conditions. CONCLUSIONS: Although participants had similar levels of attentiveness in both conditions, increases in indices of cognitive effort during syntactic processing were significant only when participants expected comprehension questions. Results contribute to a body of evidence indicating the importance of task design and careful linguistic stimulus control when using pupillometry to study language processing. SUPPLEMENTAL MATERIAL: https://doi.org/10.23641/asha.13480368 Keyword: Language URL: http://www.ncbi.nlm.nih.gov/pubmed/33375842 http://www.ncbi.nlm.nih.gov/pmc/articles/PMC8608151/ https://doi.org/10.1044/2020_JSLHR-20-00071 BASE Hide details 5 Expecting questions modulates effort: Pupillometry (Chapman & Hallowell, 2020) ... Chapman, Laura Roche; Hallowell, Brooke. - : ASHA journals, 2020 BASE Show details 6 Expecting questions modulates effort: Pupillometry (Chapman & Hallowell, 2020) ... Chapman, Laura Roche; Hallowell, Brooke. - : ASHA journals, 2020 BASE Show details

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