Inhibitory Control and Patterns of Errors in Resolution of Syntactically Ambiguous Sentences

Abstract

Abstract Sentences that have more than one possible meaning are said to be syntactically ambiguous (SA). Because the correct interpretation of these sentences can be unclear, resolving SA sentences can be cognitively demanding for children, particularly with regards to inhibitory control (IC). In this study we provide three lines of evidence supporting the importance of IC in SA resolution. First, we show that children with higher IC resolve more SA sentences correctly. Second, we show that SA resolution is worse on tasks that place higher demands on IC, even for children with high IC. Third, we show that children with higher IC make different types of SA errors than children with lower IC. This study expands understanding of the cognitive skills underlying language and suggests a need to consider task demands on IC when developing educational curriculums.