Name: an experimental paradigm for measuring the effects of ageing on sentence processing
Uploaded: 2019-10-25T14:30:00
Description: Watch this Scientific Journal Video about An Experimental Paradigm for Measuring the Effects of Ageing on Sentence Processing at JoVE.com

This study was supported by the Shandong Social Science Planning Fund [17CQRJ04], and Humanities and Social Sciences Foundation of Ministry of Education of China [18YJA740048].

The experiment was approved by the Ethics Committee of Beijing Foreign Studies University and it complied with the guideline for experiments with human subjects. All participants in the experiment provided written informed consent.
1. Stimuli Construction
<ol>
	<li>Construct experimental stimuli on the basis of the specific experimental questions. This protocol is intended to explore the effect of ageing on online sentence processing during reading, and as such, the visual stimuli used in th...

<ol>
	<li>Obler, L. K., Nicholas, M., Albert, M. L., Woodward, S. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=On+comprehension+across+the+adult+lifespan.">On comprehension across the adult lifespan.</a> Cortex. 21 (2), 273-280 (1985).</li><li>Zurif, E., Swinney, D., Prather, P., Wingfield, A., Brownell, H. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=The+allocation+of+memory+resources+during+sentence+comprehension:+Evidence+from+the+Elderly.">The allocation of memory resources during sentence comprehension: Evidence from the Elderly.</a> Journal of Psycholinguistic Research. 24 (3), 165-182 (1995).</li><li>Waters, G. S., Caplan, D. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Age,+working+memory,+and+on-line+syntactic+processing+in+sentence+comprehension.">Age, working memory, and on-line syntactic processing in sentence comprehension.</a> Psychology and Aging. 16 (1), 128-144 (2001).</li><li>DeDe, G. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Effects+of+animacy+on+processing+relative+clauses+in+older+and+younger+adults.">Effects of animacy on processing relative clauses in older and younger adults.</a> The Quarterly Journal of Experimental Psychology. 68 (3), 487-498 (2015).</li><li>Liu, X., Wang, W., Wang, H. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Age+differences+in+the+effect+of+animacy+on+Mandarin+sentence+processing.">Age differences in the effect of animacy on Mandarin sentence processing.</a> PeerJ. 7, e6437 (2019).</li><li>Gibson, E. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Linguistic+complexity:+locality+of+syntactic+dependencies.">Linguistic complexity: locality of syntactic dependencies.</a> Cognition. 68 (1), 1-76 (1998).</li><li>Gibson, E., Miyashita, Y., Marantz, A., O'Neil, W. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=The+dependency+locality+theory:+a+distance-based+theory+of+linguistic+complexity.">The dependency locality theory: a distance-based theory of linguistic complexity.</a> Image, Language, Brain. , 95-126 (2000).</li><li>Gibson, E., Ko, K. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=An+integration-based+theory+of+computational+resources+in+sentence+comprehension.">An integration-based theory of computational resources in sentence comprehension.</a> Fourth Architectures and Mechanisms in Language Processing Conference. , (1998).</li><li>Hsiao, F., Gibson, E. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Processing+relative+clauses+in+Chinese.">Processing relative clauses in Chinese.</a> Cognition. 90 (1), 3-27 (2003).</li><li>Vasishth, S., Lewis, R. L. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Argument-head+distance+and+processing+complexity:+Explaining+both+locality+and+anti-locality+effects.">Argument-head distance and processing complexity: Explaining both locality and anti-locality effects.</a> Language. 82 (4), 767-794 (2006).</li><li>He, W., Xu, N., Ji, R. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Effects+of+Age+and+Location+in+Chinese+Relative+Clauses+Processing.">Effects of Age and Location in Chinese Relative Clauses Processing.</a> Journal of Psycholinguistic Research. 46 (5), 1-20 (2017).</li><li>Witzel, N., Witzel, J., Forster, K. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Comparisons+of+online+reading+paradigms:+Eye+tracking,+moving-window,+and+maze.">Comparisons of online reading paradigms: Eye tracking, moving-window, and maze.</a> Journal of Psycholinguistic Research. 41 (2), 105-128 (2012).</li><li>Rayner, K., Pollatsek, A., Traxler, M., Gernsbacher, M. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Eye+movement+control+in+reading.">Eye movement control in reading.</a> Handbook of psycholinguistics. , 609-653 (2006).</li><li>Rayner, K., Sereno, S. C., Gernsbacher, M. A. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Eye+movements+in+reading:+Psycholinguistic+studies.">Eye movements in reading: Psycholinguistic studies.</a> Handbook of psycholinguistics. , 57-81 (1994).</li><li>Staub, A., Rayner, K., Gaskell, G. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Eye+movements+and+on-line+comprehension+processes.">Eye movements and on-line comprehension processes.</a> The Oxford handbook of psycholinguistics. , 327-342 (2007).</li><li>Forster, K. I., Guerrera, C., Elliot, L. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=The+maze+task:+Measuring+forced+incremental+sentence+processing+time.">The maze task: Measuring forced incremental sentence processing time.</a> Behavior Research Methods. 41 (1), 163-171 (2009).</li><li>Nicol, J. L., Forster, K. I., Veres, C. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Subject-verb+agreement+processes+in+comprehension.">Subject-verb agreement processes in comprehension.</a> Journal of Memory and Language. 36, 569587 (1997).</li><li>Forster, K. I. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Using+a+maze+task+to+track+lexical+and+sentence+processing.">Using a maze task to track lexical and sentence processing.</a> Mental Lexicon. 5 (3), 347-357 (2010).</li><li>Qiao, X., Shen, L., Forster, K. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Relative+clause+processing+in+Mandarin:+Evidence+from+the+maze+task.">Relative clause processing in Mandarin: Evidence from the maze task.</a> Language and Cognitive Processes. 27 (4), 611-630 (2002).</li><li>Caplan, D., DeDe, G., Waters, G., Michaud, J., Tripodis, Y. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Effects+of+age,+speed+of+processing,+and+working+memory+on+comprehension+of+sentences+with+relative+clauses.">Effects of age, speed of processing, and working memory on comprehension of sentences with relative clauses.</a> Psychology and Aging. 26 (2), 439-450 (2011).</li><li>Stine-Morrow, E. A., Ryan, S., Leonard, J. S. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Age+differences+in+on-line+syntactic+processing.">Age differences in on-line syntactic processing.</a> Experimental Aging Research. 26 (4), 315-322 (2000).</li><li>Reisberg, B., Ferris, S. H., de Leon, M. J., Crook, T. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=The+Global+Deterioration+Scale+for+assessment+of+primary+degenerative+dementia.">The Global Deterioration Scale for assessment of primary degenerative dementia.</a> The American Journal of Psychiatry. 139, (1982).</li><li>Wechsler, D. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=.">.</a> Wechsler memory scale - Revised. , (1987).</li></ol>

In this study, a maze task was used to find the exact location for the effect of ageing on sentence processing. The study examined how older adults and younger adults differentially processed Chinese SRCs and ORCs. In the task, participants were instructed to read a sentence by choosing between two alternatives, only one of which was the grammatical continuation of the sentence. They were required to make the choice as quickly and as accurately as possible. If participants chose the correct alternatives in the sequence, ...

Sentence processing is an essential process for human beings to comprehend sentences in natural languages. It requires integrating incoming words into the existing sentential structures and establishes relationships between words in the sentence in a way which conforms to the grammatical constraints. As sentence processing is a resource-demanding process, older adults tend to encounter difficulties due to the age-related decline in working memory. Previous studies have found that older adults have great difficulties in comprehending and processing sentences with complex syntactic structures such as relative clauses (RCs): &#34;The reporter whom the senator attacked admitted error&#34;1. Most previous studies focused on RCs to investigate the effect of ageing on sentence processing. Compared with younger adults, older adults have lower accuracy and efficiency in RC comprehension. However, despite the extensive studies on RC processing by older adults, it is still not clear which parts of RCs are more difficult to process for older adults as they read sentences word by word. Zurif et al. (1995) found that older adults had greater difficulty at the RC verbs (&#34;attacked&#34;) as they were less efficient to assign the patient roles to the objects of the verbs (&#34;reporter&#34;)2. However, some studies suggest that older adults did not perform differently from the younger controls at any particular region. Rather the difficulties occurred when participants finished reading the entire sentences3. Still, several other studies found that older adults performed less efficiently than younger adults at the RC subjects (&#34;the senator&#34;) and verbs (&#34;attacked&#34;)4,5. In other words, the precise locations of the processing difficulties for older adults have not yet been clearly identified.
Sentence processing is an incremental process that requires sufficient cognitive resources. According to the Dependency Locality Theory (DLT)6,7, the processing difficulties or costs in sentence processing are determined by the distance between the incoming word and the dependent word to which it is attached and thus the costs may vary at different regions in the sentence. The processing costs increase when the distance between the word and its dependent is longer. Therefore, due to the decline of working memory in older adults, they may encounter greater difficulties than younger adults at the words that are located far away from their dependents and are cognitively more costly, such as the verbs (&#39;attacked&#39;) of object RCs. Although the DLT was supported by prior work8,9, it has also been challenged by a number of studies10. The study of the precise locations of the processing difficulties in older and younger adults can test the validity of the DLT and help us to understand the relationships between sentence processing and cognitive resources. It can also provide a fine-grained picture of how ageing might influence online sentence processing.
Previous studies on the effect of ageing on sentence processing during reading have mostly adopted self-paced reading5,11, self-paced listening4 and cross-modal priming2. As an online measure, cross-modal priming tasks can be used to probe the activation of syntactic or lexical information in sentence processing. However, this task can only reveal the processing performance at a certain word or phrase and thus it does not allow us to measure participants&#39; performance at different segments of the sentence to identify where their processing difficulties are mainly located. Actually, so far there has been only one study which used the cross-modal priming task to examine the age-related decline in sentence processing. Zurif et al. (1995) discovered that older adults encountered greater difficulty in processing English object RCs at the verb regions when the distance between gaps and fillers was longer2. The study suggested that there was an age-related decline in RC processing as a result of the lack of working memory resources2. However, due to methodological constraints, the study failed to provide information regarding the processing difficulty at other regions of RCs.
As one of the most frequently used approaches in the research into the effect of ageing on sentence processing, self-paced reading (SPR) tasks require participants to read sentences word by word by pressing a specific button. Participants indicate with a press of the button that they have finished reading the word on the screen and then the next word appear, replacing the previous one. The participants repeat this procedure until all words of the sentence are presented, at which point they are required to answer a comprehension question related to the meaning of the sentences they have just read. Reading times (RTs) are recorded and used to measure the processing difficulties for each sentence segment and responses to the sentence-final questions are used to measure the accuracy of sentence comprehension. SPR tasks differ significantly from natural reading because only one word is allowed to be displayed at a time and regressive eye movements are not possible12. The unnatural aspect of SPR tasks has the advantage of reducing the number of strategies used by participants and thus the interference of processing strategies on participants&#39; performance can be minimized. Therefore, SPR tasks are helpful for researchers to identify the processing difficulties related to processing every word in the sentences. The major problem with SPR tasks is that they cannot ensure accurate measurement of RTs as participants may delay button-pushing to memorize the sentences or speed up button-pushing to buffer each region for later construction in the sentences12.
Apart from SPR tasks, eye-tracking has also been frequently used in studies on sentence processing13,14,15. In eye-tracking experiments, full sentences are presented to participants and they are asked to read them naturally. The duration and location of eye fixations and regressions are recorded. The advantage of eye-tracking is that it allows for natural reading and puts little constraints on how participants read sentences12. However, the naturalness of eye-tracking also makes it difficult for researchers to assess the exact processing costs because participants might adopt a wide variety of reading strategies such as skimming or word-by-word reading12. Therefore, we are not clear whether the fixation location and duration reflect processing difficulties or the application of certain reading strategies.
In this study, we adopted a maze task16,17, which can solve these problems with SPR tasks, eyetracking and cross-modal priming tasks. A maze task is a more updated reading paradigm and an adaptation of self-paced reading tasks. The task is an approach adopted in psycholinguistic experiments to record RTs as participants read sentences word by word. In the tasks, participants are required to read a sentence by making a choice between two alternatives for each segment of the sentence16. The procedure of a maze task is demonstrated in Figure 1.
<img alt="Figure 1" class="xfigimg" src="/files/ftp_upload/60417/60417fig1.jpg" /> 
Figure 1: A sample display of the sequential frames in a maze sentence. The figure shows that there are two alternative words in each frame, only one of which can continue the sentence. <a href="https://www.jove.com/files/ftp_upload/60417/60417fig1large.jpg" target="_blank">Please click here to view a larger version of this figure.</a>
If the first word of the sentence is the, which is followed by the pair cat and on, the participants are expected to choose cat by pressing a button to indicate that the word on the left is the grammatical continuation of the sentence. When the next pair of words (to and ate) is presented, the participants are expected to choose ate because it can serve as the verb of the sentence. This procedure is repeated until they arrive at the end of the sentence. In case they make a mistake, the current trial will be terminated, and the next trial starts. An online demonstration of the maze task provided by Kenneth Forster can be found at http://www.u.arizona.edu/~kforster/MAZE.
The maze task is a highly constrained experimental paradigm in which participants are not permitted to look ahead or back to the previous section of the sentence18,19. Each word must be integrated with the existing structure before participants can proceed to read the following word. This method requires participants to process the sentences very carefully and accurately and it reduces the processing strategies available to participants. It allows us to make an objective measurement of RTs in online sentence comprehension. Moreover, the maze task is more sensitive to the processing costs associated with integrating words into sentences12,16, as it places unusual constraints on the processing strategies available to the participants. In this sense, the maze task is particularly suitable for the studies of sentence processing by older adults. Due to their richer language experience, older adults tend to adopt various compensation strategies such as prediction to make their performance comparable with younger adults4. These strategies make the age differences in sentence processing less noticeable. In a maze task, if participants make a response prematurely, they will be forced to respond randomly at the next frame and thus, they are most likely to make an error. Therefore, the task does not allow participants to make predictions and the effect measured by the task is unanticipated in nature. By reducing the number of sentence processing strategies available to older adults12,16, the maze task allows for more objective assessment of the processing difficulties of older adults during sentence reading.
The maze task was utilized in our study to pinpoint the processing difficulties for older adults in sentence comprehension and to localize the effect of ageing. As older adults generally have slower speed of processing and longer reading times than younger adults, most previous studies evaluated the effect of ageing by measuring the extent to which the effect of syntactic complexity or processing cost is modulated by age, a common practice in the research into the effect of ageing on sentence processing. Most studies chose to use object relative clauses (ORCs) and subject relative clauses (SRCs) as the experimental stimuli as they represent syntactically more complex structures and less complex structures, as exemplified below. Therefore, in this study, we also examined the effect of ageing by evaluating the influence of age on the processing difference between SRCs and ORCs.
a. Subject relative clause, SRC: The girl who chased the boy was wearing a hat. 
b. Object relative clause, ORC: The girl whom the boy chased was wearing a hat.
According to Gibson&#39;s Dependency Locality Theory6,7, sentence (b) is more difficult to process than sentence (a) as there are higher storage costs and integration costs involved in (b) to assign patient role to the head noun girl. By comparing participants&#39; performance in processing SRCs and ORCs, we are able to find out how they process sentences with different cognitive burdens. However, previous studies are divided with regard to their interpretation of the effect of syntactic complexity. Some studies maintained that if the effect of sentence complexity is exacerbated in older adults, it suggests that older adults are more sensitive to processing costs than younger adults3,20. Therefore, the amplified effect of sentence complexity is regarded as the evidence for age-related decline in sentence processing. Other studies, however, proposed that an effect of sentence complexity indicated that older adults are capable of allocating cognitive recourses to sentence processing and thus it should be viewed as a sign for the preservation of sentence processing ability in older adults21. The two lines of research are divergent in their interpretation of the effect of sentence complexity mainly because the experimental methods used in these studies such as SPR or cross-modal priming cannot tell us whether older adults actually use their working memory resources to integrate the words into the previous sections of the sentence or they cannot integrate the words due to the lack of working memory recourses. The maze task can provide a perfect solution to this problem because participants are forced to integrate the words into the previous structures in this task. Therefore, it is safe to say that the RTs obtained from the maze task represent the actual processing costs or processing difficulty in sentence processing. The maze task provides an effective means to explore sentence processing by older adults. Qiao, Shen and Forster (2002) used the maze task to examine the processing of Mandarin RCs and discovered that this technique was highly sensitive to sentence complexity effect in the processing of Mandarin subject- and object-extracted RCs19. The study indicates that the maze task is applicable to the research which is intended to localize the experimental effect in Mandarin sentence processing or lexical processing.

<table border="1" fo:keep-together.within-page="1" fo:keep-with-next.within-page="always">
	<tbody>
		<tr>
			<td>Computers</td>
			<td>N/A</td>
			<td>N/A</td>
			<td>Used to present stimuli and record subjects&#39; responses.</td>
		</tr>
		<tr>
			<td>E-prime</td>
			<td>PST</td>
			<td>2.0.8.22</td>
			<td>Stimulus presentation software</td>
		</tr>
		<tr>
			<td>The Digital Working Memory Span Test</td>
			<td>N/A</td>
			<td>N/A</td>
			<td>Used to assess subjects&#39; working memory span. From Wechsler (1987).</td>
		</tr>
		<tr>
			<td>The Global Deterioration Scale (GDS)</td>
			<td>N/A</td>
			<td>N/A</td>
			<td>Used to assess subjects&#39; general cognitive status. From Reisberg, Ferris, de Leon and Crook (1988)</td>
		</tr>
	</tbody>
</table>

an experimental paradigm for measuring the effects of ageing on sentence processing

Previous studies have found that older adults have greater difficulties in processing syntactically complex sentences than younger adults. However, the exact regions where the difficulties arise have not been fully identified. In this study, a maze task was implemented to investigate how older adults and younger adults differentially processed two types of sentences with different levels of syntactic complexity, namely subject relative clauses and object relative clauses. Participants were asked to choose between two alternatives at each segment of the sentences. The task required participants to engage in a strictly incremental mode of processing. The reading times for each segment were recorded, allowing the quantification of the difficulty of sentence reading. The task allowed us to identify the exact locations of the processing difficulty and thus facilitate a more accurate assessment of the age-related decline in sentence processing. The results indicate that the effect of ageing was found mainly at the head nouns, but not at other regions of the sentences, a finding which suggests that the maze task is an effective method to identify the exact location of the ageing effect on sentence processing. The implications of this experimental paradigm for investigating the effect of ageing on sentence processing are discussed.

This study is intended to examine the effect of ageing on online sentence processing using a maze task. The RTs for each segment in the sentences are used to indicate the processing difficulty. In this study, we explored how a group of older adults (Mage = 65.2, SD = 3.04, Range = 59 -74) and younger adults (Mage = 19.1, SD = 1.04, Range = 18-23) differentially processed Mandarin SRCs and ORCs. The two age groups were matched in education (Mold = 12.8, SD ...

Watch this Scientific Journal Video about An Experimental Paradigm for Measuring the Effects of Ageing on Sentence Processing at JoVE.com

An Experimental Paradigm for Measuring the Effects of Ageing on Sentence Processing

Here, we present a protocol to examine the age-related decline in sentence processing using a maze task that allowed us to localize the processing difficulty at each word of the sentences during reading.

Previous studies have found that older adults have greater difficulties in processing syntactically complex sentences than younger adults. However, the ...

This protocol offers an effective means for investigating the experimental effects of online sentence processing in different age groups and can overcome the problems with ad tracking in self-paced reading tasks. Using this technique, we can accurately measure the reading times of each segment in the sentences enabling us to precisely locate the processing difficulty in sentence comprehension. Demonstrating the procedure will be Liu Chong, a student from my department.Before beginning the procedure, instruct the participant to sit at a computer workstation in the laboratory and ask the participant to read and sign the consent forms. After providing verbal instructions to the participant to ensure that they are clear about the requirements of the task, ask the participant to choose between the two words or phrases on the computer screen to form a grammatical continuation of the sentence. Inform the participant that their responses will be timed so they are expected to respond as quickly and as accurately as possible.Next, present this message on the computer screen to the participant for their careful review and answer any questions that the participant may have about the instructions. Have the participant complete a small number of practice questions to ensure that they understand how to perform the task with the message incorrect appearing on the computer screen as feedback for any incorrect answers. When all of the practice questions have been completed, ask the participant to press the P button on the keyboard to repeat the practice session or to press the Spacebar to begin if they are ready to begin the experimental session.During the task, the items should be presented on the computer screen as black letters on a white background. Have the participant read the items and for each segment use the F button to select the word on the left or the J button to select the word on the right. If the participant selects the correct answer, present the next pair of words.When the wrong answer is selected, terminate the sentence and have the next sentence appear. For testing of the participant's working memory by the Wechsler Memory Scale, have the participant listen to a short sequence of digits that are presented auditorily at the rate of one digit per second. Then have the participant repeat the digit sequence in the same order using a digital recording device to record the participant's responses and recording the participant's responses on a record form.At the end of the experiment, ask the participant to complete questionnaires about their background information including their age, gender, and years of education before compensating the participant for their participation. Here, the mean reading times by age group and word in each region for one representative experiment are shown. In this figure, the average reading times for older and younger adults for each region in the sentence are summarized for the same experiment.The most important things to remember are to provide two alternatives for each segment in the sentences and to have participants choose between the two options. This technique can also be used to investigate the language comprehension deficits in patients with neurological diseases such as Alzheimer's or Parkinson's diseases.

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