Wh-Words: Existential or Universal Quantifiers in Child Mandarin?

Wh-words have been analysed as existential quantifiers (Chierchia in Logic in grammar: polarity, free choice, and intervention. Oxford University Press, Oxford, 2013; Fox, in Sauerland U, Stateva P (eds) Presupposition and implicature in compositional semantics (Palgrave studies in pragmatics, language and cognition). Palgrave MacMillan, Houndmills, pp 71-120, 2007; Liao in Alternative and exhaustification: non-interrogative uses of Chinese wh-words. Harvard University, 2010) or universal quantifiers (Nishigauchi, in: Theoretical and applied linguistics at Kobe Shoin 2, Kobe Shoin Institute for Linguistic Sciences, 1999). These two accounts have distinct predictions on how children initially interpret wh-words. The universal account predicts that children should initially interpret wh-words as universal quantifiers, whereas the existential account anticipates that children should start out with the existential interpretation. To adjudicate between the two accounts, the present study was designed to explore pre-schoolers' semantic knowledge of wh-quantification. Specifically, it investigated the interpretation of the wh-word shenme 'what' with 4-and 5-year-old Mandarin-speaking children and a control group of adults. Using a Truth Value Judgment Task (Crain and Thornton in Investigations in universal grammar: a guide to experiments on the acquisition of syntax and semantics. MIT Press, Cambridge, 1998), Experiment 1 evaluated whether children interpret the wh-word shenme 'what' as closer in meaning to the polarity sensitive item renhe 'any' or the universal quantifier suoyou 'all' in the antecedent of ruguo 'if' conditionals. Using a Question-Answer Task, Experiments 2 & 3 respectively investigated whether children interpret shenme 'what' as closer in meaning to renhe 'any' or suoyou 'all' in two types of questions: yes-no questions with the particle ma and A-not-A questions. It was found that both children and adults interpret shenme 'what' as closer in meaning to renhe 'any' than suoyou 'all'. The findings suggest that Mandarin-speaking pre-schoolers already have adult-like semantic knowledge of wh-quantification: wh-words are existential quantifiers rather than universal quantifiers. Due to the paucity of primary linguistic input, children's early mastery of the non-interrogative wh-words appear to support the biolinguistic approach to language acquisition (Chomsky in Aspects of the theory of syntax. MIT Press, Cambridge, 1965; Pinker in Language learnability and language development. Harvard University Press, Cambridge, 1984; Crain et al. in Language acquisition from a biolinguistic perspective. Neurosci Biobehav Rev, 2016. https://doi.org/10.1016/j.neubiorev.2016.09.004 ).

The Relationships of Oral Reading Fluency at Word, Sentence, and Passage Levels and Reading Comprehension in Chinese.

This study aims to expand our understanding of the relations of oral reading fluency at word, sentence, and passage levels to reading comprehension in Chinese-speaking secondary school-aged students. In total, 80 participants (46 males and 34 females) ranging from 13 to 15 years old joined this study and were tested on tasks of oral reading fluency at three levels, reading comprehension, and nonverbal IQ. Our results showed a clear relationship from fluency at the level of the word to the sentence and then the passage in oral reading fluency as well as both the direct and indirect importance of word-level oral reading fluency in reading comprehension. Only the indirect effect from word-level oral reading fluency to reading comprehension through passage-level oral reading fluency was significant. Our findings suggest that sentence-level oral reading fluency is the crucial component to reading comprehension in Chinese. Additionally, recognition of the potential value of unique features, such as syntactic awareness and word segment accuracy, that happen at the sentence level should be integrated into instructional activities for reading.

It Costs To Exist: Acceptability Judgments of the Temporal Concord of the Auxiliary Verbs You and Hui in Taiwan Mandarin.

The mechanisms underlying the processing of the temporal reference of a sentence are still unexplored. Most of the previous psycholinguistic studies used the temporal concord violation between deictic time adverbs and tense marking on the verb to investigate this issue. They found that processing past tense marking is more difficult than non-past tense, indicated by lower accuracy rates and/or longer reaction time. However, it is not clear whether this complexity is due to tense marking or the temporal reference it denotes. This paper examines this issue with a judgment acceptability experiment in Taiwan Mandarin, which is analyzed as a tenseless language. The two modal auxiliary verbs you and hui were placed after deictic past time adverbs (grammatical with you but not with hui) and deictic future time adverbs (grammatical with hui but not with you). The temporal concord violation of the auxiliary verb you led to higher acceptability rates but longer reaction time than hui, reflecting higher processing difficulties. This paper argues that these complexities are due to the existential-assertive meaning of you, which interplays with the meaning of the event described by the verb rendering the situation more or less likely to occur in the future. The computation of the temporal concord of hui, displaying a future sense meaning, is more straightforward and therefore easier to process. This suggests that the mechanisms responsible for temporal reference processing are of different nature depending on the semantics of the temporal marker in the sentence.

Mechanisms of Concept Verbalization in the Ethnolinguistic Context.

This article investigates the verbalization mechanisms of the 'family' concept within the Kazakh, Russian, and English linguistic cultures. The research aims to examine the verbal representation mechanisms of the 'family' concept within the linguistic worldviews of the aforementioned cultures. The research material comprises dictionary definitions of the primary lexemes as presented in explanatory dictionaries and synonym dictionaries, proverbs and sayings, phraseological units, and data derived from an associative experiment. The employed analysis methods include component analysis, the descriptive method, the experimental method (psycholinguistic experiment), and the statistical method. This article furnishes a thorough analysis of the linguistic representation methods of the 'family' concept, illuminating its intricate and multidimensional nature. The authors endeavored to identify the concept's structure and describe linguistic units via the interpretation of semantic components. Based on the data procured from the psycholinguistic experiment, the components and layers of the 'family' concept, identified during the analysis, substantiate the theory that this concept plays a fundamental role in the shaping of society and individuals.

A psycholinguistic study of intergroup bias and its cultural propagation.

Intergroup bias is the tendency for people to inflate positive regard for their in-group and derogate the out-group. Across two online experiments (N = 922) this study revisits the methodological premises of research on language as a window into intergroup bias. Experiment 1 examined (i) whether the valence (positivity) of language production differs when communicating about an in- vs. out-group, and (ii) whether the extent of this bias is influenced by the positivity of input descriptors that were initially presented to participants as examples of how an in-group or out-group characterize themselves. Experiment 2 used the linear diffusion chain method to examine how biases are transmitted through cultural generations. Valence of verbal descriptions were quantified using ratings obtained from a large-scale psycholinguistic database. The findings from Experiment 1 indicated a bias towards employing positive language in describing the in-group (exhibiting in-group favoritism), particularly in cases where the input descriptors were negative. However, there was weak evidence for increased negativity aimed at the out-group (i.e., out-group derogation). The findings from Experiment 2 demonstrated that in-group positivity bias propagated across cultural generations at a higher rate than out-group derogation. The results shed light on the formation and cultural transmission of intergroup bias.

Production benefits on encoding are modulated by language experience: Less experience may help.

Several lines of research have shown that performing movements while learning new information aids later retention of that information, compared to learning by perception alone. For instance, articulated words are more accurately remembered than words that are silently read (the production effect). A candidate mechanism for this movement-enhanced encoding, sensorimotor prediction, assumes that acquired sensorimotor associations enable movements to prime associated percepts and hence improve encoding. Yet it is still unknown how the extent of prior sensorimotor experience influences the benefits of movement on encoding. The current study addressed this question by examining whether the production effect is modified by prior language experience. Does the production effect reduce or persist in a second language (L2) compared to a first language (L1)? Two groups of unbalanced bilinguals, German (L1) - English (L2) bilinguals (Experiment 1) and English (L1) - German (L2) bilinguals (Experiment 2), learned lists of German and English words by reading the words silently or reading the words aloud, and they subsequently performed recognition tests. Both groups showed a pronounced production effect (higher recognition accuracy for spoken compared to silently read words) in the first and second languages. Surprisingly, the production effect was greater in the second languages compared to the first languages, across both bilingual groups. We discuss interpretations based on increased phonological encoding, increased effort or attention, or both, when reading aloud in a second language.

A standardized approach to measuring gender transparency in languages.

Languages can express grammatical gender through different ortho-phonological regularities present in nouns (e.g., the cues "-o" and "-a" for the masculine and the feminine respectively in Italian, Portuguese, or Spanish). The term "gender transparency" was coined to describe these regularities (Bates et al., 1995). In gendered languages, we can hence distinguish between transparent nouns, i.e., those displaying form regularities; opaque nouns, i.e., those with ambiguous endings; and irregular nouns, i.e., those that display the typical form regularities but are associated with the opposite gender. Following a descriptive analysis of such regularities, languages have been recently classified according to their degree of gender transparency, which seems relevant in regard to gender acquisition and processing. Yet, there are certain inconsistencies in determining which languages are overall transparent and which are opaque. In particular, it is not clear whether some other complex regularities such as derivational suffixes are also "transparent" cues for gender, what really constitutes an "opaque" noun, or which role orthography and morphology have in transparency. Given the existing inconsistencies in classifying languages as transparent or opaque, this work introduces a proposal to assess gender transparency systematically. Our methodology adapts the standardized factors proposed by Audring (2019) to analyse the relative complexity of gender systems. Such factors are adapted to gender transparency on the basis of the literature on gender acquisition and processing. To support the feasibility of such a proposal, the concepts have been instantiated in a quantitative model to obtain for the first time an objective measure of gender transparency using European Portuguese and Dutch as instances of target languages. Our results coincide with the theoretically expected outcome: European Portuguese obtains a high value of gender transparency while Dutch obtains a moderately low one. Future adaptations of this model to the gender systems of other languages could allow the continuum of gender transparency to sustain robust predictions in studies on gender processing and acquisition.

What eye and hand movements tell us about expectations towards argument order: An eye- and mouse-tracking study in German.

Previous research on real-time sentence processing in German has shown that listeners use the morphological marking of accusative case on a sentence-initial noun phrase to not only interpret the current argument as the object and patient, but also to predict a plausible agent. So far, less is known about the use of case marking to predict the semantic role of upcoming arguments after the subject/agent has been encountered. In the present study, we examined the use of case marking for argument interpretation in transitive as well as ditransitive structures. We aimed to control for multiple factors that could have influenced processing in previous studies, including the animacy of arguments, world knowledge, and the perceptibility of the case cue. Our results from eye- and mouse-tracking indicate that the exploitation of the first case cue that enables the interpretation of the unfolding sentence is influenced by (i) the strength of argument order expectation and (ii) the perceptual salience of the case cue. PsycINFO code: 2720 Linguistics & Language & Speech.

A Comprehensive Examination of Prediction-Based Error as a Mechanism for Syntactic Development: Evidence From Syntactic Priming.

Prediction-based accounts of language acquisition have the potential to explain several different effects in child language acquisition and adult language processing. However, evidence regarding the developmental predictions of such accounts is mixed. Here, we consider several predictions of these accounts in two large-scale developmental studies of syntactic priming of the English dative alternation. Study 1 was a cross-sectional study (N = 140) of children aged 3-9 years, in which we found strong evidence of abstract priming and the lexical boost, but little evidence that either effect was moderated by age. We found weak evidence for a prime surprisal effect; however, exploratory analyses revealed a protracted developmental trajectory for verb-structure biases, providing an explanation as for why prime surprisal effects are more elusive in developmental populations. In a longitudinal study (N = 102) of children in tightly controlled age bands at 42, 48, and 54 months, we found priming effects emerged on trials with verb overlap early but did not observe clear evidence of priming on trials without verb overlap until 54 months. There was no evidence of a prime surprisal effect at any time point and none of the effects were moderated by age. The results relating to the emergence of the abstract priming and lexical boost effects are consistent with prediction-based models, while the absence of age-related effects appears to reflect the structure-specific challenges the dative presents to English-acquiring children. Overall, our complex pattern of findings demonstrates the value of developmental data sets in testing psycholinguistic theory.

ENIGMA: A Web Application for Running Online Artificial Grammar Learning Experiments.

Artificial grammar learning (AGL) is an experimental paradigm frequently adopted to investigate the unconscious and conscious learning and application of linguistic knowledge. This paper will introduce ENIGMA ( https://enigma-lang.org ) as a free, flexible, and lightweight Web-based tool for running online AGL experiments. The application is optimized for desktop and mobile devices with a user-friendly interface, which can present visual and aural stimuli and elicit judgment responses with RT measures. Without limits in time and space, ENIGMA could help collect more data from participants with diverse personal and language backgrounds and variable cognitive skills. Such data are essential to explain complex factors influencing learners' performance in AGL experiments and answer various research questions regarding L1/L2 acquisition. The introduction of the core features in ENIGMA is followed by an example study that partially replicated Chen (Lang Acquis 27(3):331-361, 2020) to illustrate possible experimental designs and examine the quality of the collected data.

So much for plain language: An analysis of the accessibility of U.S. federal laws over time.

Over the last 50 years, there have been efforts on behalf of the U.S. government to simplify legal documents for society at large. However, there has been no systematic evaluation of how effective these efforts-collectively referred to as the "plain-language movement"-have been. Here we report the results of a large-scale longitudinal corpus analysis (n ≈ 225 million words), in which we compared every law passed by congress with a comparably sized sample of English texts from four different baseline genres published during approximately the same time period. We also compared the entirety of the U.S. Code (the official compilation of all federal legislation currently in force) with a large sample of recently published texts from six baseline genres of English. We found that laws remain laden with features associated with psycholinguistic complexity-including center-embedding, passive voice, low-frequency jargon, capitalization, and sentence length-relative to the baseline genres of English, and that the prevalence of most of these features has not meaningfully declined since the initial onset of the plain-language efforts. These findings suggest top-down efforts to simplify legal texts have thus far remained largely ineffectual, despite the apparent tractability of these changes, and call into question the coherence and legitimacy of legal doctrines whose validity rests on the notion of laws being easily interpretable by laypeople. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

People's beliefs about pronouns reflect both the language they speak and their ideologies.

Pronouns often convey information about a person's social identity (e.g., gender). Consequently, pronouns have become a focal point in academic and public debates about whether pronouns should be changed to be more inclusive, such as for people whose identities do not fit current pronoun conventions (e.g., gender nonbinary individuals). Here, we make an empirical contribution to these debates by investigating which social identities lay speakers think that pronouns should encode (if any) and why. Across four studies, participants were asked to evaluate different types of real and hypothetical pronouns, including binary gender pronouns, race pronouns, and identity-neutral pronouns. We sampled speakers of two languages with different pronoun systems: English (N = 1,120) and Turkish (N = 260). English pronouns commonly denote binary gender (e.g., "he" for men), whereas Turkish pronouns are identity-neutral (e.g., "o" for anyone). Participants' reasoning about pronouns reflected both a familiarity preference (i.e., participants preferred the pronoun type used in their language) and-critically-participants' social ideologies. In both language contexts, participants' ideological beliefs that social groups are inherently distinct (essentialism) and should be hierarchal (social dominance orientation) predicted relatively greater endorsement of binary gender pronouns and race pronouns. A preregistered experimental study with an English-speaking sample showed that the relationship between ideology and pronoun endorsement is causal: Ideologies shape attitudes toward pronouns. Together, the present research contributes to linguistic and psychological theories concerning how people reason about language and informs policy-relevant questions about whether and how to implement language changes for social purposes. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

The electrophysiology of lexical prediction of emoji and text.

As emoji often appear naturally alongside text in utterances, they provide a way to study how prediction unfolds in multimodal sentences in direct comparison to unimodal sentences. In this experiment, participants (N = 40) read sentences in which the sentence-final noun appeared in either word form or emoji form, a between-subjects manipulation. The experiment featured both high constraint sentences and low constraint sentences to examine how the lexical processing of emoji interacts with prediction processes in sentence comprehension. Two well-established ERP components linked to lexical processing and prediction - the N400 and the Late Frontal Positivity - are investigated for sentence-final words and emoji to assess whether, to what extent, and in what linguistic contexts emoji are processed like words. Results indicate that the expected effects, namely an N400 effect to an implausible lexical item compared to a plausible one and an LFP effect to an unexpected lexical item compared to an expected one, emerged for both words and emoji. This paper discusses the similarities and differences between the stimulus types and constraint conditions, contextualized within theories of linguistic prediction, ERP components, and a multimodal lexicon.

Probing the Representational Structure of Regular Polysemy via Sense Analogy Questions: Insights from Contextual Word Vectors.

Regular polysemes are sets of ambiguous words that all share the same relationship between their meanings, such as CHICKEN and LOBSTER both referring to an animal or its meat. To probe how a distributional semantic model, here exemplified by bidirectional encoder representations from transformers (BERT), represents regular polysemy, we analyzed whether its embeddings support answering sense analogy questions similar to "is the mapping between CHICKEN (as an animal) and CHICKEN (as a meat) similar to that which maps between LOBSTER (as an animal) to LOBSTER (as a meat)?" We did so using the LRcos model, which combines a logistic regression classifier of different categories (e.g., animal vs. meat) with a measure of cosine similarity. We found that (a) the model was sensitive to the shared structure within a given regular relationship; (b) the shared structure varies across different regular relationships (e.g., animal/meat vs. location/organization), potentially reflective of a "regularity continuum;" (c) some high-order latent structure is shared across different regular relationships, suggestive of a similar latent structure across different types of relationships; and (d) there is a lack of evidence for the aforementioned effects being explained by meaning overlap. Lastly, we found that both components of the LRcos model made important contributions to accurate responding and that a variation of this method could yield an accuracy boost of 10% in answering sense analogy questions. These findings enrich previous theoretical work on regular polysemy with a computationally explicit theory and methods, and provide evidence for an important organizational principle for the mental lexicon and the broader conceptual knowledge system.

Computational Modeling of the Segmentation of Sentence Stimuli From an Infant Word-Finding Study.

Computational models of infant word-finding typically operate over transcriptions of infant-directed speech corpora. It is now possible to test models of word segmentation on speech materials, rather than transcriptions of speech. We propose that such modeling efforts be conducted over the speech of the experimental stimuli used in studies measuring infants' capacity for learning from spoken sentences. Correspondence with infant outcomes in such experiments is an appropriate benchmark for models of infants. We demonstrate such an analysis by applying the DP-Parser model of Algayres and colleagues to auditory stimuli used in infant psycholinguistic experiments by Pelucchi and colleagues. The DP-Parser model takes speech as input, and creates multiple overlapping embeddings from each utterance. Prospective words are identified as clusters of similar embedded segments. This allows segmentation of each utterance into possible words, using a dynamic programming method that maximizes the frequency of constituent segments. We show that DP-Parse mimics American English learners' performance in extracting words from Italian sentences, favoring the segmentation of words with high syllabic transitional probability. This kind of computational analysis over actual stimuli from infant experiments may be helpful in tuning future models to match human performance.

Language Reflection: Metatextual Analysis.

The article deals with language reflection, verbalization through metatexts, and interpretation. The expression of language reflection is defined in the works of writers and poets. The research is directed at investigating the text, realizing the process of interpreting the works of great poet A. Kunanbayev from the point of linguistic consciousness, and determining the results. The poet conveys information by utilizing various language tools and constructs that prompt self-questioning. The definitions of concepts, classifications, and characteristics related to language reflection are given. The authors aimed to identify language reflection in A. Kunanbayev's works, classify reflexives marking the language reflection of the author, modeling them using the G. Gibbs' model, and comparing them with the psycholinguistic survey materials within the framework of reflexive linguistics. The authors agree that there are two classifications of reflexives, such as metatextual commentary and metalanguage interpretation. As a result of the study, the poet's self-reflection consisted of 6 elements (Gibbs' cycle), through the lexico-semantic analysis of the reflexives the poet's language units were classified as metatextual commentary and the respondents' answers as metalanguage interpretation. The syntactic structures of the language reflexives were determined, and it was found that they are often in interrogative and negative forms. According to the purpose of the article, the reflexives in the poet's poem were identified and classified into four groups (Describing the poet or providing additional information; Working on yourself; Working with character; Positive assessment) by the semantic nature of the respondents' interpretation of the work as a result of the psycholinguistic experiment.

Language switching and speaking a nondominant language challenge executive control: Preliminary data for novel behavioral markers of Alzheimer's risk in Spanish-English bilinguals.

OBJECTIVE: The present study explored psycholinguistic analysis of spoken responses produced in a structured interview and cued linguistic and nonlinguistic task switching as possible novel markers of Alzheimer's disease (AD) risk in Spanish-English bilinguals. METHOD: Nineteen Spanish-English bilinguals completed an Oral Proficiency Interview (OPI) in both languages, cued-switching tasks, and a battery of traditional neuropsychological tests (in a separate testing session). All were cognitively healthy at the time of testing, but eight decliners were later diagnosed with AD (on average 4.5 years after testing; SD = 2.3), while 11 controls remained cognitively healthy. RESULTS: Past studies showed picture naming was more sensitive to AD in the dominant than in the nondominant language, but we found the opposite for a composite measure of spoken utterances produced in the OPI that included revisions, repetitions, and filled pauses (RRFPs), which were especially sensitive to AD risk in the nondominant language. Errors produced on language switch trials best discriminated decliners from controls (in receiver operating characteristic curves), and though the nonlinguistic switching task was also sensitive to AD risk, it elicited more errors overall and was also negatively affected by increased age and low education level. CONCLUSIONS: Speaking a nondominant language and errors in cued language switching provided sensitive and specific markers of pending cognitive decline and AD risk in bilinguals. These measures may reflect early decline in executive control abilities that are needed to plan and monitor the production of connected speech and to manage competition for selection between languages. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Determining the Relativity of Word Meanings Through the Construction of Individualized Models of Semantic Memory.

Distributional models of lexical semantics are capable of acquiring sophisticated representations of word meanings. The main theoretical insight provided by these models is that they demonstrate the systematic connection between the knowledge that people acquire and the experience that they have with the natural language environment. However, linguistic experience is inherently variable and differs radically across people due to demographic and cultural variables. Recently, distributional models have been used to examine how word meanings vary across languages and it was found that there is considerable variability in the meanings of words across languages for most semantic categories. The goal of this article is to examine how variable word meanings are across individual language users within a single language. This was accomplished by assembling 500 individual user corpora attained from the online forum Reddit. Each user corpus ranged between 3.8 and 32.3 million words each, and a count-based distributional framework was used to extract word meanings for each user. These representations were then used to estimate the semantic alignment of word meanings across individual language users. It was found that there are significant levels of relativity in word meanings across individuals, and these differences are partially explained by other psycholinguistic factors, such as concreteness, semantic diversity, and social aspects of language usage. These results point to word meanings being fundamentally relative and contextually fluid, with this relativeness being related to the individualized nature of linguistic experience.

The metrics of reading speed: understanding developmental dyslexia.

We compared reading words and pseudo-words presented in single displays (as typical of psycholinguistic research) with stimuli presented in multiple displays (as typical of real-life conditions and clinical testing) under controlled conditions. Italian sixth-grade children with and without a reading deficit showed an advantage in reading times for multiple over single displays. This finding was partly ascribed to the capacity to overlap the non-decisional component of the response, an effect present in control readers as well as children with dyslexia. Furthermore, there were several indications in the data that the requirement to read sequentially taxes performance by augmenting the relative impact of the experimental manipulations used. This effect was present in both groups of children, but proportionally stronger in children with dyslexia. The study contributes to filling the gap between single and multiple displays, a condition more like real-life situations.

Patterns of performance on the animal fluency task in logopenic variant of primary progressive aphasia: A reflection of phonological and semantic skills.

PURPOSE: This study aimed to characterize the quantitative (total number of correct words generated) and qualitative (psycholinguistic properties of correct words generated) performance patterns on the animal fluency task in individuals with the logopenic variant of primary progressive aphasia and to investigate the influence of phonological and semantic abilities to these patterns. METHODS: Fifteen participants with lvPPA and twenty neurotypical adults completed the animal fluency task and an assessment battery to characterize their phonological and semantic abilities. We recorded the total number of correct words produced and their psycholinguistic properties. Group differences were analyzed using independent samples t-tests and analysis of covariance. Stepwise and multiple linear regression analyses were implemented to investigate the contribution of psycholinguistic properties on word generation as well as the role of phonological and semantic abilities on performance. We also investigated the mediating role of phonological and semantic abilities on the relationship between relevant psycholinguistic properties and word generation output. RESULTS: Compared to neurotypical controls, participants with lvPPA produced fewer correct responses and more words with lower age of acquisition. The total number of correct words generated was predicted by the age of word acquisition, such that individuals who generated more responses, produced words acquired later in life. Phonology and semantics influenced the number of correct words generated and their frequency, age of acquisition, and semantic neighborhood density. Familiarity and arousal were driven by semantic abilities. Phonological abilities partially mediated the relationship between age of acquisition and word generation output. CONCLUSIONS: This study provides valuable insights into the performance patterns of the animal fluency task in lvPPA. Individuals with lvPPA with more intact phonological and semantic abilities generated greater number of words with more complex psycholinguistic properties. Our findings contribute to the understanding of language processes underlying word retrieval in lvPPA.