and complexity. Response times were measured and compared. Overall, all the English-proficient individuals tested activated both meanings of the ambiguous direct object as soon as it was presented, despite the strong biasing context. Then, in the NINES group, activation had dissipated 700 ms downstream (PP2), until the primary meaning was reactivated at Probe Position 3, after the verb. However, for the contextually appropriate interpretation, the non-NINES did not reactivate the fronted direct object in Probe Position 3. Researchers attributed this difference to the prior exposure of many in the non-NINES groups to languages that relied less explicitly on word order for comprehension. "Lexical Processing and Sentence Comprehension in Aphasia" Edgar Zurif, David Swinney and Merrill Garrett (1990) In this experiment, Zurif, Swinney and Garret built upon existing research on language processing errors in Broca's and Wernicke's aphasia patients. Prior studies indicate that, generally, Broca's aphasia patients demonstrate a slower-than-normal time course of lexical activation than controls; whereas, lexical activation is relatively unimpaired in Wernicke's aphasics. This study compared and contrasted selected patients’ capacities for resolving subject-relative constructions through a process known as gap filling. For example: "The gymnast loved the professor* from the northern city who* (t)* complained about the bad coffee." Since the displaced "who" is intended to modify "the professor" in this sentence, reactivation of antecedent "the professor" at "who" refers to the process of gap filling. Here, the gap between the subject noun phrase and relative pronoun is necessarily resolved through mental reordering of the sentence's structural elements. Patients who had suffered Cerebrovascular Accidents—4 Wernicke's aphasiacs and 4 Broca's aphasiacs — were recruited from a Veteran's Administration hospital. The patients listened to pre-recorded subject-relative sentences over headphones and at either a pre-gap or post-gap position in a given sentence (indicated by the *) would hear a tone and see either a word or string of letters flashed onto a computer screen. Study participants were then asked to respond as quickly as possible by pressing either a "yes" or "no" button depending on whether the stimulus on the computer screen was an actual word or not. The words shown on the computer screen were either semantically relevant to "professor", in the case of the sentence above: "teacher", or a non-related control, "address". The time between stimulus and response was recorded for analysis. Findings indicated that, in support of the hypothesis, the capacity and resources available to patients with