TextGroup

Members

Leading Organizers

Student Lead

Varun Athilat

University of Minnesota

Although people perceive text as being inherently less emotional than speech, text language still affects our emotions — and how we feel shapes how we read.

Faculty Lead

Andreas Schramm

Hamline University – Professor Emeritus

Researches the cognitive processing and acquisition of time in language — the system of linguistic expressions for meanings articulating the probability of events.

Homepage →

Faculty Lead

Andrew Elfenbein

UMN Dept. of English

Bridging empirical psychology and the humanities, especially in relation to reading and learning.

Members

Nasim Eshgarf

University of Minnesota

Examines how learners explore and exploit strategies in complex environments, with a focus on text-based puzzle games where language itself is the mechanic.

Amanda Jensen

University of Minnesota

Adolescent reading comprehension and text readability.

Dongyeop Kang

University of Minnesota

Natural Language Processing, combining language and cognition. Builds human-centric NLP systems through cognitively-aligned models and interactive AI.

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Yewon Kang

University of Minnesota

Learning and cognition in digital environments, online reading comprehension, and AI-supported knowledge building.

Panayiota (Pani) Kendeou

University of Minnesota

Driven to understand and improve reading comprehension and learning, and to identify conditions that reduce the impact of misinformation and misconceptions.

Homepage →

Zae Myung Kim

University of Minnesota

Developing a “meta-scaffolding paradigm” that integrates discourse structures, dataset metadata, and metacognitive feedback into the training loop of large language models to stabilize learning and produce interpretable, coherent long-form text.

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Michael C. Mensink

University of Wisconsin-Stout

Reader misconceptions and inaccurate scientific information, effects of seductive details on cognitive and emotional processes.

Homepage →

Evelyn Milburn

North Dakota State University

Investigates how we use knowledge beyond words to flexibly comprehend real-life language use — figurative language, language learning, and cognitive aging.

Homepage →

Püren Öncel

University of Valencia

Examines how individuals differ in their phenomenological experiences during reading, especially how language relates to visual imagery and inner-speech.

Google Scholar →

YooJeong Son

University of Minnesota

Literacy and instruction, including print and online reading comprehension and learners' interactions with AI.

Google Scholar →

Sashank Varma

Georgia Tech – School of Interactive Computing

Investigates the alignment between how humans and Large Language Models understand language and, more generally, perform cognitive tasks.

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View full member profiles →

Affiliated Labs

Reading & Learning Lab

PI Pani Kendeou · University of Minnesota, Department of Educational Psychology

Coordinator Ali Fulsher · fulsh003@umn.edu

Lab website →

Language of Learning (LOL) Lab

PI Laura Allen · University of Minnesota, Department of Educational Psychology

Coordinator Varun Athilat · athil003@umn.edu

Natural Language Processing Lab

PI Dongyeop Kang · University of Minnesota, Department of Computer Science

Contact Zae Kim

Lab website →

Affect, Cognition, & Computation Lab

PI Caitlin Mills · University of Minnesota, Department of Educational Psychology

Contact Varun Athilat · athil003@umn.edu

History

2024–2026

The Need in LLMs for a Cognitive Benchmark

In Spring 2024, TextGroup linguist Andreas Schramm presented on how deeply time is embedded in language and on his planned study with Mike Mensink and Hannah Riddle combining Jeannette Gundel’s Givenness Hierarchy with his research on linguistic aspect. At that meeting, UMN Computer Science professor Dongyeop Kang proposed a collaborative benchmark effort — which would become known as CogBench — involving his doctoral candidate Karin de Langis and several other members from TextGroup and the Computer Science Department.

The vision behind CogBench (Cognitive Benchmark) was to move beyond standard NLP evaluations and instead measure LLMs against established psycholinguistic and cognitive tasks drawn from decades of human research. Rather than treating LLMs as black boxes to be probed only with language benchmarks, CogBench would treat them as cognitive systems whose processing could be compared directly with human readers — a framing that opened the door to a genuinely interdisciplinary collaboration between cognitive scientists, linguists, and NLP researchers.

The ensuing initial effort was highly productive and resulted in the paper How LLMs Comprehend Temporal Meaning in Narratives: A Case Study in Cognitive Evaluation of LLMs. It consisted of comparing Andreas Schramm’s cognitive psycholinguistic data from human readers with output from seven LLMs. It was a deeply gratifying experience during which both sides learned a lot about each other’s areas of expertise. We communicated multiple times over the summer of 2024 between the US and Europe to get LLMs to understand and follow human instructions — at times enlisting the help of the 180-mph German bullet train ICE to propel our research forward. An extended version with four human populations (undergraduate and graduate native-English students; low- and high-advanced nonnative English students) was well-received at the conference of the American Association of Applied Linguists in the spring of 2026.

The second part of the CogBench project was conducted with the help of additional TextGroup members Püren Öncel, Andrew Elfenbein, and Laura Allen. Two papers came out of this effort. One tested LLM comprehension of the set of stories from Ed O’Brien’s lab — including the infamous story with Mary, the cheeseburger-eating vegetarian (Mary, the Cheeseburger-Eating Vegetarian: Do LLMs Recognize Incoherence in Narratives?). The other investigated the performance of LLMs on a set of classic executive-functioning tasks (Strong Memory, Weak Control: An Empirical Study of Executive Functioning in LLMs).

The Mary study revealed that even state-of-the-art LLMs often fail to notice the kind of glaring narrative inconsistencies that human readers catch effortlessly, suggesting that these models lean on surface-level coherence more than on genuine updating of a world model. The executive-functioning study, in turn, surfaced a striking asymmetry: LLMs exhibit remarkably strong working memory but comparatively weak cognitive control, struggling to suppress prepotent responses or flexibly shift between rules on classic tasks such as Stroop and Wisconsin Card Sorting. Together, the three CogBench papers point toward a consistent picture of today’s LLMs as systems with rich representations but limited metacognitive regulation — and toward cognitive science as a productive source of benchmarks for the next generation of models.

We look forward to future collaborations between TextGroup and the Computer Science Department!

SPRING 2018

AndyFest

In early 2018, Andrew Elfenbein published The Gist of Reading, a book dedicated to TextGroup. To celebrate, the group secretly organized a one-day event in his honor — disguised as “SidFest 2.0: Electric Boogaloo.”

Acknowledgments from The Gist of Reading, dedicating the book to TextGroup members

The ruse worked — Andy never suspected a thing. He was likely thrown off the scent by the meme-based advertising campaign:

Meme collage advertising SidFest 2.0 to disguise AndyFest

Officially the “2nd Annual Minnesota Meeting on Text and Discourse Comprehension,” the schedule featured talks connecting to Andy’s interests — from rhymes as memory cues in poetry to text comprehension from first principles.

Program highlights:
Brooke Lea, Andrew Elfenbein, David Rapp & Chelsea Voskuilen · Rhymes as memory cues in poetry
Andreas Schramm, Verena Haser, Michael Mensink & Jonas Reifenrath · Cognitive processing of time in language
Catherine Bohn-Gettler · Process vs. product instructions for science texts
Mija Van Der Wege · Marking irony in text-based communications
Panayiota Kendeou · The assessment of reading comprehension
Sashank Varma · Text comprehension from first principles
Andrew Elfenbein · Poetry as speech act

During the Welcome, the group revealed to Andy the real reason for the meeting:

Andy Elfenbein reacting to the AndyFest surprise reveal

Paul van den Broek joined via Skype and told the story of founding TextGroup with Randy Fletcher — and how Andy had found Paul’s class and then TextGroup as his own research turned in that direction.

FALL 2014

SidFest

In Fall 2014, Sid Horton decamped from Chicago (Northwestern) to spend his sabbatical in Minneapolis. His presence was felt in many ways, and at the end of the semester, TextGroup decided to hold a one-day event to honor his time among them.

Officially advertised as the “1st Annual Minnesota Meeting on Text and Discourse Comprehension,” it was really “SidFest.” Faculty gave 30-minute talks — long enough to develop an idea in depth. The venue was the large and beautiful Room 325 in the Education Sciences Building; breakfast was pastries and coffee; and lunch was a group walk to Dinkytown for Greek food.

Program highlights:
Brooke Lea · Narrative time shifts and reactivation
Panayiota Kendeou · Knowledge revision and source credibility
Andreas Schramm · Lexical aspect in native and non-native speakers
Joseph Magliano · Noticing differences in adapted narratives
Kate Bohn-Gettler · Standards of coherence vs. standards of relevance
Andrew Elfenbein · After reading
Mija Van Der Wege · Closeness-communication bias and group membership
Sid Horton · Metaphor and character intimacy in narrative
Randy Fletcher · Levels of representation and metacomprehension

“Joe Magliano, visiting from Northern Illinois University, could…not…believe…the intellectual excitement and camaraderie of TextGroup! My lasting memory will be of him smiling and shaking his head that such an event could happen.”

SPRING 1987

The Founding of TextGroup

The idea of TextGroup originated when Randy Fletcher visited Paul van den Broek at the University of Kentucky in Spring 1987. Van den Broek was on the faculty in the UK Department of Psychology but was moving to the Department of Educational Psychology at the University of Minnesota in Fall 1987. Randy visited to work on an internal Small Grant to conduct joint research in collaboration with Jay Samuels. During the visit, they decided to start a joint research group with their graduate students and others interested in issues broadly related to reading and language processing — with weekly meetings to discuss articles, ongoing research, and so on.

That started in the fall of 1987 — and 39 years later, it is still running! At the start there were only six: Randy, Paul, and four graduate students. Besides the academic “stuff,” the group held annual potluck dinners/BBQs and even traditional Dutch Saint Nicholas celebrations at year’s end.

“The idea of TextGroup originated when Randy Fletcher visited me at the University of Kentucky. I believe it was Spring 1987… That started in the fall of 1987 — and 39 years later, it is still running!”
— Paul van den Broek

SPRING 2013

The Replication Crisis of ’13

In Spring 2013, TextGroup took a holiday from Text and Discourse to see the revolution firsthand. We spent the semester immersed in the Replication Crisis — not as voyeurs but as journalists intent on discovering if, under all of the bluster and righteousness of the revolutionaries, there was something important there.

On Christmas Eve 2012, Sashank Varma emailed the group proposing a radical new model: instead of reading papers about text comprehension, they would spend a semester exploring the crisis of confidence in psychological science. The proposed syllabus spanned 15 topics — from false positives and the decline effect to outright fraud and proposed solutions.

“I think it would be a lot of fun to read some of these articles next semester. We could meet every week or two over lunch/coffee or over dinner/drinks and chat about the flawed science of our peers. (Those charlatans!)”
— Sashank Varma, December 23, 2012

It was a grand experiment. The group met weekly in a spare room in Elliott Hall. The question of “What constitutes good science?” attracted attention well beyond the usual circle. Chad Marsolek brought strong ideas every week. Brooke Lea drew on his experience as a statistics textbook author. Katrina Schleisman, a philosophically inclined PhD student, was an active participant. People from other departments who had never before attended TextGroup came to join the conversation.

A highlight was when Mija Van Der Wege invited her colleague Julie Neiworth to attend. Julie did comparative work with monkeys and was part of a network of researchers tasked with replicating Marc Hauser’s experiments to see which held up and which were fabricated. For one glorious day, monkeys reigned in TextGroup!

Publications

Selected papers by TextGroup members that align with our shared interests in language, cognition, and text processing. Highlighted authors are current TextGroup members.

2026

Mary, the Cheeseburger-Eating Vegetarian: Do LLMs Recognize Incoherence in Narratives?

Karin de Langis, Püren Öncel, Ryan Peters, Andrew Elfenbein, Laura Kristen Allen, Andreas Schramm, Dongyeop Kang

EACL 2026 (Oral) Link

Strong Memory, Weak Control: An Empirical Study of Executive Functioning in LLMs

Karin de Langis, Jong Inn Park, Bin Hu, Khanh Chi Le, Andreas Schramm, Michael C. Mensink, Andrew Elfenbein, Dongyeop Kang

EACL 2026 (Oral) Link

Tracing How Annotators Think: Augmenting Preference Judgments with Reading Processes

Karin de Langis, William Walker, Khanh Chi Le, Dongyeop Kang

LREC 2026 arXiv

Native Speakers Kick Buckets but Learners Kick Doors: A Comparison of Native and Non-Native Idiom Comprehension

Milburn, E., Vulchanova, M., Saltzman, D., Magnuson, J., & Vulchanov, V.

Memory & Cognition, 2026 DOI

When Visuals Aren't the Problem: Evaluating Vision-Language Models on Misleading Data Visualizations

Lalai, H. N., Shah, R. S., Pfister, H., Varma, S., & Guo, G.

arXiv, 2026 Link

Understanding Individual and Media Differences in Kindergarteners' Video-Based Inference-Making

Choi, S., McMaster, K. L., Hwang, H., Kim, N., Reno, E. A., Fulsher, A., An, J., Guha, M., Slater, S., Mergen, R., Pizzigallo, E., & Kendeou, P.

Learning and Individual Differences, 128, 102906 DOI

Using Think-Aloud Methods to Investigate Inter- and Intra-Individual Differences in Reading Processes

van den Broek, P.

Discourse Processes, 1–19 DOI

Align to Structure: Aligning Large Language Models with Structural Information

Zae Myung Kim, Anand Ramachandran, Farideh Tavazoee, Joo-Kyung Kim, Oleg Rokhlenko, Dongyeop Kang

AAAI 2026 arXiv

2025

How LLMs Comprehend Temporal Meaning in Narratives: A Case Study in Cognitive Evaluation of LLMs

Karin de Langis, Jong Inn Park, Andreas Schramm, Bin Hu, Khanh Chi Le, Dongyeop Kang

ACL 2025 Link

Modeling Understanding of Story-Based Analogies Using Large Language Models

Kabra, K., Inani, K., Marupudi, V., & Varma, S.

Proceedings of the 47th Annual Conference of the Cognitive Science Society Link

Investigating the Impact of Linguistic Features of Text on Readers' Phenomenological Experiences

Öncel, P., Smith, S. L., Allen, L. K., & Mills, C.

Technology, Mind, and Behavior, 6(1), 84–101 DOI

Confidence and Knowledge Calibrations After Reading an Introductory Text on a Complex Topic

Withall, M. M., Mensink, M. C., & Rapp, D. N.

Discourse Processes, 62(4), 226–256 DOI

Source-Based Writing in Multilingual Contexts: Cognitive Processes, Individual Differences, and Feedback Interventions

Chau, L. T.

Doctoral dissertation, University of Antwerp Link

Investigating the Effect of Language Anxiety on Writing Fluency and Writing Accuracy

Chau, L. T., Nguyen, H. T. T., & Nguyen, K. X.

Forum for Linguistic Studies, 7(5), 958–975 DOI

Scholawrite: A Dataset of End-to-End Scholarly Writing Process

Le, K. C., Wang, L., Lee, M., Volkov, R., Chau, L. T., & Kang, D.

arXiv arXiv

Toward Evaluative Thinking: Meta Policy Optimization with Evolving Reward Models

Zae Myung Kim, Chanwoo Park, Vipul Raheja, Dongyeop Kang

arXiv arXiv

2024

Incremental Comprehension of Garden-Path Sentences by Large Language Models

Li, A., Cai, T., Feng, X., Narang, S., Peng, A., Shah, R. S., & Varma, S.

Proceedings of the 46th Annual Conference of the Cognitive Science Society Link

Development of Cognitive Intelligence in Pre-Trained Language Models

Shah, R. S., Bhardwaj, K., & Varma, S.

EMNLP 2024 DOI

Recruitment of Magnitude Representations to Understand Graded Words

Varma, S., Sanford, E. M., Shaffer, O., Marupudi, V., & Lea, R. B.

Cognitive Psychology, 153 DOI

A Theory of Knowledge Revision: The Development of the KReC Framework

Kendeou, P.

Educational Psychology Review, 36(2), Article 44 DOI

Dynamic Source Credibility and Its Impacts on Knowledge Revision

Johnson, V., Butterfuss, R., & Kendeou, P.

Memory & Cognition DOI

Exploring the Affordances of Text and Picture Stories

Öncel, P., Hu, S., Ness-Maddox, H., Allen, L. K., & Magliano, J.

Discourse Processes, 61(4–5), 203–221 DOI

Threads of Subtlety: Detecting Machine-Generated Texts Through Discourse Motifs

Zae Myung Kim, Kwang Lee, Preston Zhu, Vipul Raheja, Dongyeop Kang

ACL 2024 Link

2023

A Comparative Study on Textual Saliency of Styles from Eye Tracking, Annotations, and Language Models

Karin de Langis, Dongyeop Kang

CoNLL 2023 Link

In the Native Speaker's Eye: Online Processing of Anomalous Learner Syntax

Søby, K. F., Milburn, E., Kristensen, L. B., Vulchanova, M., & Vulchanov, V.

Applied Psycholinguistics, 1–28 Link

2022

Implicit Textually Enhanced Processing of Aspectual Meanings in English Learners with German as a First Language

Schramm, A., Haser, V., Mensink, M. C., Reifenrath, J., & Kassemi, P.

Discourse Processes, 59(7), 520–552 DOI

Emotional Responses to Seductive Scientific Texts During Online and Offline Reading Tasks

Mensink, M. C.

Discourse Processes, 59(1–2), 76–93 DOI

Seeing Through the Character's Eyes: Examining Phenomenological Experiences of Perspective-Taking During Reading

Öncel, P., Creer, S. D., & Allen, L. K.

Discourse Processes, 59(5–6), 462–480 DOI

Improving Iterative Text Revision by Learning Where to Edit from Other Revision Tasks

Zae Myung Kim, Wanyu Du, Vipul Raheja, Dhruv Kumar, Dongyeop Kang

EMNLP 2022 Link

Read, Revise, Repeat: A System Demonstration for Human-in-the-loop Iterative Text Revision

Wanyu Du, Zae Myung Kim, Vipul Raheja, Dhruv Kumar, Dongyeop Kang

In2Writing 2022 Link

Envisioning Multilingualism in Source-Based Writing in L1, L2, and L3: The Relation Between Source Use and Text Quality

Chau, L. T., Leijten, M., Bernolet, S., & Vangehuchten, L.

Frontiers in Psychology, 13, 914125 DOI

2021

Rhyme as Resonance in Poetry Comprehension: An Expert-Novice Study

Lea, B., Elfenbein, A., & Rapp, D.

Memory & Cognition, 49(7), 1285–1299 DOI

Do Different Kinds of Introductions Influence Comprehension and Memory for Scientific Explanations?

Mensink, M. C., Kendeou, P., & Rapp, D. N.

Discourse Processes, 58(5–6), 491–512

To Name or Not to Name: Eye Movements and Semantic Processing in RAN and Reading

Chau, L. T., Dimitrova Vulchanova, M., & Talcott, J. B.

Brain Sciences, 11(7), 866 DOI

2020

Mental Representation

Elfenbein, A.

In Further Reading, ed. Leah Price & Matthew Rubery, Oxford UP, pp. 246–256 Link

Differentiating Text-Based and Knowledge-Based Validation Processes During Reading: Evidence from Eye Movements

Van Moort, M. L., Koornneef, A., & van den Broek, P. W.

Discourse Processes, 58(1), 22–41 DOI

2019

How Feelings Matter for Reading

Elfenbein, A., & Bohn-Gettler, C. M.

In TXT: The Art of Reading, Leiden: Academic Press, pp. 97–117

Idioms Show Effects of Meaning Relatedness and Dominance Similar to Those Seen for Ambiguous Words

Milburn, E., & Warren, T.

Psychonomic Bulletin & Review, 26(2), 591–598 DOI

2018

The Gist of Reading

Elfenbein, A.

Stanford University Press (Book)

Processing of Expository and Narrative Texts by Low- and High-Comprehending Children

Kraal, A., Koornneef, A. W., Saab, N., & van den Broek, P. W.

Reading and Writing, 31, 2017–2040

2017

It Is Time to Tackle Aspect! Some Insights to Help Clear Up the Tense/Aspect Mystery

Schramm, A.

MinneTESOL Journal, 33(Fall) PDF

Cognitive Processes in Discourse Comprehension: Passive Processes, Reader-Initiated Processes, and Evolving Mental Representations

van den Broek, P., & Helder, A.

Discourse Processes, 54(5–6), 360–372 DOI

2016

Text Structure and the Online Processing of Expository Prose

van den Broek, P., Carlson, S., Kendeou, P., Bohn-Gettler, C., & Elfenbein, A.

Reader, 61, 81–108

The Desirable Difficulties of Studying Romanticism

Elfenbein, A.

Pedagogy, 16(3), 445–479 Link

Processing of Aspectual Meanings by Non-Native and Native English Speakers During Narrative Comprehension

Schramm, A., & Mensink, M. C.

In New Approaches in English Linguistics: Building Bridges, pp. 251–280, John Benjamins DOI

2015

Comprehending the Impossible: What Role Do Selectional Restriction Violations Play?

Warren, T., Milburn, E., Patson, N. D., & Dickey, M. W.

Language, Cognition and Neuroscience, 30(8), 932–939 DOI

2012

Prereading Questions and Online Text Processing

Lewis, M. R., & Mensink, M. C.

Discourse Processes, 49(5), 367–390 DOI

2008

Sweet Silent Thought: Alliteration and Resonance in Poetry Comprehension

Lea, B., Rapp, D., Elfenbein, A., Mitchel, A., & Romine, R. S.

Psychological Science, 19(7), 709–716 DOI

1999

The Landscape Model of Reading: Inferences and the Online Construction of a Memory Representation

van den Broek, P., Young, M., Tzeng, Y., & Linderholm, T.

In H. van Oostendorp & S. R. Goldman (Eds.), The Construction of Mental Representations During Reading, pp. 71–98. Mahwah, NJ: Erlbaum

Sessions

May 7, 2026

TBD

Mija Van Der Wege

Carleton College

Upcoming

Apr 23, 2026

TBD

Andrea Luangrath

University of Iowa

Apr 9, 2026

Learning and Emotional Effects of Seductive Scientific Refutation Texts

Mike Mensink

University of Wisconsin

Mar 26, 2026

Dissertation Work Regarding the Continued Influence Effect

Mandy Withall

Northwestern University

Feb 26, 2026

Prospectus Plan

Ali Fulsher

University of Minnesota

Jan 29, 2026

Understanding Typographical/Paralingual Cues in Online Discourse

Varun Athilat

University of Minnesota

Dec 3, 2025

Emotional Intensity and Vague Frequency Expressions

Sid Horton

Northwestern University

Nov 5, 2025

On AI and Cognitive Outcomes

Varun Athilat

University of Minnesota

Oct 8, 2025

Cognition and Comprehension in Language Models

Karin de Langis

University of Minnesota

Sep 24, 2025

Introduction and Broad Research Discussion

Varun Athilat

University of Minnesota

Apr 24, 2025

Keystroke Logging in Psycholinguistics Research

Lake Chau

University of Minnesota

Apr 10, 2025

Modeling Metacognition with NLP

Miranda Moe

University of Minnesota

Mar 27, 2025

Language Bias and Equity in LLMs

Jaclyn Ocumpaugh

University of Houston

Feb 27, 2025

Trust in Science Research

Victoria Johnson

University of Minnesota

Dec 10, 2024

Initial CogBench Results

Andreas Schramm

Hamline University

Nov 26, 2024

A Conversation with Andy Zieffler

Andy Zieffler

University of Minnesota

Nov 12, 2024

"Mary is a Vegetarian"

Rina Harsch

University of Minnesota

Oct 29, 2024

Introduction and Broad Research Discussion

Varun Athilat

University of Minnesota

May 10, 2024

Help me update the Author Recognition Test!

Ariel N. James

Macalester College

May 5, 2024

The Effects of Seductive Details on Emotions and Recall for Scientific Misconceptions

Mike Mensink

University of Wisconsin

Apr 26, 2024

Evaluating Quantitative Theories in Sentence Processing

Suhas Arehalli

Macalester College

Apr 12, 2024

Toward scalable eye movement data for NLP applications

Karin de Langis

University of Minnesota

Mar 29, 2024

On the way to boundedness: From givenness to lexical aspectual classes

Andreas Schramm

Hamline University

Mar 21, 2024

The cognitive and developmental alignment of language models

Sashank Varma

Georgia Institute of Technology

Mar 15, 2024

Shallow Synthesis of Knowledge in GPT-Generated Texts: A Case Study in Automatic Related Work Composition

Anna Martin-Boyle

University of Minnesota

Mar 1, 2024

Threads of Subtlety: Detecting Machine-Generated Texts Through Discourse Motifs

Zae Myung Kim

University of Minnesota

Mar 29, 2023

In-text citations: Burden, benefit, or irrelevant for multitext comprehension?

Ali Fulsher

University of Minnesota

Mar 1, 2023

Trustworthiness, Expertise, and Credibility Perceptions of Scientists

Victoria Johnson

University of Minnesota

Apr 26, 2022

Exploring the Influence of Linguistic Forms in Headlines on Click and Share Intentions

Yewon Kang

University of Minnesota

Apr 25, 2022

Text-to-Tree

London Lowmanstone IV

University of Minnesota

Apr 18, 2022

Predicting Narrative Engagement

Kelsey Neis

University of Minnesota

Apr 12, 2022

What is language experience? Perspectives from sentence processing (Part 2 of 2)

Ariel N. James

Macalester College

Apr 11, 2022

Saliency for Text Styles

Karin de Langis

University of Minnesota

Mar 15, 2022

What is language experience? Perspectives from sentence processing (Part 1 of 2)

Ariel N. James

Macalester College

Where
language
meets mind.

TextGroup

Members

Affiliated Labs

Reading & Learning Lab

Language of Learning (LOL) Lab

Natural Language Processing Lab

Affect, Cognition, & Computation Lab

History

The Need in LLMs for a Cognitive Benchmark

AndyFest

SidFest

The Founding of TextGroup

The Replication Crisis of ’13

Publications

Sessions

Contact & Join

Organizers

Homepage inquiries

Details

Wherelanguagemeets mind.

TextGroup

Members

Affiliated Labs

Reading & Learning Lab

Language of Learning (LOL) Lab

Natural Language Processing Lab

Affect, Cognition, & Computation Lab

History

The Need in LLMs for a Cognitive Benchmark

AndyFest

SidFest

The Founding of TextGroup

The Replication Crisis of ’13

Publications

Sessions

Contact & Join

Organizers

Homepage inquiries

Details

Where
language
meets mind.