পদ্ধতির তুলনা করুন

	Self-Paced Reading Task	Grammaticality Judgment Task
ক্ষেত্র	ভাষাবিজ্ঞান	ভাষাবিজ্ঞান
পরিবার	Process / pipeline	Process / pipeline
উদ্ভবের বছর	1982	1965
প্রবর্তক	Marcel Just, Patricia Carpenter, and Jacqueline Woolley	Noam Chomsky (generative-linguistics tradition)
ধরন	Online measure of sentence-processing difficulty	Introspective elicitation of linguistic competence
মৌলিক উৎস	Just, M. A., Carpenter, P. A., & Woolley, J. D. (1982). Paradigms and processes in reading comprehension. Journal of Experimental Psychology: General, 111(2), 228–238.	Chomsky, N. (1965). Aspects of the Theory of Syntax. MIT Press. ISBN: 9780262530071
অপর নাম	Self-Paced Reading, Moving-Window Reading, SPR, Word-by-Word Reading Task	Grammaticality Judgement Task, GJT, Sentence Grammaticality Judgment
সম্পর্কিত	3	3
সারসংক্ষেপ	The self-paced reading task — Just, Carpenter, and Woolley's moving-window paradigm — measures sentence comprehension as it unfolds. Participants read a sentence one word (or phrase) at a time, pressing a button to reveal each segment and hide the previous one, and the software logs how long each segment stays on screen. Those per-region reading times index processing difficulty: when the parser stumbles — at a garden-path disambiguation, an unexpected word, or a long-distance dependency — reading slows, and the slowdown localizes the difficulty to a specific region of the sentence. It is one of the simplest and most widely used online measures in psycholinguistics.	The grammaticality judgment task asks speakers to decide whether a sentence is grammatical — well-formed according to the rules of their language — and treats that decision as evidence about the mental grammar that produces it. Rooted in Noam Chomsky's generative program, where the native speaker's intuition is the primary data of linguistics, the task ranges from a single linguist consulting their own intuitions to large controlled experiments with binary, scaled, or forced-choice responses. It is a workhorse of syntactic theory and of second-language acquisition research, where it probes what learners know about a target language beyond what they can produce.