Sammenlign metoder

	Self-Paced Reading Task	Grammaticality Judgment Task
Fagfelt	Lingvistikk	Lingvistikk
Familie	Process / pipeline	Process / pipeline
Opprinnelsesår	1982	1965
Opphavsperson	Marcel Just, Patricia Carpenter, and Jacqueline Woolley	Noam Chomsky (generative-linguistics tradition)
Type	Online measure of sentence-processing difficulty	Introspective elicitation of linguistic competence
Opprinnelig kilde	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
Alias	Self-Paced Reading, Moving-Window Reading, SPR, Word-by-Word Reading Task	Grammaticality Judgement Task, GJT, Sentence Grammaticality Judgment
Relaterte	3	3
Sammendrag	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.