How does recent experience change the way we process language? Humans tend to reuse sentence structures they have recently encountered, a phenomenon known as *structural priming*. Large language models also adjust their predictions to examples *in context*, without changing their parameters. These parallels invite a deeper question- what representations and computations support adaptation to context, and how can we distinguish mechanisms that produce superficially similar behavior? I address this question through three connected perspectives. First, I use a diagnostic from psycholinguistics- less expected structures can produce stronger priming, a pattern known as the *inverse frequency effect*. We show that language models can exhibit this signature during in-context learning, providing behavioral evidence consistent with error-driven adaptation. Second, I move from behavioral diagnostics to causal interventions. We extract steering vectors from linguistic contexts and introduce a method for editing continuous variables within them. Applied to verb bias — a verb's graded preference for one sentence structure over another — these interventions systematically alter downstream structural preferences. Yet steering vector only reproduce basic priming without reproducing the expectation-sensitive adaptation. Transferring a context-induced preference therefore does not, by itself, capture the full pattern of in-context learning. Finally, I connect these findings to a quasi-symbolic view of cognition, in which structured representations and continuous properties jointly shape computation. The verb bias results illustrate how meaningful graded quantities can be investigated alongside discrete linguistic distinctions; the steering results expose the further challenge of explaining how such information is used during adaptation. Together, these studies show how psycholinguistic theories and causal interpretability can inform one another, while opening new questions about the relationship between linguistic knowledge, contextual representations, and learning.