scholarly journals Early Brain Sensitivity to Word Frequency and Lexicality During Reading Aloud and Implicit Reading

2019 ◽  
Vol 10 ◽  
Author(s):  
Luís Faísca ◽  
Alexandra Reis ◽  
Susana Araújo
Keyword(s):  
Word Frequency ◽  
Reading Aloud

scholarly journals Effects of Word Frequency and Transitional Probability on Word Reading Durations of Younger and Older Speakers

2016 ◽  
Vol 60 (2) ◽  
pp. 289-317 ◽  
Author(s):  
Cornelia Moers ◽  
Antje Meyer ◽  
Esther Janse
Keyword(s):  
Word Frequency ◽  
Language Production ◽  
Word Reading ◽  
Context Effects ◽  
Reading Aloud ◽  
Age Groups ◽  
Low Frequency ◽  
Transitional Probability ◽  
Adolescent Readers ◽  
Production Frequency

High-frequency units are usually processed faster than low-frequency units in language comprehension and language production. Frequency effects have been shown for words as well as word combinations. Word co-occurrence effects can be operationalized in terms of transitional probability (TP). TPs reflect how probable a word is, conditioned by its right or left neighbouring word. This corpus study investigates whether three different age groups–younger children (8–12 years), adolescents (12–18 years) and older (62–95 years) Dutch speakers–show frequency and TP context effects on spoken word durations in reading aloud, and whether age groups differ in the size of these effects. Results show consistent effects of TP on word durations for all age groups. Thus, TP seems to influence the processing of words in context, beyond the well-established effect of word frequency, across the entire age range. However, the study also indicates that age groups differ in the size of TP effects, with older adults having smaller TP effects than adolescent readers. Our results show that probabilistic reduction effects in reading aloud may at least partly stem from contextual facilitation that leads to faster reading times in skilled readers, as well as in young language learners.

scholarly journals How does sentence context affect word frequency effects? A within-task investigation

2020 ◽  
Author(s):  
Xenia Schmalz ◽  
Robert M Maier ◽  
Claudio Mulatti
Keyword(s):  
Eye Movement ◽  
Word Frequency ◽  
Word Reading ◽  
Reading Aloud ◽  
Random Order ◽  
Sentence Context ◽  
Frequency Effect ◽  
Single Word ◽  
Movement Data ◽  
Single Word Reading

Single-word reading studies form the backbone of reading research. In such studies, participants respond to single words and computational models simulate the obtained patterns of results. A more ecologically valid paradigm involves tracking participants' eye movements as they silently read sentences. In the current study, we examine whether the strongest marker effect in the literature on reading, the word frequency effect, differs between single-word reading-aloud studies and eye-movement data, and if so, why. In the first, pre-registered experiment, we collected single-word reading-aloud data from two conditions: (1) reading aloud of sentences, where each word is presented one at a time, and (2) reading aloud of words, presented one at a time, without sentence context and in random order. The materials were taken from the Potsdam Sentence Corpus, which allowed for a comparison with eye-tracking data (single fixation durations). In reading-aloud data, we find stronger effects of frequency, length, and predictability, suggesting that single-word studies may overestimate the importance of the underlying processes. In a second experiment, we further explore whether these differences are due to the lack of a preview of an upcoming word when participants see the whole sentence. In a reading-aloud task, multiple words were presented simultaneously: either sentences, or words in random order. Here, we obtained mixed evidence. Thus, single-word reading-aloud shows weaker effects than eye-movement data, which may be partly driven by the processing of upcoming words.

The Impact of Subjective and Objective Hearing Loss on Cognition and Memory in Older Adults

2015 ◽  
Vol 20 (2) ◽  
pp. 49-57 ◽  
Author(s):  
Yvonne Rogalski ◽  
Amy Rominger
Keyword(s):  
Older Adults ◽  
Hearing Loss ◽  
Reading Aloud ◽  
Cognitive Testing ◽  
Professional Collaboration ◽  
Cognitive Screening ◽  
Speech Language Pathologist ◽  
Text Passage ◽  
The Impact ◽  
Audiologic Evaluation

For this exploratory cross-disciplinary study, a speech-language pathologist and an audiologist collaborated to investigate the effects of objective and subjective hearing loss on cognition and memory in 11 older adults without hearing loss (OAs), 6 older adults with unaided hearing loss (HLOAs), and 16 young adults (YAs). All participants received cognitive testing and a complete audiologic evaluation including a subjective questionnaire about perceived hearing difficulty. Memory testing involved listening to or reading aloud a text passage then verbally recalling the information. Key findings revealed that objective hearing loss and subjective hearing loss were correlated and both were associated with a cognitive screening test. Potential clinical implications are discussed and include a need for more cross-professional collaboration in assessing older adults with hearing loss.

The Direction of Affective Priming as a Function of Trait Anxiety When Naming Target Words With Regular and Irregular Pronunciation

2004 ◽  
Vol 51 (3) ◽  
pp. 180-190 ◽  
Author(s):  
Michael P. Berner ◽  
Markus A. Maier
Keyword(s):  
Trait Anxiety ◽  
Reading Aloud ◽  
Naming Task ◽  
Affective Priming ◽  
Priming Effects ◽  
Expected Effect ◽  
Negative Affective Priming ◽  
Whole Word ◽  
German Data ◽  
Target Words

Abstract. Results from an affective priming experiment confirm the previously reported influence of trait anxiety on the direction of affective priming in the naming task ( Maier, Berner, & Pekrun, 2003 ): On trials in which extremely valenced primes appeared, positive affective priming reversed into negative affective priming with increasing levels of trait anxiety. Using valenced target words with irregular pronunciation did not have the expected effect of increasing the extent to which semantic processes play a role in naming, as affective priming effects were not stronger for irregular targets than for regular targets. This suggests the predominant operation of a whole-word nonsemantic pathway in reading aloud in German. Data from neutral priming trials hint at the possibility that negative affective priming in participants high in trait anxiety is due to inhibition of congruent targets.

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