Reading And Language Processing

Author: John M. Henderson
Editor: Psychology Press
ISBN: 1317759567
Size: 10,52 MB
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This volume was designed to identify the current limits of progress in the psychology of reading and language processing in an information processing framework. Leaders in their fields of interest, the chapter authors couple current theoretical analyses with new, formally presented experiments. The research -- cutting-edge and sometimes controversial -- reflects the prevailing analysis that language comprehension results in numerous levels of representation, including surface features, lexical properties, linguistic structures, and idea networks underlying a message as well as the situations to which a message refers. As a group, the chapters highlight the impact that input modality -- auditory or written -- has on comprehension. Finally, the studies also capture the evolution of new topic matter and ongoing debates concerning the competing paradigms, global proposals, and methods that form the foundation of the enterprise. The book presents current accounts of research on word-, sentence-, and text-processing. It will prove informative for experimental psychologists as well as investigators in cognitive science disciplines such as computer science, linguistics, and educational psychology. The book will also be very helpful to graduate students who wish to develop expertise in the psychology of language processes. For them, it collects, in a single volume, readings that are representative of progress concerning many central problems in the field. As such, it is distinct from the numerous collected volumes that concentrate on a single issue. Complete author and subject indexes facilitate effective use of the volume.

Language Processing And The Reading Of Literature

Author: George L. Dillon
Size: 15,31 MB
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A Guide To Readiness Reading

Author: Philip J. McInnis
Size: 12,29 MB
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Read: 135

Describes the Assured Readiness for Learning program (ARL), a language training program for kindergarten and first grade that can be used with the upper elementary grades for remedial instruction.

Changing Perspectives On Research In Reading Language Processing And Instruction

Author: Helen Newton
Size: 14,79 MB
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The Interaction Of Language Processing And Eye Movement Control During Reading

Author: Matthew James Hansen Abbott
Size: 19,52 MB
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Read: 256

In this dissertation, I addressed three questions regarding the impact of language processing on eye movements in reading: (1) What information from the sentence context do readers recruit prior to skipping? (2) Are words like "the" unique with regard to skipping because they are so short? (3) Does postlexical integration strictly follow word identification? Throughout, I recruit the E-Z Reader 10 model (Reichle, Warren, & McConnell, 2009) for testable predictions. In Chapter 2, I demonstrate that the influence of the sentence context on skipping is limited to predictability, and not deeper semantic or syntactic processing. Readers skipped over invalid, contextually infelicitous parafoveal previews of "the" more often than valid previews of three-letter words, even when the target words were predictable. In Chapter 3, I show that this effect generalizes to longer function words like "that" and "there", which highlights the role of parafoveal processing relative to oculomotor or contextual constraints (e.g., syntactic or semantic fit) in word skipping. Comparing Experiment 3.2 to Experiment 3.1, it is also evident that readers prefer to skip function words over content words, regardless of their length. The data presented in Chapters 2-3 pose a deeper question about the relationship between language processing and eye movement control that indicates a possible constraint on the architecture: Are word identification and postlexical integration isolated, separable processes? This issue is examined in Chapter 4 by jointly manipulating word frequency and plausibility. I demonstrate probabilistic evidence against an influence of plausibility on word skipping, and in favor of an additive relationship between frequency and plausibility (and against an interactive relationship), by computing Bayes factors. In summary, I paint a picture in which word skipping reflects a hedged bet that identification will ultimately be successful, and all postlexical processing (i.e., of syntax and semantics) follows lexical access.

Attention And Vision In Language Processing

Author: Ramesh Kumar Mishra
Editor: Springer
ISBN: 8132224434
Size: 14,63 MB
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Read: 140

This volume provides a comprehensive overview of the nature of attentional and visual processes involved in language comprehension. Key concerns include how linguistic and non-linguistic processes jointly determine language comprehension and production and how the linguistic system interfaces with perceptual systems and attention. Language scientists have traditionally considered language in isolation from other cognitive and perceptual systems such as attention, vision and memory. In recent years, however, it has become increasingly clear that language comprehension must be studied within interaction contexts. The study of multimodal interactions and attentional processes during language processing has thus become an important theoretical focus that guides many research programs in psycholinguistics and related fields.

Second Language Processing In Reading And Translation

Author: Jung Hyun Lim
Size: 16,55 MB
Format: PDF
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The purpose of this dissertation is to investigate the processing mechanisms of non-native English speakers at both the sentence level and the morphological level, addressing the issue of whether adult second language (L2) learners qualitatively differ from native speakers in processing linguistic input. Using psycholinguistic on-line techniques (self-paced reading and eye-tracking paradigms) plus an off-line translation task, four experiments explore the use of syntactic and semantic information in L2 comprehension and the sensitivity to morphological violations in L2 processing by Korean late learners of English. A translation paradigm is used to examine how morphosyntactic and semantic knowledge are integrated in the language learner's mind. Task effects are examined by comparing cognitive processes involved in reading for comprehension and reading for translation. The degree to which L2 proficiency modulates processing behaviors is also considered. Expeirments 1 and 2 investigate how Korean learners of English integrate syntactic and semantic knowledge during processing L2 input in a translation task, using active/passive structures in English. The results demonstrate that L2 leanrers use both syntactic and semantic processing routes and that their interpretations are sometimes unfaithful to original context but often contain correct morphosyntax when output from the two routes conflict. Experiment 3 examines L2 learners0́9 reading behaviors compared to native speakers and the possible influences of reading goals on reading behaviors of L2 readers. The results reveal that reading time patterns of L2 learners are similar to that of native speakers, although L2 learners are influenced by semantic information to greater extent than native speakers. The results also indicate that the use of syntactic information in L2 speakers becomes more automatic as L2 proficiency increases, and that the translation task forces low-proficiency learners to increase attentions to syntactic information during on-line comprehension. Experiment 4 explores in an eye-tracking paradigm whether L2 learners show sensitivity to subject-verb agreement violations similar to native speakers during on-line comprehension, and how task effects modulate the sensitivity. The results show that L2 learners are able to display sensitivity to morphoglical violations during reading, and that the translation task forces L2 speakers to perform deeper processing, resulting in more native-like processing. All together, the four experiments in this disseration make contributions to L2 processing research, mainly revealing (a) L2 learners0́9 syntactic representations computed during on-line comprehension are not underused (under certain task conditions); (b) L2 learners0́9 sensitivity to subject-verb agreement violations are not reduced (under certain task conditions); and (c) reading goals and L2 proficiency affect the depth of processing in L2 comprehension. The overall results are discussed in lights of 0́8good-enough0́9 and goal-dependent (Christianson et al., 2001; Ferreira &Patson, 2007; Swets et al., 2008) language processing in L2, pointing to quantitative, rather than qualitative differences between L1 and L2 processing.

Reading And Language Learning

Author: Keiko Koda
Editor: Wiley-Blackwell
ISBN: 9781405175746
Size: 15,40 MB
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Reading and language learning are interdependent. While reading necessitates linguistic knowledge, reading ability enhances linguistic knowledge expansion. This volume explores the reciprocal relationship between reading and language learning. Explores how reading and language learning are interrelated, bringing new insights to discussions on the unique nature of reading development in a second language Covers topics including cross-linguistic constraints on second-language reading development, bilingualism and literacy, linguistic resources and reading strategies, incidental vocabulary acquisition through reading, local language processing and global text comprehension, and cross-linguistic effects on word identification Views second-language reading as a multi-faceted and multi-lingual construct Examines a variety of reading sub-skills, ranging from word identification to discourse comprehension.

Psycholinguistics And Cognition In Language Processing

Author: Bu?a, Duygu
Editor: IGI Global
ISBN: 1522540105
Size: 18,81 MB
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Read: 341

The relationship between language and psychology is one that has been studied for centuries. Influencing one another, these two fields uncover how the human mind's processes are interrelated. Psycholinguistics and Cognition in Language Processing is a critical scholarly resource that examines the mystery of language and the obscurity of psychology using innovative studies. Featuring coverage on a broad range of topics, such as language acquisition, emotional aspects in foreign language learning, and speech learning model, this book is geared towards linguists, academicians, practitioners, and researchers, seeking current research on the cognitive and emotional synthetisation of multilingualism.

Bilingual Figurative Language Processing

Author: Roberto R. Heredia
Editor: Cambridge University Press
ISBN: 1316213978
Size: 14,91 MB
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Bilingual Figurative Language Processing is a timely book that provides a much-needed bilingual perspective to the broad field of figurative language. This is the first book of its kind to address how bilinguals acquire, store, and process figurative language, such as idiomatic expressions (such as kick the bucket), metaphors (such as lawyers are sharks), and irony, and how these tropes might interact in real time across the bilingual's two languages. This volume offers the reader and the bilingual student an overview of the major strands of research, both theoretical and empirical, currently being undertaken in this field of inquiry. At the same time, Bilingual Figurative Language Processing provides readers and undergraduate and graduate students with the opportunity to acquire hands-on experience in the development of psycholinguistic experiments in bilingual figurative language. Each chapter includes a section on suggested student research projects. Selected chapters provide detailed procedures on how to design and develop psycholinguistic experiments.