Routes To Reading Success And Failure

Author: Nancy E. Jackson
Editor: Psychology Press
ISBN: 1134948573
Size: 19,49 MB
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Fundamental to this book is an attempt to understand the nature of individual differences in word and nonword reading by connecting three literatures that have developed largely in isolation from one another: the literatures on acquired dyslexia, difficulties in learning to read, and precocious reading.

Speech Production

Author: Jonathan Harrington
Editor: Psychology Press
ISBN: 1134953542
Size: 19,72 MB
Format: PDF, Docs
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Speech Production: Models, Phonetic Processes and Techniques brings together researchers from many different disciplines - computer science, dentistry, engineering, linguistics, phonetics, physiology, psychology - all with a special interest in how speech is produced. From the initial neural program to the end acoustic signal, it provides an overview of several dominant models in the speech production literature, as well as up-to-date accounts of persistent theoretical issues in the area. A particular focus is on the evaluation of information gleaned from instrumental investigations of the speech production process, including MRI, PET, ultra-sound, video-imaging, EMA, EPG, X-ray, computer simulation - and many others. The research presented in this volume considers questions such as: the feed-back vs. feed-forward control of speech; the acoustic/auditory vs. articulatory/somato-sensory domains of speech planning; the innateness of human speech; the possible architecture of a speech production model; and the realization of prosodic structure in speech. Leaders in speech research from around the world have contributed their most recent work to this volume.

From Mating To Mentality

Author: Kim Sterelny
Editor: Psychology Press
ISBN: 1135432120
Size: 14,72 MB
Format: PDF, Docs
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Covering a range of topics, from the evolution of language, theory of mind, and the mentality of apes, through to psychological disorders, human mating strategies and relationship processes, this volume makes a timely and significant contribution to what is fast becoming one of the most prominent and fruitful approaches to understanding the nature and psychology of the human mind.

The Oxford Handbook Of Reading

Author: Alexander Pollatsek
Editor: Oxford University Press, USA
ISBN: 0199324573
Size: 18,85 MB
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Writing is one of humankind's greatest inventions, and modern societies could not function if their citizens could not read and write. How do skilled readers pick up meaning from markings on a page so quickly, and how do children learn to do so? The chapters in the Oxford Handbook of Reading synthesize research on these topics from fields ranging from vision science to cognitive psychology and education, focusing on how studies using a cognitive approach can shed light on how the reading process works. To set the stage, the opening chapters present information about writing systems and methods of studying reading, including those that examine speeded responses to individual words as well as those that use eye movement technology to determine how sentences and short passages of text are processed. The following section discusses the identification of single words by skilled readers, as well as insights from studies of adults with reading disabilities due to brain damage. Another section considers how skilled readers read a text silently, addressing such issues as the role of sound in silent reading and how readers' eyes move through texts. Detailed quantitative models of the reading process are proposed throughout. The final sections deal with how children learn to read and spell, and how they should be taught to do so. These chapters review research with learners of different languages and those who speak different dialects of a language; discuss children who develop typically as well as those who exhibit specific disabilities in reading; and address questions about how reading should be taught with populations ranging from preschoolers to adolescents, and how research findings have influenced education. The Oxford Handbook of Reading will benefit researchers and graduate students in the fields of cognitive psychology, developmental psychology, education, and related fields (e.g., speech and language pathology) who are interested in reading, reading instruction, or reading disorders.

Reading And Its Difficulties

Author: M. D. Vernon
Editor: Cambridge University Press
ISBN: 9780521144414
Size: 14,75 MB
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Originally published in 1971, this book constitutes a scientific enquiry into the basis of reading, and dyslexia. Professor Vernon considers visual perception, reasoning, motivation, and outlines work in psycholinguistics in order to define the basic psychological processes involved in learning to read. She also discusses the problem of specific developmental dyslexia, and concludes that the basic deficiency may lie in the processes of conceptual reasoning between the sequence of printed and 'sounded' letters. A fundamental disfunction of the brain is also seen as a possibility. She stresses the importance of early recognition and remedial treatment of reading difficulties, since these may be alleviated, if not entirely overcome, by suitable treatment.

Tutorials In Visual Cognition

Author: Veronika Coltheart
Editor: Routledge
ISBN: 1136940359
Size: 11,73 MB
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This volume provides up-to-date tutorial reviews of these many new and exciting developments in the study of visual cognition written by the leaders in the discipline, providing an incisive and comprehensive survey of research in this dynamic field.

Stevens Handbook Of Experimental Psychology Sensation And Perception

Author: Steven Yantis, PhD
Editor: John Wiley and Sons
ISBN: 9780471650140
Size: 13,79 MB
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Now available in paperback. This revised and updated edition of the definitive resource for experimental psychology offers comprehensive coverage of the latest findings in the field, as well as the most recent contributions in methodology and the explosion of research in neuroscience. Volume One: Sensation and Perception focuses on sensory experience and complex learned perceptions through modalities such as vision, touch, smell, and hearing.

Human Assessment Cognition And Motivation

Author: S.K. Newstead
Editor: Springer Science & Business Media
ISBN: 9400944063
Size: 11,29 MB
Format: PDF
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Proceedings of the NATO Advanced Study Institute, Athens, Greece, December 10-20, 1984

Individual Differences In Theory Of Mind

Author: Betty Repacholi
Editor: Psychology Press
ISBN: 1135432333
Size: 17,90 MB
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Over the last fifteen years, developmentalists, cognitive scientists, philosophers, educators and clinicians have considered the acquisition of a theory of mind - the capacity to predict and explain behavior on the basis of internal, subjective mental states - to be one of the crucial cognitive achievements of early childhood. This volume represents the first collection of work to address, empirically and conceptually, the topic of individual differences in theory of mind. It is also unique because it takes the reader beyond the preschool years, to explore theory of mind development in late childhood and adulthood.

Oceanic Encounters

Author: Margaret Jolly
Editor: ANU E Press
ISBN: 1921536292
Size: 15,54 MB
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This volume, the result of ongoing collaborations between Australian and French anthropologists, historians and linguists, explores encounters between Pacific peoples and foreigners during the longue durée of European exploration, colonisation and settlement from the sixteenth century to the twentieth century. It deploys the concept of `encounter¿ rather than the more common idea of `first contact¿ for several reasons. Encounters with Europeans occurred in the context of extensive prior encounters and exchanges between Pacific peoples, manifest in the distribution of languages and objects and in patterns of human settlement and movement. The concept of encounter highlights the mutuality in such meetings of bodies and minds, whereby preconceptions from both sides were brought into confrontation, dialogue, mutual influence and ultimately mutual transformation. It stresses not so much prior visions of `strangers¿ or `others¿ but the contingencies in events of encounter and how senses other than vision were crucial in shaping reciprocal appraisals. But a stress on mutual meanings and interdependent agencies in such cross-cultural encounters should not occlude the tumultuous misunderstandings, political contests and extreme violence which also characterised Indigenous-European interactions over this period.