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    • Joseph, Holly S. S. L. (5)
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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Hits 1 – 5 of 5 1 Working memory, reading ability and the effects of distance and typicality on anaphor resolution in children Joseph, Holly S. S. L.; Bremner, Georgina; Liversedge, Simon P.. - : Routledge, 2015 BASE Show details 2 Working memory, reading ability and the effects of distance and typicality on anaphor resolution in children Joseph, Holly S. S. L.; Bremner, Georgina; Liversedge, Simon P.. - : Taylor & Francis, 2015 BASE Show details 3 Is children's reading "good enough"? Links between online processing and comprehension as children read syntactically ambiguous sentences Wonnacott, Elizabeth; Joseph, Holly S. S. L.; Adelman, James S.. - : Sage Publications Ltd., 2015 BASE Show details 4 Children’s and Adults’ On-Line Processing of Syntactically Ambiguous Sentences during Reading Joseph, Holly S. S. L.; Liversedge, Simon P.. - : Public Library of Science, 2013 BASE Show details 5 Children’s and adults’ processing of anomaly and implausibility during reading: Evidence from eye movements Joseph, Holly S. S. L.; Liversedge, Simon P.; Blythe, Hazel I.; White, Sarah J.; Gathercole, Susan E.; Rayner, Keith. - 2007 Abstract: The eye movements of 24 children and 24 adults were monitored to compare how they read sentences containing plausible, implausible, and anomalous thematic relations. In the implausible condition the incongruity occurred due to the incompatibility of two objects involved in the event denoted by the main verb. In the anomalous condition the direct object of the verb was not a possible verb argument. Adults exhibited immediate disruption with the anomalous sentences as compared to the implausible sentences as indexed by longer gaze durations on the target word. Children exhibited the same pattern of effects as adults as far as the anomalous sentences were concerned, but exhibited delayed effects of implausibility. These data indicate that while children and adults are alike in their basic thematic assignment processes during reading, children may be delayed in the efficiency with which they are able to integrate pragmatic and real-world knowledge into their discourse representation. Keyword: Article URL: https://doi.org/10.1080/17470210701400657 http://www.ncbi.nlm.nih.gov/pubmed/17853235 http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2662929 BASE Hide details

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