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A multilingual preregistered replication of the semantic mismatch effect on serial recall
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The Hebb Repetition effect as a Laboratory Analogue of Language Acquisition: Learning Three Lists at No Cost ...
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There is a Missing-Phoneme Effect in Aural Prose Comprehension
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What a Simple Letter-Detection Task Can Tell Us About Cognitive Processes in Reading
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Abstract:
Understanding reading is a central issue for psychology, with major societal implications. Over the past five decades, a simple letter-detection task has been used as a window on the psycholinguistic processes involved in reading. When readers are asked to read a text for comprehension while marking with a pencil all instances of a target letter, they miss some of the letters in a systematic way known as the missing-letter effect. In the current article, we review evidence from studies that have emphasized neuroimaging, eye movement, rapid serial visual presentation, and auditory passages. As we review, the missing-letter effect captures a wide variety of cognitive processes, including lexical activation, attention, and extraction of phrase structure. To account for the large set of findings generated by studies of the missing-letter effect, we advanced an attentional-disengagement model that is rooted in how attention is allocated to and disengaged from lexical items during reading, which we have recently shown applies equally to listening.
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Keyword:
attention; eye-movement; letter processing; missing-letter effect; reading
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URL: http://hdl.handle.net/10222/72308 https://doi.org/10.1177/0963721416661173
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Order recall in verbal short-term memory: The role of semantic networks
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Phonological effects in forward and backward serial recall: qualitative and quantitative differences
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Order recall in verbal short-term memory: the role of semantic networks
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SOURCES DE MATÉRIEL EN FRANÇAIS POUR L’ÉLABORATION D’ÉPREUVES DE COMPÉTENCES EN LECTURE ET EN ÉCRITURE
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In: Canadian Journal of Education/Revue canadienne de l'éducation; Vol. 31 No. 2 (2008); 305‐326 ; Revue canadienne de l'éducation; Vol. 31 No 2 (2008); 305‐326 ; 1918-5979 ; 0380-2361 (2008)
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