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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 Children?s and adults? on-line processing of syntactically ambiguous sentences during reading Liversedge, Simon Paul; Joseph, H.S.S.L. - : PLOS, 2013 BASE Show details 2 Parafoveal processing across different lexical constituents in Chinese reading Drieghe, Denis; Yan, G.; Liversedge, Simon Paul. - : Sage, 2013 BASE Show details 3 Using E-Z Reader to examine the concurrent development of eye-movement control and reading skill Reichle, Erik D.; Liversedge, Simon Paul; Drieghe, Denis; Blythe, Hazel I.; Joseph, Holly S.S.L; White, Sarah S.J.; Rayner, Keith. - : Elsevier, 2013 Abstract: Compared to skilled adult readers, children typically make more fixations that are longer in duration, shorter saccades, and more regressions, thus reading more slowly (Blythe & Joseph, 2011). Recent attempts to understand the reasons for these differences have discovered some similarities (e.g., children and adults target their saccades similarly; Joseph, Liversedge, Blythe, White, & Rayner, 2009) and some differences (e.g., children?s fixation durations are more affected by lexical variables; Blythe, Liversedge, Joseph, White, & Rayner, 2009) that have yet to be explained. In this article, the E-Z Reader model of eye-movement control in reading (Reichle, 2011; Reichle, Pollatsek, Fisher, & Rayner, 1998) is used to simulate various eye-movement phenomena in adults versus children in order to evaluate hypotheses about the concurrent development of reading skill and eye-movement behavior. These simulations suggest that the primary difference between children and adults is their rate of lexical processing, and that different rates of (post-lexical) language processing may also contribute to some phenomena (e.g., children?s slower detection of semantic anomalies; Joseph et al., 2008). The theoretical implications of this hypothesis are discussed, including possible alternative accounts of these developmental changes, how reading skill and eye movements change across the entire lifespan (e.g., college-aged vs. older readers), and individual differences in reading ability. Keyword: C800 - Psychology URL: http://clok.uclan.ac.uk/22385/1/22385.pdf http://clok.uclan.ac.uk/22385/ https://doi.org/10.1016/j.dr.2013.03.001 BASE Hide details 4 Interword spacing effects on the acquisition of new vocabulary for readers of Chinese as a second language Bai, Xuejun; Liang, Feifei; Blythe, Hazel I.. - : Wiley, 2013 BASE Show details 5 Inter-word spacing and landing position effects during Chinese reading in children and adults Zang, Chuanli; Liang, Feifei; Bai, Xuejun. - : American Psychological Association, 2013 BASE Show details

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