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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 Features of lexical richness in children’s books: Comparisons with child-directed speech ... Dawson, Nicola; Hsiao, Yaling; Tan, Alvin. - : Carnegie Mellon University Library Publishing Service, 2021 BASE Show details 2 Features of lexical richness in children’s books: Comparisons with child-directed speech ... Dawson, Nicola; Hsiao, Yaling; Tan, Alvin. - : Open Science Framework, 2021 BASE Show details 3 Both Semantic Diversity and Frequency Influence Children’s Sentence Reading Hsiao, Yaling; Bird, Megan; Pagán, Ascensión. - : Taylor & Francis, 2020 BASE Show details 4 The influence of item-level contextual history on lexical and semantic judgments by children and adults. Hsiao, Yaling; Bird, Megan; Norris, Helen. - : American Psychological Association, 2020 BASE Show details 5 Both semantic diversity and frequency influence children’s sentence reading. Pagán, Ascensión; Bird, Megan; Hsiao, Yaling; Nation, Kate. - : Taylor & Francis (Routledge) for Society for the Scientific Study of Reading, 2019 Abstract: The file associated with this record is under embargo until 18 months after publication, in accordance with the publisher's self-archiving policy. The full text may be available through the publisher links provided above. ; Semantic diversity – a metric that captures variations in previous contextual experience with a word – influences children’s lexical decision and reading aloud. We investigated the effects of semantic diversity and frequency on children’s reading of words embedded in sentences, while eye movements were recorded. If semantic diversity and frequency reflect different aspects of experience that influence reading in different ways, they should show independent effects and perhaps even different processing signatures during reading. Forty-nine 9-year-olds read sentences containing high/low frequency and high/low diversity words, manipulated orthogonally. We observed main effects of both variables, with high frequency and high semantic diversity words being read more easily. These results show that variations in the amount and nature of contextual experience influence how easily words are processed during reading. ; This work was supported by grants from The Economic and Social Research Council (ES/M009998/1) and The Leverhulme Trust (RPG-2015-070). We are grateful to the Children’s Dictionaries Department at Oxford University Press for their collaboration and support. ; Peer-reviewed ; Post-print Keyword: children; eye movements; frequency; reading; semantic diversity URL: http://hdl.handle.net/2381/45606 BASE Hide details

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