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Wen, Yun; Mirault, Jonathan; Grainger, Jonathan – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2021
In 2 ERP experiments participants read 4-word sequences presented for 200 ms (RPVP paradigm) and were required to decide whether the word sequences were grammatical or not. In Experiment 1, the word sequence consisted of either a grammatically correct sentence (e.g., "she can sing now") or an ungrammatical scrambled sequence (e.g.,…
Descriptors: Syntax, Language Processing, Grammar, Brain Hemisphere Functions
Melnik-Leroy, Gerda Ana; Turnbull, Rory; Peperkamp, Sharon – Second Language Research, 2022
Previous studies have yielded contradictory results on the relationship between perception and production in second language (L2) phonological processing. We re-examine the relationship between the two modalities both within and across processing levels, addressing several issues regarding methodology and statistical analyses. We focus on the…
Descriptors: French, Second Language Learning, Auditory Perception, Language Proficiency
Olive, Thierry; Barbier, Marie-Laure – Written Communication, 2017
We examined longhand note taking strategies when reading and summarizing a source text that was formatted with bullets or that was presented in a single paragraph. We analyzed cognitive effort when reading the source text, when jotting notes, when reading the notes, and when composing the summary, as well as time spent in these activities and the…
Descriptors: Time on Task, Cognitive Processes, Notetaking, Documentation
Roberts, Leah; Liszka, Sarah Ann – Second Language Research, 2021
The results of a self-paced reading study with advanced German, Dutch and French second language (L2) learners of English showed that their online comprehension of early closure (EC) sentences which are initially misanalysed by native English speakers (e.g. "While John hunted the frightened rabbit escaped") was affected by whether or…
Descriptors: Grammar, Second Language Learning, Second Language Instruction, English (Second Language)
Bosse, Marie-Line; Kandel, Sonia; Prado, Chloé; Valdois, Sylviane – International Journal of Behavioral Development, 2014
This research investigated whether text reading and copying involve visual attention-processing skills. Children in grades 3 and 5 read and copied the same text. We measured eye movements while reading and the number of gaze lifts (GL) during copying. The children were also administered letter report tasks that constitute an estimation of the…
Descriptors: Eye Movements, Visual Perception, Cognitive Processes, Grade 3
Khelifi, Rachid; Sparrow, Laurent; Casalis, Severine – Brain and Cognition, 2012
This study aimed at examining sensitivity to lateral linguistic and nonlinguistic information in third and fifth grade readers. A word identification task with a threshold was used, and targets were displayed foveally with or without distractors. Sensitivity to lateral information was inferred from the deterioration of the rate of correct word…
Descriptors: Linguistics, Identification, Word Recognition, Grade 5
Spinelli, Elsa; Kandel, Sonia; Guerassimovitch, Helena; Ferrand, Ludovic – Language and Cognitive Processes, 2012
"AU" /o/ and "AN" /a/ in French are both complex graphemes, but they vary in their strength of association to their respective sounds. The letter sequence "AU" is systematically associated to the phoneme /o/, and as such is always parsed as a complex grapheme. However, "AN" can be associated with either one…
Descriptors: Phonemes, Handwriting, Graphemes, French
Casalis, Severine; Leuwers, Christel; Hilton, Heather – Journal of Learning Disabilities, 2013
This study examined syntactic comprehension in French children with dyslexia in both listening and reading. In the first syntactic comprehension task, a partial version of the Epreuve de Comprehension syntaxico-semantique (ECOSSE test; French adaptation of Bishop's test for receptive grammar test) children with dyslexia performed at a lower level…
Descriptors: Dyslexia, Foreign Countries, French, Syntax