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Effects of Context on the Classification of Words and Nonwords
Peer reviewed Peer reviewed
Schuberth, Richard E.; Eimas, Peter D. – Journal of Experimental Psychology: Human Perception and Performance, 1977
Investigates the effects of linguistic context, more particularly, semantic context in the form of an incomplete sentence, on the ability of observers to classify letter strings as words or nonwords. (Author/RK)
Descriptors: Context Clues, Experimental Psychology, Letters (Alphabet), Psychological Studies
Information Extraction from the Parafovea: A Developmental Study.
Peer reviewed Peer reviewed
Stewart-Lester, Krista J.; Lefton, Lester A. – Journal of Experimental Psychology: Human Perception and Performance, 1981
High frequency words typed in normal and alternating case were presented tachistoscopically in the fovea and parafovea to children and adults. Dependent measures were percentages of letters and words correct. Few differences between age groups were found. Serial position curves also showed similarities across grades in the parafoveal information…
Descriptors: Age Differences, Context Clues, Elementary Education, Eye Fixations
Letter Information and Orthographic Context in Word Perception.
Peer reviewed Peer reviewed
Massaro, Dominic W. – Journal of Experimental Psychology: Human Perception and Performance, 1979
Orthographic context and visual letter information were independently varied in a letter recognition task. The results contradicted the qualitative predictions of nonindependence theories of reading and are accurately described by a quantification of independence theory. (Author/CP)
Descriptors: Context Clues, Higher Education, Learning Theories, Letters (Alphabet)
Semantic Context and Word Frequency Effects in Visual Word Recognition.
Peer reviewed Peer reviewed
Becker, Curtis A. – Journal of Experimental Psychology: Human Perception and Performance, 1979
Schuberth and Eimas (EJ 159 939) reported that context and frequency effects added to determine reaction times in a lexical decision (word v nonword) task. The present reexamination shows that context and frequency do interact, with semantic context facilitating the processing of low-frequency words more than high-frequency words. (Author/CP)
Descriptors: Associative Learning, Classification, Context Clues, Higher Education