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Pollatsek, Alexander; Juhasz, Barbara J.; Reichle, Erik D.; Machacek, Debra; Rayner, Keith – Journal of Experimental Psychology: Human Perception and Performance, 2008
Three experiments examined the effects in sentence reading of varying the frequency and length of an adjective on (a) fixations on the adjective and (b) fixations on the following noun. The gaze duration on the adjective was longer for low frequency than for high frequency adjectives and longer for long adjectives than for short adjectives. This…
Descriptors: Eye Movements, Nouns, Word Frequency, Sentences
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Morris, Alison L.; Harris, Catherine L. – Journal of Experimental Psychology: Human Perception and Performance, 2004
Does repetition blindness represent a failure of perception or of memory? In Experiment 1, participants viewed rapid serial visual presentation (RSVP) sentences. When critical words (C1 and C2) were orthographically similar, C2 was frequently omitted from serial report; however, repetition priming for C2 on a postsentence lexical decision task was…
Descriptors: Vision, Blindness, Sentences, Vocabulary
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Li, Liang; Daneman, Meredyth; Qi, James G.; Schneider, Bruce A. – Journal of Experimental Psychology: Human Perception and Performance, 2004
To determine whether older adults find it difficult to inhibit the processing of irrelevant speech, the authors asked younger and older adults to listen to and repeat meaningless sentences (e.g., "A rose could paint a fish") when the perceived location of the masker (speech or noise) but not the target was manipulated. Separating the perceived…
Descriptors: Word Recognition, Sentences, Older Adults, Language Processing
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Stanovich, Keith E.; West, Richard F. – Journal of Experimental Psychology: Human Perception and Performance, 1981
The Posner-Snyder two-process theory of expectancy explains results of studies on the effect of sentence context on ongoing word recognition. Three studies tested the applicability of the theory to the performance of fluent adult readers. Difficult words displayed larger context effects than did easy words. (Author/RD)
Descriptors: Attention, Cognitive Processes, Context Clues, Higher Education