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Chuanli Zang; Ying Fu; Hong Du; Xuejun Bai; Guoli Yan; Simon P. Liversedge – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2024
Arguably, the most contentious debate in the field of eye movement control in reading has centered on whether words are lexically processed serially or in parallel during reading. Chinese is character-based and unspaced, meaning the issue of how lexical processing is operationalized across potentially ambiguous, multicharacter strings is not…
Descriptors: Chinese, Reading Processes, Language Processing, Phrase Structure
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Wang, Jingwen; Angele, Bernhard; Ma, Guojie; Li, Xingshan – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2021
Since there are no spaces between words to mark word boundaries in Chinese, it is common to see 2 identical neighboring characters in natural text. Usually, this occurs when there are 2 adjacent words containing the same character (we will call such a coincidental sequence of 2 identical characters "repeated characters"). In the present…
Descriptors: Reading Processes, Orthographic Symbols, Chinese, Comparative Analysis
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Fournet, Colas; Mirault, Jonathan; Perea, Manuel; Grainger, Jonathan – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2022
In four experiments, we investigated the impact of letter case (lower case vs. UPPER CASE) on the processing of sequences of written words. Experiment 1 used the rapid parallel visual presentation (RPVP) paradigm with postcued identification of one word in a five-word sequence. The sequence could be grammatically correct (e.g., "the boy likes…
Descriptors: Alphabets, Reading Processes, Word Recognition, Punctuation
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Jouravlev, Olessia; McPhedran, Mark; Hodgins, Vegas; Jared, Debra – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2023
The aim of this project was to identify factors contributing to cross-language semantic preview benefits. In Experiment 1, Russian-English bilinguals read English sentences with Russian words presented as parafoveal previews. The gaze-contingent boundary paradigm was used to present sentences. Critical previews were cognate translations of the…
Descriptors: Bilingualism, French, Translation, Semantics
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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
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Eskenazi, Michael A.; Nix, Bailey – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2021
Reading in difficult or novel fonts results in slower and less efficient reading (Slattery & Rayner, 2010); however, these fonts may also lead to better learning and memory (Diemand-Yauman, Oppenheimer, & Vaughan, 2011). This effect is consistent with a desirable difficulty effect such that more effort during encoding results in better…
Descriptors: Individual Differences, Difficulty Level, Word Frequency, Layout (Publications)
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Mor, Billy; Prior, Anat – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2022
Reading efficiently in a second language (L2) is a crucial skill, but it is not universally achieved. Here we ask whether L2 reading efficiency is better captured as a language specific skill or whether it is mostly shared across L1 and L2, relying on general language abilities. To this end, we examined word frequency and predictability effects in…
Descriptors: Prediction, Native Language, Second Language Learning, Reading Comprehension
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Gullifer, Jason W.; Titone, Debra – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2019
We investigated whether cross-language activation is sensitive to shifting language demands and language experience during first and second language (i.e., L1, L2) reading. Experiment 1 consisted of L1 French-L2 English bilinguals reading in the L2, and Experiment 2 consisted of L1 English-L2 French bilinguals reading in the L1. Both groups read…
Descriptors: Bilingualism, Second Language Learning, Native Language, French
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Dirix, Nicolas; Cop, Uschi; Drieghe, Denis; Duyck, Wouter – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2017
The present study assessed intra- and cross-lingual neighborhood effects, using both a generalized lexical decision task and an analysis of a large-scale bilingual eye-tracking corpus (Cop, Dirix, Drieghe, & Duyck, 2016). Using new neighborhood density and frequency measures, the general lexical decision task yielded an inhibitory…
Descriptors: Decision Making, Second Language Learning, Word Frequency, Native Language
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Davies, Rob A. I.; Arnell, Ruth; Birchenough, Julia M. H.; Grimmond, Debbie; Houlson, Sam – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2017
The effects of psycholinguistic variables are critical to the evaluation of theories about the cognitive reading system. However, reading research has tended to focus on the impact of key variables on average performance. We report the first investigation examining variation in psycholinguistic effects across the life span, from childhood into old…
Descriptors: Individual Differences, Psycholinguistics, Pronunciation, Task Analysis
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Foucart, Alice; Martin, Clara D.; Moreno, Eva M.; Costa, Albert – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2014
Why is it more difficult to comprehend a 2nd (L2) than a 1st language (L1)? In the present article we investigate whether difficulties during L2 sentence comprehension come from differences in the way L1 and L2 speakers anticipate upcoming words. We recorded the brain activity (event-related potentials) of Spanish monolinguals, French-Spanish late…
Descriptors: Bilingualism, Second Language Learning, Native Language, Brain Hemisphere Functions
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Titone, Debra; Libben, Maya; Mercier, Julie; Whitford, Veronica; Pivneva, Irina – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2011
Libben and Titone (2009) recently observed that cognate facilitation and interlingual homograph interference were attenuated by increased semantic constraint during bilingual second language (L2) reading, using eye movement measures. We now investigate whether cross-language activation also occurs during first language (L1) reading as a function…
Descriptors: Sentences, Semantics, Eye Movements, Interference (Language)