NotesFAQContact Us
Collection
Advanced
Search Tips
Showing all 6 results Save | Export
Peer reviewed Peer reviewed
Direct linkDirect link
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)
Peer reviewed Peer reviewed
Direct linkDirect link
Kimel, Eva; Ahissar, Merav – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2020
Are difficulties of individuals with dyslexia (IDDs) reduced or enhanced in tasks where linguistic regularities typically facilitate performance, such as vocabulary acquisition and reading? If impaired short-term memory and poor phonological decoding pose the main impediments to IDDs, then they are expected to compensate for these difficulties…
Descriptors: Morphology (Languages), Dyslexia, Vocabulary Development, Language Acquisition
Peer reviewed Peer reviewed
Direct linkDirect link
Beyersmann, Elisabeth; Wegener, Signy; Nation, Kate; Prokupzcuk, Ayako; Wang, Hua-Chen; Castles, Anne – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2021
It is well known that information from spoken language is integrated into reading processes, but the nature of these links and how they are acquired is less well understood. Recent evidence has suggested that predictions about the written form of newly learned spoken words are already generated prior to print exposure. We extend this work to…
Descriptors: Learning Processes, Morphology (Languages), Morphemes, Reading Processes
Peer reviewed Peer reviewed
Direct linkDirect link
Li, Xingshan; Gu, Junjuan; Liu, Pingping; Rayner, Keith – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2013
In 2 experiments, we tested the prediction that reading is more efficient when characters belonging to a word are presented simultaneously than when they are not in Chinese reading using a novel variation of the moving window paradigm (McConkie & Rayner, 1975). In Experiment 1, we found that reading was slowed down when Chinese readers could…
Descriptors: Chinese, Eye Movements, Reading Processes, Orthographic Symbols
Peer reviewed Peer reviewed
Direct linkDirect link
Wilson, Maximiliano A.; Cuetos, Fernando; Davies, Rob; Burani, Cristina – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2013
Word age-of-acquisition (AoA) affects reading. The mapping hypothesis predicts AoA effects when input--output mappings are arbitrary. In Spanish, the orthography-to-phonology mappings required for word naming are consistent; therefore, no AoA effects are expected. Nevertheless, AoA effects have been found, motivating the present investigation of…
Descriptors: Age, Vocabulary Development, Spanish, Role
Peer reviewed Peer reviewed
Direct linkDirect link
McKay, Adam; Davis, Chris; Savage, Greg; Castles, Anne – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2008
The current research uses a novel methodology to examine the role of semantics in reading aloud. Participants were trained to read aloud 2 sets of novel words (i.e., nonwords such as bink): some with meanings (semantic) and some without (nonsemantic). A comparison of reading aloud performance between these 2 sets of novel words was used to provide…
Descriptors: Semantics, Semiotics, Oral Reading, Role