Publication Date
In 2025 | 0 |
Since 2024 | 0 |
Since 2021 (last 5 years) | 0 |
Since 2016 (last 10 years) | 0 |
Since 2006 (last 20 years) | 2 |
Descriptor
College Students | 3 |
Error Patterns | 3 |
Word Recognition | 2 |
Cloze Procedure | 1 |
Cognitive Processes | 1 |
Comprehension | 1 |
Foreign Countries | 1 |
Indo European Languages | 1 |
Italian | 1 |
Language Processing | 1 |
Oral Reading | 1 |
More ▼ |
Source
Language and Cognitive… | 3 |
Author
Arduino, Lisa S. | 1 |
Barca, Laura | 1 |
Burani, Cristina | 1 |
Caramazza, Alfonso | 1 |
Costa, Albert | 1 |
Hartsuiker, Robert J. | 1 |
Mahon, Bradford | 1 |
Pagliuca, Giovanni | 1 |
Savova, Virginia | 1 |
Severens, Els | 1 |
Publication Type
Journal Articles | 3 |
Reports - Research | 3 |
Education Level
Higher Education | 2 |
Audience
Location
Belgium | 1 |
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Severens, Els; Hartsuiker, Robert J. – Language and Cognitive Processes, 2009
Event-related potentials were used to investigate if there is a lexical bias effect in comprehension monitoring. The lexical bias effect in language production (the tendency of phonological errors to result in existing words rather than nonwords) has been attributed to an internal self-monitoring system, which uses the comprehension system, and…
Descriptors: Comprehension, Sentences, Word Recognition, Language Processing
Pagliuca, Giovanni; Arduino, Lisa S.; Barca, Laura; Burani, Cristina – Language and Cognitive Processes, 2008
This is the first study that reports the lexicality effect (i.e., words read better than nonwords) in Italian with fully transparent and methodologically well-controlled stimuli. We investigated how words and nonwords are read aloud in the Italian transparent orthography, in which there is an almost strict one-to-one correspondence between…
Descriptors: Word Recognition, Reading Skills, Italian, Phoneme Grapheme Correspondence

Costa, Albert; Mahon, Bradford; Savova, Virginia; Caramazza, Alfonso – Language and Cognitive Processes, 2003
Explored the effects of two variables in the picture-word interference paradigm: semantic relatedness and the level of categorization of distracts relative to pictures' names. Results suggest that the effect of semantically related distractors depends on the level of categorization at which the response has to be given. Semantically unrelated…
Descriptors: Cognitive Processes, College Students, Error Patterns, Pictorial Stimuli