effect of manipulating word frequency on word menaing and on visual duration thresholds.
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effect of manipulating word frequency on word menaing and on visual duration thresholds. by Eileen Andrews

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Published .
Written in English


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Edition Notes

Thesis (M.A.) - University of Toronto, 1962.

The Physical Object
Pagination1 v.
ID Numbers
Open LibraryOL19449055M

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  Previous studies showed that a new word that is similar to many known words will be learned better than a new word that is similar to few known words (Storkel et al., ).In the present study we created novel words that were phonological neighbors to lexical hermits—or known words that do not have any phonological neighbors—that varied in frequency of by: 7. Finally, a word length effect for Roman words can be reinstated in the right visual field when words are displayed in unusual visual formats (e.g., vertically), or when words are unfamiliar to the reader (i.e., pseudowords; Young and Ellis, ; see Fig. 6 below). Thus, reading competence in itself is not sufficient to account for the. (manipulating a variable such as word frequency) between two languages that, as we have seen in Experiments 1 and 2, differ in terms of mean performance (as well as in variability). Reading by literate adults is generally assumed to represent skill acquired years earlier. However, the present experiments show that aspects of that skill can be readily modified. In two experiments, pronunciation of visually presented common words speeded later recognition of those words. This facilitation of recognition occurred although subjects did not expect word repetition and the task.

  There has been debate about whether blue hyperlinks on the Web cause disruption to reading. A series of eye tracking experiments were conducted to explore if coloured words in black text had any impact on reading behaviour outside and inside a Web environment. Experiment 1 and 2 explored the saliency of coloured words embedded in single sentences and the impact on reading .   These main effects were qualified by a two-way interaction between Word Type and Task Type (see Fig 5), which was similar to the two-way interaction we observed in first fixation duration and single fixation duration where there is no significant effect of Word Type when reading for comprehension (b = , SE = , t = ), but there was. Visual encoding is the encoding of images, and acoustic encoding is the encoding of sounds, words in particular. To see how visual encoding works, read over this list of words: car, level, dog, truth, book, value. If you were asked later to recall the words from this list, which ones do you think you’d most likely remember? You would probably. Research into absolute thresholds has found that A. the chances of detecting a stimulus increase as the stimulus intensity increases. B. absolute thresholds vary between 25% detection rates and 75% detection rates, depending on the individual. C. there is a fixed point where the probability of detecting a stimulus jumps from 0% to %.

The Effect of Competition on Visual Duration Threshold and its Independence of Stimulus Frequency. Leston L. Havens & Warren E. Foote - - Journal of Experimental Psychology 65 (1) Physiological Need, Word Frequency, and Visual Duration Thresholds. Neural oscillations are hypothesized to play an important role in modulating perceptual processing in accordance with top-down goals. For instance, the amplitude, phase, and spatial distribution of alpha-band oscillations change with attention. Given recent links between the peak frequency of alpha oscillations and the temporal resolution of perception, we investigated whether frequency. Another lateralized lexical decision experiment with RW used the same list of words (courtesy of P. H. K. Seymour) varying in frequency and regularity of grapheme-phoneme correspondence used earlier with LB and with normals (see Table 1, Section 25–).RW’s accuracy did reveal a word Frequency by VF interaction, with a frequency effect in the LVF but not in the RVF and no regularity.   Behavioral experiments have revealed that words appearing in many different contexts are responded to faster than words that appear in few contexts. Although this contextual diversity (CD) effect has been found to be stronger than the word-frequency (WF) effect, it is a matter of debate whether the facilitative effects of CD and WF reflect the same underlying mechanisms.