Browsing Theses by Subject "reading aloud"
Now showing items 1-6 of 6
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Can the "Strength of Connections" Account Explain Picture and Word Naming and Categorization Data?
(University of Waterloo, 2015-02-11)Potter and Faulconer (1975) reported that participants were faster to read words aloud than they were to name pictures, but were faster to categorize pictures than words. They took this as falsification of an account in ... -
Reading Aloud in the Context of the Task Set Paradigm: New Perspectives
(University of Waterloo, 2011-12-21)In a series of five experiments I examined whether intention (as operationalized by task set) affects the processes involved in reading. The Task Set paradigm (Besner & Care, 2003) was used in all experiments. On each trial ... -
Reading aloud is not automatic: Processing capacity is required to generate a phonological code from print
(University of Waterloo, 2005)The process of generating a phonological code from print is widely described as automatic. This claim is tested in Chapter 1 by assessing whether phonological recoding uses central attention in the context of the ... -
Reading Aloud: Feedback is Never Necessary
(University of Waterloo, 2010-12-16)Since McClelland and Rumelhart (1981) introduced the concept of interactive activation (IA) to the field of visual word recognition, IA has been adopted by all of the major theoretical models of reading aloud. This widespread ... -
Reading Aloud: Qualitative Differences in the Relation between Stimulus Quality and Word Frequency as a Function of Context
(University of Waterloo, 2008-08-14)Virtually all theories of visual word recognition assume (typically implicitly) that when a pathway is used, processing within that pathway always unfolds in the same way. This view is challenged by the observation that ... -
Tracking the Transition from Sublexical to Lexical Processing in Reading Aloud: On the Creation of Orthographic and Phonological Lexical Representations
(University of Waterloo, 2008-08-26)Participants read aloud a set of nonword letter strings, one at a time that varied in the number of letters. The standard result was observed in two experiments; the time to begin reading aloud increased as letter length ...