Stripes within words affect reading

In a series of eight studies it is shown that the first peak in the horizontal autocorrelation of the image of a word (which captures the similarity in shape between the neighbouring strokes of letters) determines (i) the appearance of the words as striped; (ii) the speed with which the words are read, both aloud and silently; and (iii) the speed with which a paragraph of text can be searched. By subtly distorting the horizontal dimension of text, and thereby reducing the first peak in the horizontal autocorrelation, it is shown that the speed of word recognition can be increased. The increase in speed is greater in poor readers.     

The role of spatial location in remembering and forgetting peripheral words.

This study examined whether spatial location mediates intentional forgetting of peripherally presented words. Using an item-method directed forgetting paradigm, words were presented in peripheral locations at study. A recognition test presented all words at either the same or a different location relative to study. Results showed that while recognition of Remember words was unaffected by test location, when Forget words were presented in the same location at test as at study, recognition accuracy was significantly greater than when presented in a different location. Experiment 2 showed that the speed to localize a previously studied word was faster when it was presented in the same rather than a different study-test location but that the magnitude of this spatial priming was unaffected by memory instruction. We suggest that the location of peripherally presented words is represented in memory and can aid the retrieval of poorly encoded words.     

LOGICAL KNOWLEDGE AND GETTIER CASES

Knowledge of the basic rules of logic is often thought to be distinctive, for it seems to be a case of non-inferential a priori knowledge. Many philosophers take its source to be different from those of other types of knowledge, such as knowledge of empirical facts. The most prominent account of knowledge of the basic rules of logic takes this source to be the understanding of logical expressions or concepts. On this account, what explains why such knowledge is distinctive is that it is grounded in semantic or conceptual understanding. However, I show that this cannot be the correct account of knowledge of the basic rules of logic, because it is open to Gettier-style counter-examples.     

Toddlers can adaptively change how they categorize: same objects,same session,two different categorical distinctions

Two experiments demonstrate that 14‐ to 18‐month‐old toddlers can adaptively change how they categorize a set of objects within a single session, and that this ability is related to vocabulary size. In both experiments, toddlers were presented with a sequential touching task with objects that could be categorized either according to some perceptually salient dimension corresponding to a taxonomic distinction (e.g. animals vs. vehicles) or to some less obvious dimension (e.g. rigid vs. deformable). In each experiment, children with larger productive vocabularies responded to both dimensions, showing evidence of sensitivity to each way of categorizing the items. Children with smaller productive vocabularies attended only to the taxonomically related categorical grouping. These experiments confirm that toddlers can adaptively shift the basis of their categorization and highlight the dynamic interaction between the child and the current task in early categorization.     

Divided attention between lyrics and tunes of operatic songs: evidence for independent processing.

Excerpts from French operatic songs were used to evaluate the extent to which language and music compete for processing resources. Do these two dimensions conflict? Are they integrated into a single percept? Or are they independent? The final word of each excerpt was either semantically congruous or incongruous relative to the prior linguistic context and was sung either in or out of key. Participants were asked to detect either the semantic or the melodic incongruity (single task) or both (dual task). We predicted a dual-task deficit if these tasks conflicted and no deficit if they were either independent or integrated. In order to distinguish between these last two outcomes, trial-by-trial contingency analyses were also computed, predicting no correlation if the tasks were conflicting or independent, a positive correlation under the assumption of integration and a negative correlation if dividing attention is impossible. Our results show similar levels of performance in single and dual tasks and no correlation between dual-task judgments, thus suggesting that semantic and melodic aspects of language are processed by independent systems. In addition, a comparison between musicians and nonmusicians shows that these conclusions are independent of musical expertise.     

A Comparative Effectiveness Study of Two High-Frequency Word Interventions: Traditional Drill and WordSheets

Traditional drill and practice (TDP) has been shown to be both effective and efficient for increasing word recognition. WordSheets (WS) is a novel drill procedure similar to TDP with two key differences: (a) WS increases opportunities to respond, which may increase efficiency and (b) WS present instructional stimuli in a context that more closely resembles actual reading passages, which may enhance generalization to connected text. The study sought to compare the effectiveness and efficiency of TDP and WS in a sample of first-grade students (n = 27) identified by their teachers as struggling readers. Results indicated that, although WS led to significantly more opportunities to respond, it was both less effective and efficient than TDP with regard to cumulative retention. However, there were no significant differences across interventions in regard to the maintenance or generalization of treatment gains. Limitations and implications of the current study for school-based professionals are discussed.