The Unexplained Nature of Reading

Autor/inn/en	Adelman, James S.; Marquis, Suzanne J.; Sabatos-DeVito, Maura G.; Estes, Zachary
Titel	The Unexplained Nature of Reading
Quelle	In: Journal of Experimental Psychology: Learning, Memory, and Cognition, 39 (2013) 4, S.1037-1053 (17 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0278-7393
DOI	10.1037/a0031829
Schlagwörter	Oral Reading; Reading Processes; Comparative Analysis; Regression (Statistics); Individual Differences; Reaction Time; Responses; Cognitive Processes; Foreign Countries; College Students; College Faculty; Word Lists; Coding; Reading Rate; Word Frequency; Phonemes; Orthographic Symbols; Emotional Response; Semantics; Computation; Drills (Practice); Priming; Simulation; United Kingdom (England) + Suchen Sie Ihr Suchwort? Oral work; Reading; Mündliche Übung; Leseprozess; Lesen; Regression; Regressionsanalyse; Individueller Unterschied; Reaktionsvermögen; Cognitive process; Kognitiver Prozess; Ausland; Collegestudent; Fakultät; Wortliste; Codierung; Programmierung; Reading readiness; Reading speed; Lesegeschwindigkeit; Word analysis; Frequency; Wortanalyse; Häufigkeit; Fonem; Emotionales Verhalten; Semantik; Simulation program; Simulationsprogramm
Abstract	The effects of properties of words on their reading aloud response times (RTs) are 1 major source of evidence about the reading process. The precision with which such RTs could potentially be predicted by word properties is critical to evaluate our understanding of reading but is often underestimated due to contamination from individual differences. We estimated this precision without such contamination individually for 4 people who each read 2,820 words 50 times each. These estimates were compared to the precision achieved by a 31-variable regression model that outperforms current cognitive models on variance-explained criteria. Most (around 2/3) of the meaningful (non-first-phoneme, non-noise) word-level variance remained unexplained by this model. Considerable empirical and theoretical-computational effort has been expended on this area of psychology, but the high level of systematic variance remaining unexplained suggests doubts regarding contemporary accounts of the details of the mechanisms of reading at the level of the word. Future assessment of models can take advantage of the availability of our precise participant-level database. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01