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Autor/inn/enDambacher, Michael; Dimigen, Olaf; Braun, Mario; Wille, Kristin; Jacobs, Arthur M.; Kliegl, Reinhold
TitelStimulus Onset Asynchrony and the Timeline of Word Recognition: Event-Related Potentials during Sentence Reading
QuelleIn: Neuropsychologia, 50 (2012) 8, S.1852-1870 (19 Seiten)
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Spracheenglisch
Dokumenttypgedruckt; online; Zeitschriftenaufsatz
ISSN0028-3932
DOI10.1016/j.neuropsychologia.2012.04.011
SchlagwörterSentences; Word Recognition; Word Frequency; Language Processing; Experiments; Reading; Visual Stimuli; Reading Processes; Cognitive Processes; Reading Research
AbstractThree ERP experiments examined the effect of word presentation rate (i.e., stimulus onset asynchrony, SOA) on the time course of word frequency and predictability effects in sentence reading. In Experiments 1 and 2, sentences were presented word-by-word in the screen center at an SOA of 700 and 490ms, respectively. While these rates are typical for psycholinguistic ERP research, natural reading happens at a considerably faster pace. Accordingly, Experiment 3 employed a near-normal SOA of 280ms, which approximated the rate of normal reading. Main results can be summarized as follows: (1) The onset latency of early frequency effects decreases gradually with increasing presentation rates. (2) An early interaction between top-down and bottom-up processing is observed only under a near-normal SOA. (3) N400 predictability effects occur later and are smaller at a near-normal (i.e., high) presentation rate than at the lower rates commonly used in ERP experiments. (4) ERP morphology is different at the shortest compared to longer SOAs. Together, the results point to a special role of a near-normal presentation rate for visual word recognition and therefore suggest that SOA should be taken into account in research of natural reading. (Contains 2 tables and 8 figures.) (As Provided).
AnmerkungenElsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail: usjcs@elsevier.com; Web site: http://www.elsevier.com
Erfasst vonERIC (Education Resources Information Center), Washington, DC
Update2017/4/10
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