Literaturnachweis - Detailanzeige
| Autor/inn/en | Milin, Petar; Divjak, Dagmar; Baayen, R. Harald |
|---|---|
| Titel | A Learning Perspective on Individual Differences in Skilled Reading: Exploring and Exploiting Orthographic and Semantic Discrimination Cues |
| Quelle | In: Journal of Experimental Psychology: Learning, Memory, and Cognition, 43 (2017) 11, S.1730-1751 (22 Seiten)
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| Zusatzinformation | ORCID (Milin, Petar) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0278-7393 |
| DOI | 10.1037/xlm0000410 |
| Schlagwörter | Individual Differences; Semantics; Cues; Reaction Time; Discrimination Learning; Orthographic Symbols; Russian; Sentences; Reading Instruction; Individualized Instruction; Pacing; Reading Skills; Foreign Countries; Adults; Statistical Analysis |
| Abstract | The goal of the present study is to understand the role orthographic and semantic information play in the behavior of skilled readers. Reading latencies from a self-paced sentence reading experiment in which Russian near-synonymous verbs were manipulated appear well-predicted by a combination of bottom-up sublexical letter triplets (trigraphs) and top-down semantic generalizations, modeled using the Naive Discrimination Learner. The results reveal a complex interplay of bottom-up and top-down support from orthography and semantics to the target verbs, whereby activations from orthography only are modulated by individual differences. Using performance on a serial reaction time (SRT) task for a novel operationalization of the mental speed hypothesis, we explain the observed individual differences in reading behavior in terms of the exploration/exploitation hypothesis from reinforcement learning, where initially slower and more variable behavior leads to better performance overall. (As Provided). |
| Anmerkungen | American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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