We report an experiment investigating how concurrent verbalisation during a task can affect performance (a so-called “reactivity” effect). Participants studied three-variable line graphs while (a) concurrently thinking aloud or (b) silently studied the graphs and provided an interpretation once they felt they had understood it. Results showed that verbalisation hindered performance significantl...

The present experiment investigated whether different reading methods would have any effect on comprehension performance. It was hypothesized that comprehensive performance be better with subvocalization than other methods. independent variable and the dependent (speed accuracy). To conduct this experiment, 60 school students were taken age ranges from 8 to 10 years. Latin Square design used ex...

Using functional magnetic resonance imaging, we explored the role of semantics in mediating orthographic-to-phonological processing in reading aloud, focusing on the interaction of imageability with spelling-to-sound consistency for low-frequency words. Behaviorally, high-imageable words attenuate the standard latency and accuracy disadvantage for low-frequency inconsistent words relative to th...

L e s l i e L a m p o r t M a s s a c h u s e t t s C o m p u t e r A s s o c i a t e s The problem of sharing data among asynchronous processes is considered. It is assumed that only one process at a time can modify the data, but concurrent reading and writing is permitted. Two general theorems are proved, and some algorithms are presented to illustrate their use. These include a solution to t...

Lambon Ralph, Sage, and Ellis (1996) described a patient, JO, who had impaired understanding of written words in the presence of normal comprehension of objects and spoken words.She was able to recognise letters and could differentiate written words from nonwords in lexical decision tasks. JO's ability to read aloud all types of words and nonwords was also intact. Although JO's understanding wi...

Two groups of male university students who had been diagnosed as dyslexic when younger, and two groups of control subjects of similar age and IQ to the dyslexics, were scanned whilst reading aloud and during a task where reading was implicit. The dyslexics performed less well than their peers on a range of literacy tasks and were strikingly impaired on phonological tasks. In the reading aloud e...