Although naming speed (NS) has been shown to predict reading into adulthood and differentiate between adult dyslexics and controls, the question remains why NS is related to reading. To address this question, eye movement methodology was combined with three letter NS tasks (the original letter NS task by Denckla & Rudel, Cortex 10:186-202, 1974, and two more developed by Compton, The Journal of...

This study investigates how the parser employs thematic and contextual information in resolving temporary ambiguities during sentence processing. We report results from a sentence-completion task and from a self-paced reading experiment with native speakers of Greek examining two constructions under different referential context conditions: relative clauses (RCs) preceded by complex noun phrase...

This presentation quantitatively compares paper and electronic media from the perspectives of CO2 emissions and work efficiency. Should we reject paper out of hand based on environmental considerations? Can electronic reading devices replace paper books for leisure and work? I discuss these issues based on various analyses and experiments. Introduction Although the paperless office has been rep...

We compared the reading-related skills of children with Autism Spectrum Disorders who have hyperlexia (ASD + HPL) with age-matched children with ASD without HPL (ASD - HPL) and with single-word reading-matched typically developing children (TYP). Children with ASD + HPL performed (1) better than did children with ASD - HPL on tasks of single-word reading and pseudoword decoding and (2) equivale...

0953-5438/$ see front matter 2011 Elsevier B.V. A doi:10.1016/j.intcom.2011.04.007 ⇑ Corresponding author. E-mail addresses: [email protected] (M.J. Co (J. Gwizdka), [email protected] (C. Liu), ralf@b rutgers.edu (N.J. Belkin), [email protected] (X. Zh We report on an investigation into people’s behaviors on information search tasks, specifically the relation between eye movement patte...

Previous investigations into the optimal design of instructions for complex tasks have often failed to account for the possibility of individual differences in instruction efficacy. We examined how individuals with various cognitive styles differ in how they make use of and learn from instructions with differing levels of detail. Participants completed a realistic photo-manipulation task and a ...