Journal of Experimental Psychology-Learning Memory and Cognition最新文献_第4页

Coronal underspecification as an emerging property in the development of speech processing. 冠状欠规范是语音处理发展过程中的一种新特性。

IF 2.2 2区心理学

Journal of Experimental Psychology-Learning Memory and Cognition Pub Date : 2024-12-01 Epub Date: 2024-07-29 DOI: 10.1037/xlm0001367

Nadja Althaus, Aditi Lahiri, Kim Plunkett

{"title":"Coronal underspecification as an emerging property in the development of speech processing.","authors":"Nadja Althaus, Aditi Lahiri, Kim Plunkett","doi":"10.1037/xlm0001367","DOIUrl":"10.1037/xlm0001367","url":null,"abstract":"Is the developing lexicon phonologically detailed or are representations underspecified? Experimental results from toddlers suggest phonological specificity. By contrast, the featurally underspecified lexicon theory (Lahiri, 2018; Lahiri & Reetz, 2010), motivated by evidence such as the cross-linguistic prevalence of phenomena such as coronal assimilation (rainbow → rai[m]bow), proposes that coronal sounds are unspecified for place of articulation even in the adult lexicon. The featurally underspecified lexicon, therefore, predicts that asymmetries in mispronunciation sensitivity are also present in the developing lexicon. Recent research (Ren et al., 2019) has rejected this, reporting similar sensitivity to mispronunciation of coronals and noncoronals at 19 months. Using a more sensitive experimental paradigm, we provide new evidence demonstrating a lack of asymmetries at 18 months, but mispronunciation sensitivity for coronals disappears by 24 months. In an intermodal preferential looking study, growth curve analysis shows that 18-month-olds are sensitive to mispronunciations of words with a coronal (e.g., duck vs. *buck) and noncoronal (e.g., bird vs. *dird) onset. At 24 months, mispronunciations of coronal-onset words were treated just like the accurate pronunciations. We conclude that coronals are underspecified in the developing lexicon at 24 months. We propose a model under which initial representations are phonetic in nature and require exact acoustic input, whereas phonological coronal underspecification at the lexical level emerges gradually as a result of exposure to variation in the input such as coronal assimilations that only become detectable patterns with growing lexical and segmentation skills. (PsycInfo Database Record (c) 2025 APA, all rights reserved).","PeriodicalId":50194,"journal":{"name":"Journal of Experimental Psychology-Learning Memory and Cognition","volume":" ","pages":"1932-1953"},"PeriodicalIF":2.2,"publicationDate":"2024-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141789662","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

What makes a stimulus worthy of attention: Cue-outcome correlation and choice relevance in the learned predictiveness effect. 是什么让刺激值得关注？习得性预测效应中的线索-结果相关性和选择相关性。

IF 2.2 2区心理学

Journal of Experimental Psychology-Learning Memory and Cognition Pub Date : 2024-12-01 Epub Date: 2024-06-24 DOI: 10.1037/xlm0001365

Jessica C Lee, Justine K Greenaway, Hilary J Don, Evan J Livesey

{"title":"What makes a stimulus worthy of attention: Cue-outcome correlation and choice relevance in the learned predictiveness effect.","authors":"Jessica C Lee, Justine K Greenaway, Hilary J Don, Evan J Livesey","doi":"10.1037/xlm0001365","DOIUrl":"10.1037/xlm0001365","url":null,"abstract":"The learned predictiveness effect refers to the tendency for predictive cues to attract greater attention and show faster learning in subsequent tasks. However, in typical designs, the predictiveness of each cue (its objective cue-outcome correlation) is confounded with the degree to which it is informative for making the correct response on each trial (a feature we term choice relevance). In four experiments, we tested the unique contributions of cue-outcome correlation and choice relevance to the learned predictiveness effect by manipulating the outcome choices available on each trial. Experiments 1A and 1B compared two sets of partially predictive cues and found that participants learned more in a transfer phase about the set of cues that were previously choice-relevant. Experiments 2A and 2B used a design in which the cue-outcome correlation was stronger for one set of cues (perfect predictors) than the other set (imperfect predictors). Manipulating the choice relevance of the imperfect predictors in this design did not influence the magnitude of the learning bias toward the perfect predictor. Unlike cue-outcome correlation, choice relevance did not seem to correspond to biases in eye-gaze, suggesting that it operates via a distinct mechanism. Simulations with a modified EXIT model successfully predicted cue-outcome correlation and choice relevance effects by assuming that participants update learning for present outcomes only, but incorrectly predicted additive effects. We conclude that cue-outcome correlation and choice relevance are important factors that can lead to biases in future learning; both were individually sufficient but neither was necessary. (PsycInfo Database Record (c) 2025 APA, all rights reserved).","PeriodicalId":50194,"journal":{"name":"Journal of Experimental Psychology-Learning Memory and Cognition","volume":" ","pages":"1875-1891"},"PeriodicalIF":2.2,"publicationDate":"2024-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141447466","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Pitting base rate driven heuristics against conditional reasoning in multivariate contingency assessment. 多变量权变评估中基于条件推理的基准率驱动启发式算法。

IF 2.2 2区心理学

Journal of Experimental Psychology-Learning Memory and Cognition Pub Date : 2024-12-01 DOI: 10.1037/xlm0001407

Klaus Fiedler, Florian Kutzner

{"title":"Pitting base rate driven heuristics against conditional reasoning in multivariate contingency assessment.","authors":"Klaus Fiedler, Florian Kutzner","doi":"10.1037/xlm0001407","DOIUrl":"https://doi.org/10.1037/xlm0001407","url":null,"abstract":"Contingency assessment is a major module of adaptive cognition and a prominent topic of ecological rationality. Virtually all influential theories assume that contingency estimates between Y and X are inferred from subjective conditional probabilities of focal Y levels given different X levels, p ( Y focal | X different levels ) . Yet, conditional probabilities are cognitively demanding, as Yfocal must be assessed separately for all levels of Xdifferent level. Pseudocontingencies (PCs) afford an alternative mechanism relying on base rates. In a PC, the more frequent level on one attribute appears contingent on the more frequent level on another attribute. When PCs are manipulated orthogonally to conditional probabilities, the former dominate the latter (Fiedler, 2010). PC dominance is shown in Experiments 1 and 1a to be particularly striking when a multivariate task setting calls for the assessment of all k·(k - 1)/2 pairwise contingencies between k attributes. Experiment 2 shows that contingency judgments are dissociated from evaluative conditioning. (PsycInfo Database Record (c) 2025 APA, all rights reserved).","PeriodicalId":50194,"journal":{"name":"Journal of Experimental Psychology-Learning Memory and Cognition","volume":"50 12","pages":"1901-1917"},"PeriodicalIF":2.2,"publicationDate":"2024-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142973077","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Marking prosodic prominence for voice assistant and human addressees. 为语音助手和人类受话人标注前音突出度

IF 2.2 2区心理学

Journal of Experimental Psychology-Learning Memory and Cognition Pub Date : 2024-11-18 DOI: 10.1037/xlm0001396

Eleonora Beier, Michelle Cohn, Timothy Trammel, Fernanda Ferreira, Georgia Zellou

{"title":"Marking prosodic prominence for voice assistant and human addressees.","authors":"Eleonora Beier, Michelle Cohn, Timothy Trammel, Fernanda Ferreira, Georgia Zellou","doi":"10.1037/xlm0001396","DOIUrl":"https://doi.org/10.1037/xlm0001396","url":null,"abstract":"Prosodic prominence (realized with phonetic features such as increased intensity, duration, and pitch, among others) is thought to guide listeners' attention by focusing new information. This study investigates production and perception of prosodic prominence toward two types of addressees: a human and a voice assistant interlocutor. We examine how the language system adapts to this increasingly common technology, by testing whether prosodic prominence is subject to audience design when addressing an interlocutor that is consistently rated as having less communicative ability. Stimuli consisted of question-answer pairs, where California English speakers read identical sentences (e.g., \"Jude saw the sun\") in response to interlocutors' questions probing different foci (e.g., \"Who saw the sun?\"). Experiment 1 reveals consistent acoustic adjustments to mark focus on either the subject or the object of a sentence. In Experiment 2, we find that listeners reliably infer the intended information structure based on these acoustic adjustments. Across both experiments, we see no consistent difference in focus marking by type of interlocutor (human vs. voice assistant). Nonetheless, listeners associate particular features (slower speech rate) with speech directed at voice assistants. Taken together, our findings suggest that while speakers apply communicative strategies from human-human interaction when addressing voice assistants, listeners expect a device-specific register. (PsycInfo Database Record (c) 2024 APA, all rights reserved).","PeriodicalId":50194,"journal":{"name":"Journal of Experimental Psychology-Learning Memory and Cognition","volume":" ","pages":""},"PeriodicalIF":2.2,"publicationDate":"2024-11-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142649418","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Direct and indirect effects of fluid intelligence on the retrieval practice effect. 流体智力对检索练习效应的直接和间接影响。

IF 2.2 2区心理学

Journal of Experimental Psychology-Learning Memory and Cognition Pub Date : 2024-11-14 DOI: 10.1037/xlm0001401

Marcos Felipe Rodrigues de Lima, Luciano Grüdtner Buratto

{"title":"Direct and indirect effects of fluid intelligence on the retrieval practice effect.","authors":"Marcos Felipe Rodrigues de Lima, Luciano Grüdtner Buratto","doi":"10.1037/xlm0001401","DOIUrl":"https://doi.org/10.1037/xlm0001401","url":null,"abstract":"In this study, participants (N = 144) first studied 40 word pairs, then restudied half of the word pairs and practiced retrieval with feedback on the other half. In separate sessions, they then completed cued-recall and fluid intelligence (gF) tests. Three main objectives were addressed. First, we sought to generalize two findings reported by M. Minear et al. (2018): During the final-test phase, the high gF group exhibited a greater retrieval practice effect for difficult items compared to easy items, while the opposite pattern was observed for the low gF group; and, during the practice phase, the advantage of the high gF group over the low gF group increased across cycles for difficult items but not for easy items. Overall, we successfully extended their results. Second, we investigated whether gF is related to the amount of new items recalled during the practice phase. Consistent positive relationships were found in Cycles 1-3 (rs between .30 and .43). Third, we tested and found an indirect effect of gF on the retrieval practice effect mediated by performance during the practice phase. One possibility is that learners with higher gF may be particularly skilled at generating effective mediators and at monitoring and replacing less effective ones after retrieval failures. We recommend the following research agenda: measure the production, shift, and retrieval of mediators; manipulate the number of retrieval practice opportunities; probe the retrieval practice effect with free-recall tests; and adopt procedures based on learning to a criterion. (PsycInfo Database Record (c) 2024 APA, all rights reserved).","PeriodicalId":50194,"journal":{"name":"Journal of Experimental Psychology-Learning Memory and Cognition","volume":" ","pages":""},"PeriodicalIF":2.2,"publicationDate":"2024-11-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142631795","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

When confidence reveals more than recognition performance does: The case of context load. 当信心比识别成绩更能说明问题时：语境负荷案例

IF 2.2 2区心理学

Journal of Experimental Psychology-Learning Memory and Cognition Pub Date : 2024-11-01 Epub Date: 2024-10-07 DOI: 10.1037/xlm0001391

Oliwia Zaborowska, Beatrice G Kuhlmann, Katarzyna Zawadzka, Maciej Hanczakowski

{"title":"When confidence reveals more than recognition performance does: The case of context load.","authors":"Oliwia Zaborowska, Beatrice G Kuhlmann, Katarzyna Zawadzka, Maciej Hanczakowski","doi":"10.1037/xlm0001391","DOIUrl":"10.1037/xlm0001391","url":null,"abstract":"Context in which events are embedded is often hypothesized to serve as an independent cue for retrieval. This means that any effects of context need to obey two basic principles of cue-dependent memory: Memory retrieval should be augmented when, first, encoding context is reinstated and, second, this context uniquely specifies individual items stored in memory. Both of these regularities are well supported for recall tests, but they remain contentious in recognition tests. Here, in three experiments, we assess whether unique and nonunique contexts affect memory processes when reinstated during recognition. However, rather than focusing on measures of recognition performance, we looked at confidence judgments collected during recognition that should be particularly sensitive to recollective effects resulting from context cuing. Experiments 1 and 2, using old/new and forced-choice recognition tests, respectively, documented positive effects of context reinstatement on confidence in correct recognition identifications, but only for contexts uniquely associated with individual items. These effects emerged even when there were no reliable context effects in recognition performance measures. Experiment 3 showed the same effect of context reinstatement, moderated by context load, when spontaneous recognition of a previous study episode occurred during restudy. These results demonstrate the role of context as an independent retrieval cue both in deliberate and spontaneous recognition. (PsycInfo Database Record (c) 2024 APA, all rights reserved).","PeriodicalId":50194,"journal":{"name":"Journal of Experimental Psychology-Learning Memory and Cognition","volume":" ","pages":"1722-1739"},"PeriodicalIF":2.2,"publicationDate":"2024-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142394847","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Bilingual parafoveal processing: Children and adults preprocess orthographic information of the upcoming word during sentence reading in their first and second language. 双语视网膜旁处理：儿童和成人在用第一语言和第二语言阅读句子时，对即将出现的单词的正字法信息进行预处理。

IF 2.2 2区心理学

Journal of Experimental Psychology-Learning Memory and Cognition Pub Date : 2024-11-01 Epub Date: 2024-04-22 DOI: 10.1037/xlm0001346

Simon P Tiffin-Richards

{"title":"Bilingual parafoveal processing: Children and adults preprocess orthographic information of the upcoming word during sentence reading in their first and second language.","authors":"Simon P Tiffin-Richards","doi":"10.1037/xlm0001346","DOIUrl":"10.1037/xlm0001346","url":null,"abstract":"Readers of different ages and across different languages routinely process information of upcoming words in a sentence, before their eyes move to fixate them directly (parafoveal processing). However, there is inconsistent evidence of similar parafoveal processing in a reader's second language (L2). In this eye movement study, the gaze-contingent boundary paradigm (Rayner, 1975a) was used to test whether parafoveal processing of orthographic information is an integral part of both beginning and proficient L2 reading. The eye movements of beginning L2-learners (n = 53, aged 11-14 years) and highly proficient L2-users (n = 56, aged 19-65 years) were recorded while they read sentences in their first language (L1) German and L2 English. Sentences each contained a cognate target word (e.g., English: tunnel, German: Tunnel). The parafoveal preview of the targets either (a) preserved the spelling and meaning of the target (identity condition), (b) preserved letter identities but transposed the position of two adjacent letters (transposed-letter [TL] condition, e.g., tunenl/Tunenl), or substituted the identity of two adjacent letters (substituted-letter condition, e.g., tunocl/Tunocl). TL previews elicited longer early first-pass reading times than identity previews in both L1 and L2 reading in children and adults, suggesting that letter position was processed parafoveally. Substituted-letter previews resulted in longer reading times than TL previews in children and adults in L1 and L2, suggesting that letter identity information was processed independently of position information. These results suggest that letter position and identity information are extracted from the parafovea during L1 and L2 reading, facilitating word recognition in children and adults. (PsycInfo Database Record (c) 2024 APA, all rights reserved).","PeriodicalId":50194,"journal":{"name":"Journal of Experimental Psychology-Learning Memory and Cognition","volume":" ","pages":"1844-1861"},"PeriodicalIF":2.2,"publicationDate":"2024-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140854406","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The effect of face race on metamemory: Examining its robustness and underlying mechanisms. 人脸竞赛对元记忆的影响：研究其稳健性和内在机制

IF 2.2 2区心理学

Journal of Experimental Psychology-Learning Memory and Cognition Pub Date : 2024-11-01 Epub Date: 2024-08-29 DOI: 10.1037/xlm0001392

Tomás A Palma, Alexandre Vieira, Francisco Cruz, André Mata

{"title":"The effect of face race on metamemory: Examining its robustness and underlying mechanisms.","authors":"Tomás A Palma, Alexandre Vieira, Francisco Cruz, André Mata","doi":"10.1037/xlm0001392","DOIUrl":"10.1037/xlm0001392","url":null,"abstract":"Perceivers typically exhibit better recognition memory for same-race faces than for cross-race faces, a phenomenon known as the cross-race effect (CRE). Despite its ubiquity, it is yet unclear whether people are metacognitively aware of the CRE. This research thoroughly investigates perceivers' metacognitive awareness of the CRE across five experiments. Experiments 1 and 2 demonstrated that both prospective (judgments of learning) and retrospective (confidence) metamemory judgments are sensitive to variations in the racial category and prototypicality of faces. Experiment 3 showed that participants' item-level prospective judgments are informed by beliefs about the impact of face race on memory performance. Experiment 4 revealed that global predictions are influenced by face race in the absence of direct stimulus experience, emphasizing the role of preexisting beliefs. Experiment 5 extended these findings by showing large crossover interactions between face race and participant race in both global predictions and item-level prospective judgments, indicating that both White and Black participants have higher metamemory estimates for ingroup faces. This experiment further showed that preexisting beliefs intensify the impact of face race on metamemory judgments yet do not fully account for it. Collectively, these experiments provide robust evidence of good metamemory accuracy for faces varying in racial categories and prototypicality among White participants and demonstrate that beliefs underlie the effect of face race on metamemory judgments among both White and Black participants, though this may not be the only mechanism involved. (PsycInfo Database Record (c) 2024 APA, all rights reserved).","PeriodicalId":50194,"journal":{"name":"Journal of Experimental Psychology-Learning Memory and Cognition","volume":" ","pages":"1811-1843"},"PeriodicalIF":2.2,"publicationDate":"2024-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142114321","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

A grain of truth in the grain size effect: Retrieval practice is more effective when interspersed during learning. 粒度效应中的一粒真理：在学习过程中穿插检索练习更有效。

IF 2.2 2区心理学

Journal of Experimental Psychology-Learning Memory and Cognition Pub Date : 2024-11-01 DOI: 10.1037/xlm0001382

Hilary J Don, Shaun Boustani, Chunliang Yang, David R Shanks

{"title":"A grain of truth in the grain size effect: Retrieval practice is more effective when interspersed during learning.","authors":"Hilary J Don, Shaun Boustani, Chunliang Yang, David R Shanks","doi":"10.1037/xlm0001382","DOIUrl":"10.1037/xlm0001382","url":null,"abstract":"Retrieval practice is a powerful method for consolidating long-term learning. When learning takes place over an extended period, how should tests be scheduled to obtain the maximal benefit? In an end-test schedule, all material is studied prior to a large practice test on all studied material, whereas in an interim test schedule, learning is divided into multiple study/test cycles in which each test is smaller and only assesses material from the preceding study block. Past investigations have generally found a difference between these schedules during practice but not during a final assessment, although they may have been underpowered. Five experiments confirmed that final assessment performance was better in students taught using interim than end tests in list (Experiments 1, 2, and 5) and paired associate (Experiments 3 and 4) learning, with a meta-analysis of all available studies (k = 19) yielding a small- to medium-sized effect, g = 0.25, 95% confidence interval [0.09, 0.42]. Experiment 5 finds that the higher level of practice retrieval success in interim tests contributes to the grain size effect, but the effect is eliminated if these tests are too easy. Additional analyses also suggest that the forward testing effect, in which tests promote subsequent learning, may be a major cause of the grain size effect. The practical and theoretical implications of these demonstrations of robust grain size effects are discussed. (PsycInfo Database Record (c) 2024 APA, all rights reserved).","PeriodicalId":50194,"journal":{"name":"Journal of Experimental Psychology-Learning Memory and Cognition","volume":"50 11","pages":"1791-1810"},"PeriodicalIF":2.2,"publicationDate":"2024-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142649420","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Direction-specific reading experience shapes perceptual span. 特定方向的阅读经验塑造了知觉跨度。

IF 2.2 2区心理学

Journal of Experimental Psychology-Learning Memory and Cognition Pub Date : 2024-11-01 Epub Date: 2024-04-04 DOI: 10.1037/xlm0001340

Ming Yan, Reinhold Kliegl, Jinger Pan

{"title":"Direction-specific reading experience shapes perceptual span.","authors":"Ming Yan, Reinhold Kliegl, Jinger Pan","doi":"10.1037/xlm0001340","DOIUrl":"10.1037/xlm0001340","url":null,"abstract":"Perceptual span in reading, the spatial extent for effective information extraction during a single fixation, provides a critical foundation to all studies for sentence reading. However, it is not understood fully how the perceptual span is influenced by direction-specific reading experience. Traditional Chinese sentences can be written horizontally from left to right or vertically downward, offering the best opportunity to explore readers' perceptual span in different text directions, free of possible confounding with language proficiency and cross-participant differences. Using a within-item and within-subject design, eye movements of traditional Chinese readers were recorded during their reading of horizontally and vertically presented sentences. Additionally, regardless of text direction, a gaze-contingent moving-window technique was adopted to restrict visible texts within a virtual window that moved in synchrony with the reader's eye gaze, while characters outside the window were masked. Among several critical results, most importantly, asymptotic reading performance was observed in a smaller window condition for vertical reading than for horizontal reading, suggesting an overall smaller perceptual span in the former case. In addition, the size of the vertical perceptual span increased as a function of the readers' familiarity with vertical text. We conclude that factors beyond orthographic complexity and readers' language proficiency can influence the way in which humans read. Readers' direction-specific perceptual experiences can influence their perceptual span. (PsycInfo Database Record (c) 2024 APA, all rights reserved).","PeriodicalId":50194,"journal":{"name":"Journal of Experimental Psychology-Learning Memory and Cognition","volume":" ","pages":"1740-1748"},"PeriodicalIF":2.2,"publicationDate":"2024-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140856790","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0