Article
Education & Educational Research
Xavier Aparicio, Souad Belaid, Thierry Baccino, Olga Megalakaki
Summary: This study compared the effects of Interactive Whiteboards and Paper on reading comprehension among 5th grade children. The results showed that there was no difference in comprehension between the two media. However, children performed better on narrative texts and had more difficulty with inferences when reading expository texts.
ETR&D-EDUCATIONAL TECHNOLOGY RESEARCH AND DEVELOPMENT
(2022)
Article
Computer Science, Cybernetics
You Jin Jeong, Gahgene Gweon
Summary: The study examined the effects of reading medium on readers' visual patterns, reading performance, and attitudes, finding that while performance differences between print and digital reading are narrowing, readers still show a preference for printed text.
INTERNATIONAL JOURNAL OF HUMAN-COMPUTER INTERACTION
(2021)
Article
Computer Science, Information Systems
Tuan-Anh Phan, Jason J. Jung, Khac-Hoai Nam Bui
Summary: Machine Reading Comprehension (MRC) is an advanced technology in Natural Language Processing (NLP) that focuses on teaching machines to read and understand text meaning based on large-scale datasets and neural network models. However, long document MRC remains challenging due to the limitations of transformer-based models. This study introduces a new architecture called RAiO (Read-All-in-Once) approach, which enriches global information of the context and achieves promising results in benchmark long document MRC datasets.
Article
Psychology, Experimental
Caitlin Mills, Rosy Southwell, Sidney K. D'Mello
Summary: Reading is a common everyday activity, but there is limited research on how emotions influence reading processes and outcomes, with inconsistent results. This study randomly assigned participants to different emotional conditions and found that participants in the sadness condition had higher comprehension scores, possibly due to sustained attention.
COGNITION & EMOTION
(2023)
Article
Computer Science, Interdisciplinary Applications
Angelica Ronconi, Valentina Veronesi, Lucia Mason, Lucia Manzione, Elena Florit, Oistein Anmarkrud, Ivar Braten
Summary: This study investigated the effects of reading texts on paper versus on screen on reading time, text comprehension, and calibration of performance. The results showed that reading on paper facilitated comprehension of the main idea, while reading on screen resulted in larger calibration bias. Boys read faster and were less calibrated when reading on screen compared to reading on paper.
COMPUTERS & EDUCATION
(2022)
Article
Psychology, Multidisciplinary
Yusra Ahmed, Shawn C. Kent, Milena Keller-Margulis
Summary: This study utilizes structural equation modeling to analyze the relationships between reading and writing component skills. The findings reveal that higher order fluency and comprehension skills are differentially related to writing activities and products. These results have implications for targeted and implicit instruction in multicomponent interventions and the use of screeners to identify areas of risk.
FRONTIERS IN PSYCHOLOGY
(2023)
Article
Psychology, Multidisciplinary
Baorong Huang, Juhua Dou, Hai Zhao
Summary: This study introduces the application of deep-learning technologies in generating guidance for independent reading. It demonstrates the incorporation of deep-learning-based natural language processing technologies in the three reading stages. A prototype system based on deep learning technologies is presented, which includes connections to prior knowledge, breakdown of complex sentences, and auto-grading of readers' writing. Experimental results reveal the challenges and limitations of deep learning technologies, providing insights for future improvement.
FRONTIERS IN PSYCHOLOGY
(2023)
Article
Psychology, Multidisciplinary
Tanja Medved, Anja Podlesek, Klementina Mozina
Summary: This study investigated the effect of letter shape on readers' feelings of pleasantness during reading, reading fluency, and text comprehension and memorization. The results showed that round letters created more pleasant feelings for readers and led to a faster reading speed compared to angular letters. Thus, softer typefaces of rounder shapes should be used in educational materials to support the learning process.
FRONTIERS IN PSYCHOLOGY
(2023)
Article
Psychology, Multidisciplinary
Helene Brethes, Eddy Cavalli, Ambre Denis-Noel, Jean-Baptiste Melmi, Abdessadek El Ahmadi, Maryse Bianco, Pascale Cole
Summary: This study examined the cognitive skills underlying text reading comprehension and text reading fluency in university students with and without dyslexia. Results showed that word reading, pseudoword reading, and spelling were the most important skills for text reading fluency, while listening comprehension, general knowledge, and vocabulary were the most important skills for text reading comprehension.
FRONTIERS IN PSYCHOLOGY
(2022)
Article
Education & Educational Research
Lucia Mason, Angelica Ronconi, Barbara Carretti, Sara Nardin, Christian Tarchi
Summary: The study found that active highlighting may not be effective on its own during digital reading. However, readers with higher cognitive reflection who are able to resist automatic thinking may benefit more from the provided support. The quality of information highlighted by students in the active highlighting condition significantly contributed to literal text comprehension and knowledge transfer.
JOURNAL OF COMPUTER ASSISTED LEARNING
(2023)
Article
Education & Educational Research
Benedikt T. Seger, Wienke Wannagat, Gerhild Nieding
Summary: The study investigated the impact of illustrations on different levels of text representation, finding that illustrations did not affect accuracy of text surface and situation model but had a negative impact on the textbase.
READING AND WRITING
(2021)
Article
Education & Educational Research
Wienke Wannagat, Valentina Steinicke, Catharina Tibken, Gerhild Nieding
Summary: Using a sentence recognition task, this study investigated whether elementary school children's memory of text surface, textbase, and situation model differed depending on whether the same information was presented in an expository or narrative text. The results did not show any differences between the two text types, suggesting that the role of text topic in the effect of genre on text comprehension should be further investigated.
LEARNING AND INSTRUCTION
(2022)
Article
Education & Educational Research
Surya Gumilar, Daris Hadianto, Ari Widodo, Nizar Alam Hamdani, Tetep
Summary: This study investigated the use of anticipation guides as a reading strategy to support science reading and found that it significantly improved students' scientific written arguments, particularly in the structure of claim-reasoning-evidence. The use of anticipation guides was challenging but interesting for students as it required them to find evidence in texts to support their initial statements.
SCIENCE & EDUCATION
(2023)
Article
Audiology & Speech-Language Pathology
Merel C. J. Scholman, Liam Blything, Kate Cain, Jet Hoek, Jacqueline Evers-Vermeul
Summary: The study found that clause structure mainly influences early processing stages, while principles such as givenness and event order at the discourse level play a more important role in later stages and overall reading times. Givenness can override clause structure, indicating its significance in reading complex sentences.
LANGUAGE COGNITION AND NEUROSCIENCE
(2022)
Article
Psychology, Clinical
Thalia Mouskounti, Kostas A. Fanti, Irene-Anna N. Diakidoy
Summary: The study found that adolescents with higher levels of aggression tended to read faster, while adolescents with lower verbal ability read descriptions of hostile protagonists' reactions at a slower pace. The expected text contradiction effect was not demonstrated.
JOURNAL OF PSYCHOPATHOLOGY AND BEHAVIORAL ASSESSMENT
(2021)
Article
Linguistics
Vasilisa Pugacheva, Fritz Guenther
Summary: This study investigates the cognitive-semantic question of the words speakers use and produce to convey meaning. The results show that responses are semantically close to the targets, with existing words being closer than novel words and even novel compounds often closer than the targets' free associates. Additionally, other participants are more likely to guess the correct original word for responses closer to the original targets and for novel compound responses compared to existing word responses. This demonstrates that both existing and novel words can be accurately captured in a unified computational framework of the semantic mechanisms driving word choice.
JOURNAL OF MEMORY AND LANGUAGE
(2024)
Article
Linguistics
Jennifer M. Rodd
Summary: This paper discusses the rapid growth of online data collection in the behavioral sciences and the potential issues that can affect the quality of data in online experiments. The author provides checklists to help researchers improve the data quality and emphasizes three key aspects of experimental design. The author argues that ensuring high data quality for online experiments requires significant effort prior to data collection to maintain the credibility of the evidence base.
JOURNAL OF MEMORY AND LANGUAGE
(2024)
Article
Linguistics
Adina Camelia Bleotu, Brian Dillon
Summary: This paper investigates the impact of distributional properties on agreement attraction in Romanian, specifically examining the effects of bare nouns and full determiner phrases. The results show that overt determiner phrases cause significantly more attraction than bare nouns, suggesting the presence of a cue-based retrieval mechanism for forming agreement dependencies. These findings highlight the sensitivity of agreement attraction to morphophonological cues in Romanian.
JOURNAL OF MEMORY AND LANGUAGE
(2024)
Article
Linguistics
Mohan W. Gupta, Steven C. Pan, Timothy C. Rickard
Summary: This study reveals the existence of a confounding forward testing effect (FTE) in the test-first design but not in the mixed training design, through two experiments and analyses of different training phase task orderings. The predictions of the dual-memory model of test-enhanced learning are supported, and no evidence for proactive interference and reset of encoding hypotheses is found. However, the results are consistent with the strategy change and increasing effort hypotheses. Additionally, a novel and powerful individual differences effect of the FTE is identified through distribution analyses.
JOURNAL OF MEMORY AND LANGUAGE
(2024)
Article
Linguistics
Conrad Perry, Rick Evertz, Marco Zorzi, Johannes C. Ziegler
Summary: The article discusses the advantages of computational cognitive models in accurately predicting empirical data and introduces a state-of-the-art technique to simplify complex models. It presents a study on the Connectionist Dual-Process model (CDP) of reading aloud and demonstrates that CDP performs well in predicting variance across different databases, outperforming previous models in the field.
JOURNAL OF MEMORY AND LANGUAGE
(2024)