Phonological mediation in reading: a theoretical framework

Download
12625783.pdf
2020-10-14
Özkan, Ayşegül
Show full item record
586
views
314
downloads
A set of perceptual and cognitive processes at various levels, from low-level visual perception to high-level discourse comprehension, underlie reading. Accordingly, research on reading focuses on different aspects of reading ranging from prelexical processing and word recognition to syntactic parsing, sentence comprehension, and discourse comprehension with various technical and theoretical tools including behavioral experiments, neuroimaging techniques, and computational models of eye movement controlling, which reflect the variety of the levels involved during reading. The focus of the current study was the early prelexical and lexical processing and postlexical integration processes involved in the word recognition process during text reading from a perspective of eye-movement control modeling. A framework for a computational model of guidance by attentional gradient (GAG) eye-movement control model that includes the role of phonological processes during reading was presented. The assumptions of the framework were tested by two sets of linear mixed models (LMMs) with data from Turkish Reading Corpus: (1) an LMM of fixation speech interval (FSI), and three LMMs of eye movement measures among oral reading data, and (2) three LMMs of eye movement measures among silent reading data. The results of the LMMs were compatible with the canonical findings frequently reported in the literature. Influences of the neighboring words on eye movement measures in the current study were mixed. The results indicated an effect of prelexical phonological processing on eye movements and the involvement of phonological representations on postlexical processing.
Reading, Eye-movement control, Eye-voice span
https://hdl.handle.net/11511/69155
Graduate School of Informatics, Thesis

Suggestions

Eye movement control in Turkish sentence reading.
Özkan, Ayşegül; Beken Fikri, Figen; Kırkıcı, Bilal; Kliegl, Reinhold; Acartürk, Cengiz (SAGE Publications, 2020-10-21)
Reading requires the assembly of cognitive processes across a wide spectrum from low-level visual perception to high-level discourse comprehension. One approach of unravelling the dynamics associated with these processes is to determine how eye movements are influenced by the characteristics of the text, in particular which features of the words within the perceptual span maximise the information intake due to foveal, spillover, parafoveal, and predictive processing. One way to test the generalisability of ...
Language learning from the perspective of nonlinear dynamic systems
Hohenberger, Annette Edeltraud; Peltzer-Karpf, Annemarie (Walter de Gruyter GmbH, 2009-01-01)
This article outlines a nonlinear dynamic systems approach to language learning on the basis of developmental cognitive neuroscience. Language learning, on this view, is a process of experience-dependent shaping and selection of broadly defined domain-general and domain-specific genetic predispositions. The central concept of development is (neuro) cognitive,e growth in terms of self-organization. Linguistic structure-building is synergetic and emergent insofar as the acquisition of a critical mass of eleme...
Examining Cognitive Creativity as an Individual Difference in Second Language Acquisition
Pıpes, Ashleıgh Carter(2017-12-31)
This study examines cognitive creativity as an individual difference and its role in processes and outcomes of second language acquisition. The study explores relationships between participants’ creativity, as measured by the Torrance Test of Creative Thinking, and their course grades, narrative structure use, and communication strategy use.
Second Language Vocabulary Learning From Context Clues: A Review of Research in the Past Decade and Implementation in Digital Environment
Yu, Xiaoli (1, 2018-01-01)
This article reviews empirical studies from the past decade in learning second language (L2) vocabulary from context clues. Previous studies conclude that guessing unknown words from context clues is not an effective vocabulary learning strategy. Rather, it should be employed as a complementary approach. In alignment with this standpoint, review of the most recent empirical studies reveals that merely relying on context clues does not lead to the most effective L2 vocabulary learning. The learning result hi...
Eye tracking in multimodal comprehension of graphs
Acartürk, Cengiz (2012-07-31)
Eye tracking methodology has been a major empirical research approach for the study of online comprehension processes in reading and scene viewing. The use of eye tracking methodology for the study of diagrammatic representations, however, has been relatively limited so far. The investigation of specific types of diagrammatic representations, such as statistical graphs is even scarce. In this study, we propose eye tracking as an empirical research approach for a systematic analysis of multimodal comprehensi...
Citation Formats
A. Özkan, “Phonological mediation in reading: a theoretical framework,” Ph.D. - Doctoral Program, Middle East Technical University, 2020.
METU IIS - Integrated Information Service open@metu.edu.tr