Individual differences in reading aloud: A mega-study, item effects, and some models
Individual differences in reading aloud: A mega-study, item effects, and some models
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DOI：
10.1016/j.cogpsych.2013.11.001
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发表时间：
2014-02-01
影响因子：
2.6
通讯作者：
Estes, Zachary
中科院分区：
文献类型：
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作者：
Adelman, James S.;Sabatos-DeVito, Maura G.;Estes, Zachary
正常的个体差异很少被考虑在视觉单词识别的建模-与项目反应时间的影响和神经心理障碍被给予更多的重视-但这样的个体差异可以通知和测试帐户的过程阅读。因此，我们有100名参与者大声朗读的话，选择评估理论上重要的项目反应时间的影响，在个人的基础上。使用两个主要的阅读模型- DRC和CDP+ -我们估计了数值参数，以最好地模拟每个人的反应时间，看看这是否允许模型捕捉效果，个体差异以及这些个体差异之间的相关性。它没有。因此，我们创建了一个替代模型，DRC-FC，它通过修改频率效应的轨迹，成功地捕获了更多的个体差异之间的相关性。总的来说，我们的分析表明，（i）即使在考虑了一般速度的个体差异后，阅读中的其他几个个体差异仍然显着;（ii）这些个体差异提供了大声阅读模型的关键测试。因此，该数据库提供了一套重要的约束条件，为未来的建模视觉单词识别，是一个步骤，将这些模型与其他知识的个体差异，在阅读。(c)2013 Elsevier Inc. All rights reserved.
Normal individual differences are rarely considered in the modelling of visual word recognition - with item response time effects and neuropsychological disorders being given more emphasis - but such individual differences can inform and test accounts of the processes of reading. We thus had 100 participants read aloud words selected to assess theoretically important item response time effects on an individual basis. Using two major models of reading aloud - DRC and CDP+ - we estimated numerical parameters to best model each individual's response times to see if this would allow the models to capture the effects, individual differences in them and the correlations among these individual differences. It did not. We therefore created an alternative model, the DRC-FC, which successfully captured more of the correlations among individual differences, by modifying the locus of the frequency effect. Overall, our analyses indicate that (i) even after accounting for individual differences in general speed, several other individual difference in reading remain significant; and (ii) these individual differences provide critical tests of models of reading aloud. The database thus offers a set of important constraints for future modelling of visual word recognition, and is a step towards integrating such models with other knowledge about individual differences in reading. (c) 2013 Elsevier Inc. All rights reserved.