Reading Comprehension and Predictability Effects on Sentence Processing: An Event‐Related Potential Study

Tabullo, Ángel Javier; Shalóm, Diego; Sevilla, Yamila; Gattei, Carolina Andrea; París, Luis; Wainselboim, Alejandro Javier

doi:10.1111/mbe.12205

Cited by 12 publications

(17 citation statements)

References 77 publications

(144 reference statements)

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“…(Verhagen et al, 2018). Neurolinguistic studies also support the idea that increased reading experience leads to greater sensitivity to predictability, though the effect seems to be sensitive to task demands, especially time pressure (Ng et al, 2017;Tabullo et al, 2020).…”

Section: Reading Experiencementioning

confidence: 89%

Usage-Based Individual Differences in the Probabilistic Processing of Multi-Word Sequences

McConnell

Blumenthal-Dramé

2021

Front. Commun.

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While it is widely acknowledged that both predictive expectations and retrodictive integration influence language processing, the individual differences that affect these two processes and the best metrics for observing them have yet to be fully described. The present study aims to contribute to the debate by investigating the extent to which experienced-based variables modulate the processing of word pairs (bigrams). Specifically, we investigate how age and reading experience correlate with lexical anticipation and integration, and how this effect can be captured by the metrics of forward and backward transition probability (TP). Participants read more and less strongly associated bigrams, paired in sets of four to control for known lexical covariates such as bigram frequency and semantic meaning (i.e., absolute control, total control, absolute silence, total silence) in a self-paced reading (SPR) task. They additionally completed assessments of exposure to print text (Author Recognition Test, Shipley vocabulary assessment, Words that Go Together task) and provided their age. Results show that both older age and lesser reading experience individually correlate with stronger TP effects. Moreover, TP effects differ across the spillover region (the two words following the noun in the bigram).

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Section: Reading Experiencementioning

confidence: 89%

Usage-Based Individual Differences in the Probabilistic Processing of Multi-Word Sequences

McConnell

Blumenthal-Dramé

2021

Front. Commun.

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“…During the presence of the participants in the restaurant some linguistic mismatches occurred intentionally by the guests who were present at the environment of the test. The researcher observed a reliable N400 effect due to the mismatch (Tromp et al,&Hagoort, 2018). Thus, the N400 can predict semantic violations or mismatches.…”

Section: Related Studiesmentioning

confidence: 92%

“…For instance, Tabullo et al(2020) investigated the association between ERP components and reading comprehension abilities. To conduct the research, 24 students' reading comprehension ability was assessed with a cloze task.…”

Section: Related Studiesmentioning

confidence: 99%

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A Comparison of Paper-Based Tests and Computer-Based Tests in the Emergence of COVID- 19 Era: Evidence by Event-Related Potentials

Barani¹

2022

Journal of Research in Curriculum Instruction and Educational T

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eading comprehension is one of the most important sections of the international tests including IELTS or TOFEL. Also, reading comprehension tests employed at schools or university are attempting to determine the comprehension level of the test takers specifically inCorona virus emergence era. Metacognitive strategies are used by test takers in order to gain their intended marks in tests rather than comprehending the text. Thus, it is a tool for readers to increase their decoding skills. This study aimed at exploring the comprehension level of the test takers without the effects of Metacognitive strategies. While there seems to be a deep linkage between the brain and reading comprehension, Event-related potentials (ERPs) as one of the methods of brain activity measuring allows researchers to observe reading-related brain processes and can document neural patterns at the millisecond level. This study aimed at highlightening the role of computer-based testing through ERP. 10 Iranian IELTS candidates holding the band scores from 6 to 8 participated in this study. The reading comprehension items of a retired version of IELTS were given to the test takers as the paper-version test and as the stimuli in computer-version test format. In this research, mixed method was used. This study aimed at comparing the paper-version and computer-based tests. EEG signals of the participants were recorded during the computer-based version test andERPs were extracted. Findings showed that computerversion testing can examine the readers' comprehension level directly.

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“…While many factors impact reading comprehension, it is the resultant combination of listening comprehension and word level reading ability (Perfetti et al, 2005). Tabullo et al (2020) defined the reading comprehension as a complex cognitive ability of critical importance for learning and academic achievement. It is a bidirectional process in which different sources of information interact to allow the recognition and understanding of the written text (Perfetti & Stafura, 2014; Rumelhart, 2004).…”

Section: Introductionmentioning

confidence: 99%

Differences in Discrimination with Respect to Latent Trait and Test-Taking Speed Across Items Measuring Sub-Domains of Cognitive Ability

Vista

Alahmadi

2022

Journal of Psychoeducational Assessment

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The relationship between latent trait and test-taking speed is an important area of study in assessment research. In addition to contributions of such studies to psychometrics, the factors that affect both ability and speed have implications for test development and have policy consequences especially if the tests are high stakes. This study investigated the main assessment scale used in gifted education screening in the Kingdom of Saudi Arabia and focused on the discriminating properties of items across the several cognitive subskills being measured. Under an item response theoretic framework, this study used a lognormal response time model to investigate the discrimination parameter estimates for both ability and speed, with guessing taken into account. Results showed that cognitive subskills do not have uniform discrimination properties across ability and speed, such that some types of items are better at discriminating ability while other types are better at discriminating speed. At a test-level, our results also showed that ability is negatively correlated with speed, such that higher ability students tend to take more time and hence have slower speed. This finding supports other results in the literature. Implications for high-stakes testing and test development are discussed.

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Reading Comprehension and Predictability Effects on Sentence Processing: An Event‐Related Potential Study

Cited by 12 publications

References 77 publications

Usage-Based Individual Differences in the Probabilistic Processing of Multi-Word Sequences

Usage-Based Individual Differences in the Probabilistic Processing of Multi-Word Sequences

A Comparison of Paper-Based Tests and Computer-Based Tests in the Emergence of COVID- 19 Era: Evidence by Event-Related Potentials

Differences in Discrimination with Respect to Latent Trait and Test-Taking Speed Across Items Measuring Sub-Domains of Cognitive Ability

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