Specificity of pattern-analyzing skills in reading.

Kolers, Paul Α.; Magee, Lochlan E.

doi:10.1037/h0081669

Cited by 31 publications

(26 citation statements)

References 7 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The two training tasks had about the same influence on subsequent ability to name isolated scrambled letters, moreover. The contrast with the results found by Kolers and Magee (1978) is marked. Their subjects either named letters or read text as practice for later reading or letter naming.…”

Section: Methodscontrasting

confidence: 55%

“…That is, it argues for recognition of letters, not their order letters separated by spaces. A very important difference between the two studies is that the Kolers and Magee (1978) study trained subjects on passages of letters that were separated, each letter followed by a blank space; in the present study the training letters were aggregated into pseudowords. So we found that practice at naming letters that are assembled into sequences transfers only moderately to naming individualized letters.…”

Section: Discussionmentioning

confidence: 99%

See 1 more Smart Citation

Graphemic analysis underlying literacy

1980

Self Cite

View full text Add to dashboard Cite

Section: Methodscontrasting

confidence: 55%

Section: Discussionmentioning

confidence: 99%

Graphemic analysis underlying literacy

1980

Self Cite

View full text Add to dashboard Cite

“…(This is illustrated by the plus sign in Figure 11.) Thus, when context cues are unavailable-for tests across sessions or over the course of a year in our studies-then facilitation will decrease or even disappear (e.g., Jacoby, 1983a, Experiments 2 and 4; Jacoby, 1983b;Jacoby & Brooks, 1984;Kolers, 1976;Kolers & Magee, 1978; but see also Jacoby, 1983a, Experiment 3).…”

Section: A Proposed Model Of Identificationmentioning

confidence: 99%

Building permanent memory codes: Codification and repetition effects in word identification.

Salasoo¹,

Shiffrin²,

Feustel³

1985

Journal of Experimental Psychology: General

184

234

View full text Add to dashboard Cite

The studies presented in this article investigate the memory processes that underlie two phenomena in threshold identification: word superiority over pseudowords and the repetition effect (a prior presentation of an item facilitates later identification of that item). Codification (i.e., the development of a single memory code that can be triggered even by fragmented input information) explains the faster and more accurate identification of words than pseudowords. Our studies trace the development and retention of such codes for repeated pseudowords and examine the growth and loss of the repetition effect for both pseudowords and words. After approximately five prior occurrences, words and pseudowords are identified equally accurately in two types of threshold identification tasks, suggesting codification has been completed for pseudowords. Although the initial word advantage disappears, the accuracy of identification still increases with repetitions. The facilitation caused by repetition is not affected much by spacing within a session, but drops from one day to the next, and after a delay of one year has disappeared (new and old words were identified equally well). These results suggest an episodic basis for the repetition effect. Most important, after one year, performance is equal for old pseudowords and new and old words: all these levels are superior to that for new pseudowords, suggesting that the learned codes for pseudowords are as strong and permanent as the codes for words. A model of identification is presented in which feedback from codes and episodic images in memory facilitates letter processing. An instantiation of the model accounts for the major features of the data.

show abstract

“…Or, could the transfer between tasks be at some lower level of analysis, such as the transfer of visually specific processing skills? Kolers and his colleagues (Kolers & Magee, 1978;Kolers, Palef, & Stelmach, 1980) have studied the general transfer from different types of practice to subsequent reading tasks. They have reported maximal transfer to text reading when practice was given on reading orthographically regular letter sequences or words, rather than single letters.…”

Section: Experiments 2amentioning

confidence: 99%

Proofreading familiar text: Constraints on visual processing

Levy

1983

Memory & Cognition

View full text Add to dashboard Cite

Recent emphasis on the interactive nature of processing during reading has focused attention on how higher level syntactic-semantic processes might constrain or alter the proesseing of letters and words during reading. The present studies addressed this question by examining the effect of prior knowledge about a passage on the subsequent ability to see visual errors when rereading the same text. Experiment 1 demonstrated that prior knowledge of a passage leads to better proofreading of that passage. Experiment 2 showed that this facilitation is at the level of visual letter and word analyses, not through higher level constraints on rereading. The data are discussed in terms of skilled visual pattern analyses and in terms of the redistribution of processing resources.Since recent models of reading have focused on the that "set into striking relief any discrepancy or 'correcinteractive (e.g., Rumelhart, 1977), rather than the tion' present among its parts" (Kreuger, 1975, p. 969). serial, nature of processing during reading, considerableThat is, does prior knowledge act to conceal or reveal research has addressed the question of whether context a discrepancy from the expected item? or prior knowledge might constrain the processing of the Recent studies of visual word recognition, using letters and words being read. Interest is in whether manipulations of contextual constraint or of past higher level processes (e.g., word, syntactic, or semantic familiarity with the linguistic units, have provided processes) might change or constrain the analyses of some evidence on this question. Since the early dernonIetters and words within a text. The experiments to be strations of the word superiority effect (Reicher, 1969; described were motivated by an interest in this basic Wheeler, 1970), evidence has accumulated to suggest question.that the perception of a constituent letter is faciliAlthough most experiments have addressed this issue tated by a familiar word context (see Kreuger, 1975, by studying on-line contextual constraints during read-and Levy, 1981, for reviews of the familiarity and coning, the present experiments looked at the influence of textual effects). Recently, Rumelhart and McClelland prior knowledge by examining the transfer of inforrna-(1982) reported an impressive series of studies showing tion from one reading of a text to the subsequent read-that the presentation conditions of contextual letters ing of the same text. Having once read a text, most affected the perception of a target letter. Again, confluent readers will reread that passage faster and more textual facilitation was observed in identification of a easily on subsequent occasions. That is, there appears constituent letter. Thus, processing of letters in a word to be some transfer of text-specific knowledge from context facilitated perception not only of the whole one reading session to another. The theoretical issue pattern, but also of its constituent elements. addressed, then, was whether this faster rereading is due But does prior knowle...

show abstract

Specificity of pattern-analyzing skills in reading.

Cited by 31 publications

References 7 publications

Graphemic analysis underlying literacy

Graphemic analysis underlying literacy

Building permanent memory codes: Codification and repetition effects in word identification.

Proofreading familiar text: Constraints on visual processing

Contact Info

Product

Resources

About