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Author: Michael Dambacher
Publisher: Universitätsverlag Potsdam
ISBN: 3869560592
Category : Language Arts & Disciplines
Languages : en
Pages : 262
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Book Description
In reading, word frequency is commonly regarded as the major bottom-up determinant for the speed of lexical access. Moreover, language processing depends on top-down information, such as the predictability of a word from a previous context. Yet, however, the exact role of top-down predictions in visual word recognition is poorly understood: They may rapidly affect lexical processes, or alternatively, influence only late post-lexical stages. To add evidence about the nature of top-down processes and their relation to bottom-up information in the timeline of word recognition, we examined influences of frequency and predictability on event-related potentials (ERPs) in several sentence reading studies. The results were related to eye movements from natural reading as well as to models of word recognition. As a first and major finding, interactions of frequency and predictability on ERP amplitudes consistently revealed top-down influences on lexical levels of word processing (Chapters 2 and 4). Second, frequency and predictability mediated relations between N400 amplitudes and fixation durations, pointing to their sensitivity to a common stage of word recognition; further, larger N400 amplitudes entailed longer fixation durations on the next word, a result providing evidence for ongoing processing beyond a fixation (Chapter 3). Third, influences of presentation rate on ERP frequency and predictability effects demonstrated that the time available for word processing critically co-determines the course of bottom-up and top-down influences (Chapter 4). Fourth, at a near-normal reading speed, an early predictability effect suggested the rapid comparison of top-down hypotheses with the actual visual input (Chapter 5). The present results are compatible with interactive models of word recognition assuming that early lexical processes depend on the concerted impact of bottom-up and top-down information. We offered a framework that reconciles the findings on a timeline of word recognition taking into account influences of frequency, predictability, and presentation rate (Chapter 4).
Author: Michael Dambacher
Publisher: Universitätsverlag Potsdam
ISBN: 3869560592
Category : Language Arts & Disciplines
Languages : en
Pages : 262
Get Book Here
Book Description
In reading, word frequency is commonly regarded as the major bottom-up determinant for the speed of lexical access. Moreover, language processing depends on top-down information, such as the predictability of a word from a previous context. Yet, however, the exact role of top-down predictions in visual word recognition is poorly understood: They may rapidly affect lexical processes, or alternatively, influence only late post-lexical stages. To add evidence about the nature of top-down processes and their relation to bottom-up information in the timeline of word recognition, we examined influences of frequency and predictability on event-related potentials (ERPs) in several sentence reading studies. The results were related to eye movements from natural reading as well as to models of word recognition. As a first and major finding, interactions of frequency and predictability on ERP amplitudes consistently revealed top-down influences on lexical levels of word processing (Chapters 2 and 4). Second, frequency and predictability mediated relations between N400 amplitudes and fixation durations, pointing to their sensitivity to a common stage of word recognition; further, larger N400 amplitudes entailed longer fixation durations on the next word, a result providing evidence for ongoing processing beyond a fixation (Chapter 3). Third, influences of presentation rate on ERP frequency and predictability effects demonstrated that the time available for word processing critically co-determines the course of bottom-up and top-down influences (Chapter 4). Fourth, at a near-normal reading speed, an early predictability effect suggested the rapid comparison of top-down hypotheses with the actual visual input (Chapter 5). The present results are compatible with interactive models of word recognition assuming that early lexical processes depend on the concerted impact of bottom-up and top-down information. We offered a framework that reconciles the findings on a timeline of word recognition taking into account influences of frequency, predictability, and presentation rate (Chapter 4).
Author: Graham Hall
Publisher: Routledge
ISBN: 1136804234
Category : Language Arts & Disciplines
Languages : en
Pages : 286
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Book Description
Winner of the BAAL Book Prize 2012 Routledge Introductions to Applied Linguistics is a series of introductory level textbooks covering the core topics in Applied Linguistics, primarily designed for those entering postgraduate studies and language professionals returning to academic study. The books take an innovative "practice to theory" approach, with a 'back-to-front' structure. This leads the reader from real-world problems and issues, through a discussion of intervention and how to engage with these concerns, before finally relating these practical issues to theoretical foundations. Additional features include tasks with commentaries, a glossary of key terms, and an annotated further reading section. Exploring English Language Teaching provides a single volume introduction to the field of ELT from an applied linguistics perspective. The book addresses four central themes within English language teaching: ‘Classroom interaction and management’; ‘Method, Postmethod and methodology’; ‘Learners’; and the ‘Institutional frameworks and social contexts’ of ELT. For each, the book identifies key dilemmas and practices, examines how teachers and other language teaching professionals might intervene and deal with these concerns, and explores how such issues link to and inform applied linguistic theory. Exploring English Language Teaching is an indispensable textbook for language teachers, and for post-graduate/graduate students and advanced undergraduates studying in the areas of Applied Linguistics, Language Teacher Education, and ELT/TESOL.
Author: Philip B. Gough
Publisher: Routledge
ISBN: 1351236881
Category : Education
Languages : en
Pages : 385
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Book Description
Originally published in 1992. This book brings together the work of a number of distinguished international researchers engaged in basic research on beginning reading. Individual chapters address various processes and problems in learning to read - including how acquisition gets underway, the contribution of story listening experiences, what is involved in learning to read words, and how readers represent information about written words in memory. In addition, the chapter contributors consider how phonological, onset-rime, and syntactic awareness contribute to reading acquisition, how learning to spell is involved, how reading ability can be explained as a combination of decoding skill plus listening comprehension skill, and what causes reading difficulties and how to study these causes.
Author: Barbara M. Birch
Publisher: Routledge
ISBN: 1135217718
Category : Education
Languages : en
Pages : 234
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Book Description
English L2 Reading: Getting to the Bottom, Second Edition remains a comprehensive, myth-debunking examination of how L1 features (orthographic system, phonology, morphology) can influence English L2 reading at the “bottom” of the reading process. It provides a thorough but very accessible linguistic/psycholinguistic examination of the lowest levels of the reading process. It is both theoretical and practical. The goal is to balance or supplement (not replace) top-down approaches and methodologies with effective low-level options for teaching English reading. Core linguistic and psycholinguistic concepts are presented within the context of their application to teaching. The text clearly explains the strategies that readers of other languages develop in response to their own writing systems (Chinese, Japanese, Arabic, Hebrew, other alphabets, or transparent Roman alphabetic systems), contrasted with an explanation of the strategies that English readers develop in response to the opaque orthography of English, and explicates how other low-level processing strategies for L1 morphology and word formation may aid or hinder processing in English L2 reading acquisition. A complete, balanced reading ideology should be big enough to embrace all reading theories and practices. In particular, it should be able to accommodate those researchers and teachers who find that attention to the details of language can also help students learn to read better. Many ESL/EFL teachers are interested in supplementing their successful whole-language methods with bottom-up reading strategies, but aren’t sure how to do it. This book fills that gap. Changes in the Second Edition: *updated content in each chapter and clearer organization for the student to make the text more reader friendly; *expansion in Chapter 2 on alphabets, writing systems, and a brief history of written English and spelling; *extended discussion in Chapter 3 of the cognition of written language and reading transfer; *addition of phonemic, vocal, subvocal, and articulatory development and L2 reading processing in Chapter 4, as well as instructional activities and strategies for teaching these skills to L2 readers; *elaboration of graphs and graphemes in Chapter 5, including discussion of developing graphemic knowledge, processing strategies, and their instructional application, and new sections on reading speed, pattern recognition, and word recognition; *development of the probabilistic section in Chapter 6, particularly the probabilities in context of L2 reading; *updated information on the topic of brain activation studies; and *new treatment of the topic of reading fluency, added in responses to requests from many readers of the first edition. Intended for ESL/EFL reading researchers, teacher trainers and teachers, and as a text for MATESOL students, most chapters contain practical suggestions that teachers can incorporate into whole language methods to teach beginning or intermediate ESL/EFL reading (letters, pronunciation, “smart” phonics, morphemes, and vocabulary acquisition) in a more balanced way. Pre-reading discussion and study questions are provided to stimulate interest and enhance comprehension. End-of-chapter exercises help readers apply the concepts.
Author: Caroline Clapham
Publisher: Cambridge University Press
ISBN: 9780521567084
Category : Foreign Language Study
Languages : en
Pages : 328
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Book Description
This book investigates the ESP claim that tertiary level ESL students should be given reading proficiency tests in their own academic subject areas, and studies the effect of background knowledge on reading comprehension.
Author: Joseph Tainter
Publisher: Cambridge University Press
ISBN: 9780521386739
Category : Social Science
Languages : en
Pages : 268
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Book Description
Dr Tainter describes nearly two dozen cases of collapse and reviews more than 2000 years of explanations. He then develops a new and far-reaching theory.
Author: Charles Koch
Publisher: St. Martin's Press
ISBN: 1250200970
Category : Business & Economics
Languages : en
Pages : 217
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Book Description
A surprising take on how you can help tackle the really big problems in society–from one of America’s most successful entrepreneurs. People are looking for a better way. Towering barriers are holding millions of people back, and the institutions that should help everyone rise are not doing the job. Crumbling communities. One-size fits all education. Businesses that rig the economy. Public policy that stifles opportunity and emboldens the extremes. As a result, this country is quickly heading toward a two-tiered society. Today’s challenges call for nothing short of a paradigm shift – away from a top-down approach that sees people as problems to be managed, toward bottom-up solutions that empower everyone to realize their potential and foster a more inclusive society. Such a shift starts by asking: What would it mean to truly believe in people? Businessman and philanthropist Charles Koch has devoted his life to answering that question. Learn what he’s discovered during his 60-year career to help you apply the principles of empowerment in your life, in your business, and in society. By learning from the social movements and applying the principles that have enabled social progress throughout history, Koch has achieved more than he dreamed possible – building one of the world’s most successful companies and founding Stand Together, one of America’s most innovative philanthropic communities. Stand Together CEO Brian Hooks and Koch show how the only way to solve the really big problems – from poverty and addiction to harmful business practices and destructive public policy – is for each and every one of us to find and take action in our unique role as part of the solution. Full of compelling examples of what works – including several first-person accounts from individuals whose lives have been transformed – Koch and Hooks’ refreshing approach promotes partnership instead of partisanship and speaks to people from different perspectives and all walks of life. They show that no injustice is too tough to overcome if you share a deep belief in people, are willing to unite with anyone to do right, and work to empower others from the bottom up.
Author: Christine Nuttall
Publisher:
ISBN:
Category : English language
Languages : en
Pages : 235
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Book Description
Author: Andy Clark
Publisher: Oxford University Press, USA
ISBN: 0190217014
Category : Medical
Languages : en
Pages : 425
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Book Description
Exciting new theories in neuroscience, psychology, and artificial intelligence are revealing minds like ours as predictive minds, forever trying to guess the incoming streams of sensory stimulation before they arrive. In this up-to-the-minute treatment, philosopher and cognitive scientist Andy Clark explores new ways of thinking about perception, action, and the embodied mind.
Author: Anthony V. Manzo
Publisher: LiteracyLeaders
ISBN: 9780675206525
Category : Education
Languages : en
Pages : 532
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Book Description
A content reading methods text that takes a quick start, heuristic approach to imparting the skills future teachers need to improve their pupils' reading ability in essential content areas. Coverage of current theories and practices in comprehension, assessment and heuristics is organized around pre-reading, guided silent reading, and post-reading.
