This volume was designed to identify the current limits of progress in the psychology of reading and language processing in an information processing framework. Leaders in their fields of interest, the chapter authors couple current theoretical analyses with new, formally presented experiments. The research -- cutting-edge and sometimes controversial -- reflects the prevailing analysis that language comprehension results in numerous levels of representation, including surface features, lexical properties, linguistic structures, and idea networks underlying a message as well as the situations to which a message refers. As a group, the chapters highlight the impact that input modality -- auditory or written -- has on comprehension. Finally, the studies also capture the evolution of new topic matter and ongoing debates concerning the competing paradigms, global proposals, and methods that form the foundation of the enterprise.
The book presents current accounts of research on word-, sentence-, and text-processing. It will prove informative for experimental psychologists as well as investigators in cognitive science disciplines such as computer science, linguistics, and educational psychology. The book will also be very helpful to graduate students who wish to develop expertise in the psychology of language processes. For them, it collects, in a single volume, readings that are representative of progress concerning many central problems in the field. As such, it is distinct from the numerous collected volumes that concentrate on a single issue. Complete author and subject indexes facilitate effective use of the volume.
Table of Contents
Contents: M. Singer, J.M. Henderson, F. Ferreira, Reading and Language Processing: Paradigms, Proposals, and Procedures. L. Buchanan, D. Besner, Reading Aloud: Evidence for the Use of a Whole Word Nonsemantic Pathway. M. Daneman, E. Reingold, What Eye Fixations Tell Us About Phonological Recoding During Reading. A. Pollatsek, G.E. Raney, L. Lagasse, K. Rayner, The Use of Information Below Fixation in Reading and in Visual Search. J.M. Henderson, F. Ferreira, Eye Movement Control During Reading: Fixation Measures Reflect Foveal but Not Parafoveal Processing Difficulty. C. Clifton, Jr., Thematic Roles in Sentence Parsing. F. Ferreira, J.M. Henderson, Reading Processes During Syntactic Analysis and Reanalysis. M.J. Spivey-Knowlton, J.C. Trueswell, M.K. Tanenhaus, Context Effects in Syntactic Ambiguity Resolution: Discourse and Semantic Influences in Parsing Reduced Relative Clauses. M.A. Just, P.A. Carpenter, The Intensity Dimension of Thought: Pupillometric Indices of Sentence Processing. M. Singer, Causal Bridging Inferences: Validating Consistent and Inconsistent Sequences. J.E. Moravcsik, W. Kintsch, Writing Quality, Reading Skills, and Domain Knowledge as Factors in Text Comprehension. P. Dixon, K. Harrison, D. Taylor, Effects of Sentence Form on the Construction of Mental Plans from Procedural Discourse. B.A. Levy, L. Barnes, L. Martin, Transfer of Fluency Across Repetitions and Across Texts. M.E.J. Masson, Episodically Enhanced Comprehension Fluency. F. Ferreira, J.M. Henderson, M. Singer, Reading and Language Processing: Similarities and Differences.
"This volume presents a wealth of cutting-edge "pure" research, much of which will be of definite interest to the second language acquisition researcher. It is particularly useful as an introduction to current experimental designs using recent technology to track eye movement and/or as an introduction to the extensive research in cognitive psychology using "garden-path" tasks."
—Teaching English as a Second or Foreign Language
"This volume sets forth an excellent overview of cutting-edge research in reading and language processing and illuminates many of the controversial issues related to human cognition....The great strengths of the book lie in its thematic coherence, balanced topical coverage, and consistent quality of the work presented. It will serve as a valuable reference for those interested in the cognitive aspects of language processing."
—Studies in Second Language
"The articles are written clearly and completely enough to be understood by someone with minimal cognitive science background. References, arguments and limitations appear to be well-presented; the conclusions and suggestions seem relevant and applicable to many fields relating to reading and/or to language processing."
"This book contains a number of interesting chapters related to written language processing. The book comprises studies that are likely to stand up in the literature and thus influence future research."
—European Journal of Cognitive Psychology