Title :

Third and fifth graders' processing of parafoveal information in reading: A study in single-word recognition

Author(s) :

Khelifi, Rachid [Auteur]
Laboratoire Sciences Cognitives et Sciences Affectives - UMR 9193 [SCALab]
Sparrow, Laurent [Auteur]
Laboratoire Sciences Cognitives et Sciences Affectives - UMR 9193 [SCALab]
Casalis, Severine [Auteur]
Laboratoire Sciences Cognitives et Sciences Affectives - UMR 9193 [SCALab]

Journal title :

Journal of Experimental Child Psychology

Abbreviated title :

J Exp Child Psychol

Volume number :

139

Pages :

1-17

Publisher :

Elsevier

Publication date :

2015-06-05

ISSN :

1096-0457

English keyword(s) :

Attention
Lexical access
Parafoveal processing
Perceptual span
Reading development
Word recognition

HAL domain(s) :

Sciences cognitives

English abstract : [en]

We assessed third and fifth graders' processing of parafoveal word information using a lexical decision task. On each trial, a preview word was first briefly presented parafoveally in the left or right visual field before ...
Show more >We assessed third and fifth graders' processing of parafoveal word information using a lexical decision task. On each trial, a preview word was first briefly presented parafoveally in the left or right visual field before a target word was displayed. Preview and target words could be identical, share the first three letters, or have no letters in common. Experiment 1 showed that developing readers receive the same word recognition benefit from parafoveal previews as expert readers. The impact of a change of case between preview and target in Experiment 2 showed that in all groups of readers, the preview benefit resulted from the identification of letters at an abstract level rather than from facilitation at a purely visual level. Fifth graders identified more letters from the preview than third graders. The results are interpreted within the framework of the interactive activation model. In particular, we suggest that although the processing of parafoveal information led to letter identification in developing readers, the processes involved may differ from those in expert readers. Although expert readers' processing of parafoveal information led to activation at the level of lexical representations, no such activation was observed in developing readers.Show less >

Language :

Anglais

Peer reviewed article :

Oui

Audience :

Internationale

Popular science :

Non

Administrative institution(s) :

Université de Lille
CNRS
CHU Lille

Collections :

• Sciences Cognitives et Sciences Affectives (SCALab) - UMR 9193

Research team(s) :

Équipe Langage

Submission date :

2019-02-13T14:50:43Z
2020-04-20T12:27:53Z
2021-01-25T14:08:00Z