東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

Word Recognition in High and Low Ski...

Abraham, Ashley.

FindBook

Google Book

Amazon

博客來

Word Recognition in High and Low Skill Spellers: Context effects on Lexical Ambiguity Resolution.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Word Recognition in High and Low Skill Spellers: Context effects on Lexical Ambiguity Resolution./
作者:	Abraham, Ashley.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2017,
面頁冊數:	72 p.
附註:	Source: Masters Abstracts International, Volume: 56-04.
Contained By:	Masters Abstracts International56-04(E).
標題:	Experimental psychology. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10592301
ISBN:	9781369732856

Word Recognition in High and Low Skill Spellers: Context effects on Lexical Ambiguity Resolution.
Abraham, Ashley.

Word Recognition in High and Low Skill Spellers: Context effects on Lexical Ambiguity Resolution. - Ann Arbor : ProQuest Dissertations & Theses, 2017 - 72 p.

Source: Masters Abstracts International, Volume: 56-04.

Thesis (M.A.)--Kent State University, 2017.

Recent research suggests that low-skill readers rely more on context to recognize a word's meaning (Andrews & Bond, 2009; Ashby, Rayner, & Clifton, 2005). Many studies on individual differences in reading have used reading comprehension as the primary measure of skill however, spelling skill may be a better predictor of reading ability than comprehension (Andrews & Bond, 2009). The current study takes spelling skill as the primary measure of reading ability and uses lexically ambiguous words to evaluate context use among high- and low-skill readers. Lexically ambiguous words have more than one distinct meaning; therefore, context is necessary for selecting the appropriate meaning. Participants read sentences containing ambiguous words. Context prior to the ambiguous word supported the infrequent, subordinate meaning. Results suggest that low-skill readers are able to resolve the ambiguity on the target word without incurring the time cost typically associated with ambiguous word processing. Conversely, high-skill readers show the typically time cost on the ambiguous word however, this does not appear to result in ambiguity resolution on the target word. Thus, the results support a larger influence of context for low-skill readers than for high-skill readers. Results are discussed in regard to the lexical quality hypothesis (Perfetti, 2007).

ISBN: 9781369732856Subjects--Topical Terms:

2144733
Experimental psychology.

Word Recognition in High and Low Skill Spellers: Context effects on Lexical Ambiguity Resolution.
LDR:02260nmm a2200289 4500 001 2123914
005 20171010112654.5
008 180830s2017 ||||||||||||||||| ||eng d
020 $a 9781369732856
035 $a (MiAaPQ)AAI10592301
035 $a AAI10592301
040 $a MiAaPQ $c MiAaPQ
100 1 $a Abraham, Ashley. $3 3285865
245 1 0 $a Word Recognition in High and Low Skill Spellers: Context effects on Lexical Ambiguity Resolution.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2017
300 $a 72 p.
500 $a Source: Masters Abstracts International, Volume: 56-04.
500 $a Adviser: Jocelyn Folk.
502 $a Thesis (M.A.)--Kent State University, 2017.
520 $a Recent research suggests that low-skill readers rely more on context to recognize a word's meaning (Andrews & Bond, 2009; Ashby, Rayner, & Clifton, 2005). Many studies on individual differences in reading have used reading comprehension as the primary measure of skill however, spelling skill may be a better predictor of reading ability than comprehension (Andrews & Bond, 2009). The current study takes spelling skill as the primary measure of reading ability and uses lexically ambiguous words to evaluate context use among high- and low-skill readers. Lexically ambiguous words have more than one distinct meaning; therefore, context is necessary for selecting the appropriate meaning. Participants read sentences containing ambiguous words. Context prior to the ambiguous word supported the infrequent, subordinate meaning. Results suggest that low-skill readers are able to resolve the ambiguity on the target word without incurring the time cost typically associated with ambiguous word processing. Conversely, high-skill readers show the typically time cost on the ambiguous word however, this does not appear to result in ambiguity resolution on the target word. Thus, the results support a larger influence of context for low-skill readers than for high-skill readers. Results are discussed in regard to the lexical quality hypothesis (Perfetti, 2007).
590 $a School code: 0101.
650 4 $a Experimental psychology. $3 2144733
650 4 $a Cognitive psychology. $3 523881
690 $a 0623
690 $a 0633
710 2 $a Kent State University. $b Psychology. $3 2104484
773 0 $t Masters Abstracts International $g 56-04(E).
790 $a 0101
791 $a M.A.
792 $a 2017
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10592301