Is reading-aloud performance in megastudies systematically influenced by the list context?

Michael J. Cortese, Sarah Hacker, Jocelyn Schock, Jonathan B. Santo

Research output: Contribution to journalArticlepeer-review

6 Scopus citations

Abstract

To examine megastudy context effects, 585 critical words, each with a different orthographic rime, were placed at the beginning or end of a 2614-word megastudy of reading aloud. Sixty participants (30 participants in each condition) responded to these words. Specific predictors examined for change between beginning and end conditions were frequency, length, feedforward rime consistency, feedforward onset consistency, orthographic neighbourhood size, age of acquisition (AoA), and imageability. While it took longer to respond to items at the end of the experiment than items at the beginning of the experiment, there was very little change in the effects of the specific variables assessed. Thus, there is little evidence of list context effects influencing the estimates of the predictor variables in large-scale megastudies.

Original languageEnglish (US)
Pages (from-to)1711-1722
Number of pages12
JournalQuarterly Journal of Experimental Psychology
Volume68
Issue number8
DOIs
StatePublished - Aug 3 2015

Keywords

  • Megastudy
  • Reading aloud

ASJC Scopus subject areas

  • Physiology
  • Neuropsychology and Physiological Psychology
  • Experimental and Cognitive Psychology
  • Psychology(all)
  • Physiology (medical)

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