Developmental patterns and individual differences in the word-search strategies of beginning readers

1991 ◽  
Vol 1 (1) ◽  
pp. 67-87 ◽  
Author(s):  
Laurence Rieben ◽  
Madelon Saada-Robert
1997 ◽  
Vol 7 (2) ◽  
pp. 137-159 ◽  
Author(s):  
Laurence Rieben ◽  
Madelon Saada-Robert ◽  
Christiane Moro

2020 ◽  
pp. 1-16
Author(s):  
Gerald F. Giesbrecht ◽  
Nicole Letourneau ◽  
Deborah Dewey ◽  

Abstract Individual differences in temperament have been well-described, but individual differences in temperament trajectories require elaboration. Specifically, it is unknown if subgroups of infants display different developmental patterns and if these patterns relate to later behavioral problems. The aims were to identify distinct developmental patterns in broad dimensions of temperament among typically developing infants, to determine whether these developmental patterns differ by sex, to evaluate how developmental patterns within each dimension of temperament relate to developmental patterns within other dimensions of temperament, and to determine whether developmental patterns of infant temperament are associated with internalizing and externalizing behavior at 2 years of age. Data from the longitudinal Alberta Pregnancy Outcomes and Nutrition study (n = 1,819) were used to model latent class trajectories of parent-reported infant temperament at 3, 6, and 12 months. Four to five unique latent trajectories were identified within each temperament dimension. Sex was not associated with trajectory groups. Developmental coordination was observed between trajectories of negative emotionality and regulatory capacity, and between regulatory capacity and positive affect, but not between positive affect and negative emotionality. Negative emotionality and regulatory capacity predicted internalizing and externalizing behavior. Patterns of development in infant temperament, and not just intensity of temperament, contribute toward later problem behavior.


2020 ◽  
Author(s):  
Anna Nowakowska ◽  
Alasdair D F Clarke ◽  
Amelia R. Hunt ◽  
Jacqueline von Seth

When searching for an object, do we minimize the number of eye movements we need to make? Under most circumstances, the cost of saccadic parsimony likely outweighs the benefit, given the cost is extensive computation and the benefit is a few hundred milliseconds of time saved. Previous research has measured the proportion of eye movements directed to locations where the target would have been visible in the periphery, as a way of quantifying the proportion of superfluous fixations. A surprisingly large range of individual differences has emerged from these studies, suggesting some people are highly efficient and others much less so. Our question in the current study is whether these individual differences can be explained by differences in motivation. In two experiments, we demonstrate that neither time pressure, nor financial incentive, led to improvements of visual search strategies; the majority of participants continued to make many superfluous fixations in both experiments. The wide range of individual differences in efficiency observed previously was replicated here. We observed small but consistent improvements in strategy over the course of the experiment (regardless of reward or time pressure) suggesting practice, not motivation, makes participants more efficient.


2021 ◽  
pp. 1-21
Author(s):  
Eeva Sippola

Abstract This study examines contact outcomes in Finnish spoken in a heritage community in Misiones province, Argentina, in the 1970s. The data show limited morphosyntactic differences from dialectal varieties of Finnish, and most of the Spanish influence is lexical loans or sporadic codeswitches that have an emphatic function. The results show that beyond established lexical loans, both fluent and less fluent speakers avoid mixing and comment on it when it occurs. Translation and word search strategies show evidence of the speakers’ awareness about language mixing in the interview setting in which data were collected.


1984 ◽  
Vol 59 (3) ◽  
pp. 975-992 ◽  
Author(s):  
Virginia Wise Berninger

To investigate beginning readers' multiple and selective attention to letter and configural information in printed words, Garner's speeded classification task was administered to 20 children after one year of formal reading instruction. There were individual differences, but, in general, the beginning readers imposed configural structures (failure in multiple and selective attention) and separable structures (failure in multiple attention only). No one structure was associated with achievement or underachievement in reading, based on standardized tests and teachers' judgment. That 70% of the underachievers and only 20% of the achievers used the same structure for both words (which can be recoded linguistically) and word analogues (which cannot be recoded linguistically), suggests that achievers may be more flexible in allocating visual attention. Another finding, which was replicated, indicates that configural information may be salient for beginning readers who ate learning rules of letter-phoneme correspondence. On orthogonal-dimensions tasks the beginning readers (achieving and underachieving) selectively ignored letter but not configural information.


1979 ◽  
Vol 14 (5) ◽  
pp. 361-364
Author(s):  
Charles I. Maniscalco ◽  
Donald V. DeRosa

1986 ◽  
pp. 165-188 ◽  
Author(s):  
E. Mark Cummings ◽  
Barbara Hollenbeck ◽  
Ronald Iannotti ◽  
Marian Radke-Yarrow ◽  
Carolyn Zahn-Waxler

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