Parafoveal degradation during reading reduces preview costs only when it is not perceptually distinct

There is a growing understanding that the parafoveal preview effect during reading may represent a combination of preview benefits and preview costs due to interference from parafoveal masks. It has been suggested that visually degrading the parafoveal masks may reduce their costs, but adult readers were later shown to be highly sensitive to degraded display changes. Four experiments examined how preview benefits and preview costs are influenced by the perception of distinct parafoveal degradation at the target word location. Participants read sentences with four preview types (identity, orthographic, phonological, and letter-mask preview) and two levels of visual degradation (0% vs. 20%). The distinctiveness of the target word degradation was either eliminated by degrading all words in the sentence (Experiments 1a–2a) or remained present, as in previous research (Experiments 1b–2b). Degrading the letter masks resulted in a reduction in preview costs, but only when all words in the sentence were degraded. When degradation at the target word location was perceptually distinct, it induced costs of its own, even for orthographically and phonologically related previews. These results confirm previous reports that traditional parafoveal masks introduce preview costs that overestimate the size of the true benefit. However, they also show that parafoveal degradation has the unintended consequence of introducing additional costs when participants are aware of distinct degradation on the target word. Parafoveal degradation appears to be easily perceived and may temporarily orient attention away from the reading task, thus delaying word processing.

Deep Mask Memory Network with Semantic Dependency and Context Moment for Aspect Level Sentiment Classification

Aspect level sentiment classification aims at identifying the sentiment of each aspect term in a sentence. Deep memory networks often use location information between context word and aspect to generate the memory. Although improved results are achieved, the relation information among aspects in the same sentence is ignored and the word location can't bring enough and accurate information for the analysis on the aspect sentiment. In this paper, we propose a novel framework for aspect level sentiment classification, deep mask memory network with semantic dependency and context moment (DMMN-SDCM), which integrates semantic parsing information of the aspect and the inter-aspect relation information into deep memory network. With the designed attention mechanism based on semantic dependency information, different parts of the context memory in different computational layers are selected and useful inter-aspect information in the same sentence is exploited for the desired aspect. To make full use of the inter-aspect relation information, we also jointly learn a context moment learning task, which aims to learn the sentiment distribution of the entire sentence for providing a background for the desired aspect. We examined the merit of our model on SemEval 2014 Datasets, and the experimental results show that our model achieves a state-of-the-art performance.

Dissociating memory accessibility and precision in forgetting

Forgetting involves the loss of information over time, however, we know little about what form this information loss takes. Do memories become less precise over time, or do they instead become less accessible? We assessed memory for word-location associations across 4 days, testing whether forgetting involves losses in precision vs accessibility and whether such losses are modulated by learning a generalisable pattern. We show that forgetting involves losses in memory accessibility with no changes in memory precision. When participants learnt a set of related word-location associations that conformed to a general pattern, we saw a strong trade-off; accessibility was enhanced whereas precision was reduced. However, this trade-off did not appear to be modulated by time or confer a long-term increase in the total amount of information maintained in memory. Our results place theoretical constraints on how models of forgetting and generalisation account for time-dependent memory processes.

An Analysis of the Features of Words That Influence Vocabulary Difficulty

The two studies reported on in this paper examine the features of words that distinguish students’ performances on vocabulary assessments as a means of understanding what contributes to the ease or difficulty of vocabulary knowledge. The two studies differ in the type of assessment, the types of words that were studied, and the grade levels and population considered. In the first study, an assessment of words that can be expected to appear with at least moderate frequency at particular levels of text was administered to students in grades 2 through 12. The second study considered the responses of fourth- and fifth-grade students, including English learners, to words that teachers had identified as challenging for those grade levels. The effects of the same set of word features on students’ vocabulary knowledge were examined in both studies: predicted appearances of a word and its immediate morphological family members, number of letters and syllables, dispersion across content areas, polysemy, part of speech, age of acquisition, and concreteness. The data consisted of the proportion of students who answered an item correctly. In the first study, frequency of a word’s appearance in written English and age of acquisition predicted students’ performances. In the second study, age of acquisition was again critical but so too were word length, number of syllables, and concreteness. Word location (which was confounded by word frequency) also proved to be a predictor of performance. Findings are discussed in relation to how they can inform curriculum, instruction, and research.

Emerging word segmentation abilities in European Portuguese-learning infants: new evidence for the rhythmic unit and the edge factor

Word segmentation plays a crucial role in language acquisition, particularly for word learning and syntax development, and possibly predicts later language abilities. Previous studies have suggested that this ability develops differently across languages, possibly affected by the languages’ rhythmic properties (Rhythmic Segmentation Hypothesis) and target word location in the prosodic structure (Edge Hypothesis). The present study investigates early word segmentation in a language, European Portuguese, that exhibits both stress- and syllable-timed properties, as well as strong cues to both higher-level prosodic boundaries and the word level. Infants aged 4–10 months old were tested with target words located in utterance-medial and utterance-final positions. Evidence for word segmentation was found early in development but only for utterance-edge located target words, suggesting the more salient prosodic cues play a crucial role. There was some evidence for segmentation in utterance-medial position by 10 months, demonstrating that this ability is not yet fully developed, possibly due to mixed rhythmic properties.

Visuospatial Processing in Memory for Word Location in Writing

Two experiments examined how visuospatial processing engaged during text composition intervenes in memory for word location. Experiment 1 showed that in contrast to participants who performed a spatial task concurrently with composing a text, participants who performed a concurrent visual task recalled fewer word locations after the composition. Consequently, it is hypothesized that writers process the written text in order to visually represent its physical layout, and that this representation is then used when locating words. Experiment 2 tested this hypothesis by comparing a standard composition condition (with the written trace) with a condition in which the written trace was suppressed during composition, and with a condition without written trace and with added visual noise. Memory for word location only decreased with visual noise, indicating that construction of the visual representation of the text does not rely on the written trace but involves visual working memory.