Search Results - "Jarvella, R"

Recognition of partial regularity in words and sentences by Jarvella, R J, Wennstedt, O

“…The involvement of morphological representations in reading Swedish and Dutch was explored using a lexical decision task and a sentence continuation task. In…”
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Hierarchical structure in printed word recognition by JARVELLA, R. J, SCHREUDER, R, PUTHLI, V

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Visual constraints in reading: evidence from non-ocular behaviour by Jarvella, R J, Lundberg, I

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Deaf and hearing children's use of language describing temporal order among events by Jarvella, R J, Lubinsky, J

“…Six experiments are described in which deaf and hearing subjects decided the temporal order of events in picture series and in sentences. The deaf subjects,…”
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How to obtain near-millisecond precision on the IBM PC with visual stimuli not exceeding one printed line by GABRIELSSON, J, JARVELLA, R. J

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Memory for the intentions of sentences by Jarvella, R J, Collas, J G

“…Memory for the intentions of sentences was studied in two recognition tasks. In each study, Ss first acted out a dialogue written for two people. They then…”
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From Lisp Machine to language lab by JARVELLA, R. J, LUNDBERG, I

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Speed and accuracy of sentence recall: Effects of ear of presentation, semantics, and grammar by Jarvella, Robert J, Herman, Steven J

“…Constructed normal and permuted versions of sentences from associative norms and persented them monaurally to 4 groups of 12 undergraduates. Oral recall for…”
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Immediate Recall of Conversational Speech by Jarvella, R. J.

“…Spoken dialogue was systematically interrupted to prompt listeners' recall for one of the final two sentences which they had just heard. Besides change of…”
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Free and Prompted Recall of Connected Speech by Jarvella, R. J.

“…Spoken connected discourse was interrupted for testing immediate recall at points where the speech just presented contained an identical sequence of words in…”
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Relation between Syntactic and Perceptual Units in Speech Processing by Jarvella, R. J., Pisoni, D. B.

“…A running memory-span technique was used to demonstrate effects on the processing of continuous speech that were related to its syntactic structure. Test…”
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Prompted intelligibility of words in sentences by Nelson, T. R., Wheeler, K. E., Jarvella, R. J.

“…The intelligibility of particular words in sentences was studied in a paradigm where subjects were asked a wh— question before or after they heard a statement…”
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Laterality Factors in the Recall of Sentences Varying in Semantic Constraint by Jarvella, R. J., Herman, S. J., Pisoni, D. B.

“…The role of the left and right ears in listening to undistorted speech was evaluated in a short-term memory task. Twenty-four normal right-handed subjects…”
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Mother-to-child speech at 2 years--effects of early postnatal contact by Ringler, N M, Kennell, J H, Jarvella, R, Navojosky, B J, Klaus, M H

“…Ten primiparous mothers were randomly selected from two groups of women who had spent different amounts of time with their newborn infants. The speech behavior…”
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Text, Topos, and Mental Models by Jarvella, Robert J

“…Investigates how readers use predication for the interpretation of referents in text and to develop a coherent model of the events described in text…”
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A Comparative Study of Error Detection in Discourse by Jarvella, Robert J

“…Studies error detection by Swedish children. Finds that the sixth-grade children were better at the task, that errors were easiest to detect while listening,…”
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Processing of new arguments at clause boundaries by HABERLANDT, K, GRAESSER, A. C

“…In a subject-paced reading-time study, we examined the processing of new arguments at clause boundaries. Word reading times increased with the cumulative…”
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Coreference and short-term memory for discourse by Jarvella, Robert J

“…Obtained recall and recognition from undergraduate listeners for either the final or next-to-final sentence heard in 100-200 word segments of recorded…”
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Semantic Integration, Age, and the Recall of Sentences by Rosenberg, Sheldon, Jarvella, Robert J., Cross, Michael

“…Groups of kindergarten, first-, second-, and third-grade Ss were exposed to lists of 4 semantically well-integrated (SWI) or semantically poorly integrated…”
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