This study responds to the call for more ecologically valid psycholinguistic research (Spivey & Cardon, 2015) by examining how readers incidentally acquire multifaceted vocabulary knowledge while reading a long, authentic text. Using eye tracking, we explore how the processing of unfamiliar words changes with repeated exposure and how the repeated exposure and processing affect word learning. In two sessions, native and non-native English speakers read five chapters of an authentic English novel containing Dari words. After reading, participants received a comprehension test and three surprise vocabulary tests. Growth curve modeling revealed a non-linear decrease in reading times that followed an S shaped curve. Number of exposures was the strongest predictor of vocabulary learning (form and meaning), while total reading time independently contributed to the learning of word meaning. Thus, both quantity and quality of lexical processing aid incremental vocabulary development and may reveal themselves differently in readers’ eye movement records.

This study investigated the cognitive validity of two child English language tests. Some teachers maintain that these types of tests may be cognitively invalid because native‐English‐speaking children would not do well on them (Winke, 2011). So the researchers had native speakers and learners of English aged 7 to 9 take sample versions of two standardized English reading and writing tests: the Young Learners Tests of English, Bronze and Silver, administered by Cambridge Michigan Language Assessments. They videotaped the children taking the tests, had them draw pictures of how they felt during testing, and interviewed them. The tests reliably discriminated learners from native speakers. However, 3 of 25 items on the Bronze test and 5 of 40 on the Silver test proved more difficult for native speakers than for language learners. The researchers interviewed the children to uncover why; incorrect responses stemmed from lack of assessment literacy or age‐related cognitive limitations, not deficits in English. The researchers discuss whether this is a problem and conclude that standardized language tests for children, even those already psychometrically reliable and valid, can be improved upon by interviewing child test takers. They stress that parallel information from same‐age, native‐English‐speaking peers is informative in revealing construct‐irrelevant variance.

The present study demonstrated the development and validation of the method for the quantification of phenol in food using gas chromatography coupled with mass spectrometry (GC-MS). After spiking of interanl standard (Phenol-d 5 ) to food, those samples were extracted with organic solvent mixture (acetone : dichloromethane = 1 : 1, v/v) using ultra sonic extractor and cleaned by gel permeation chromatography (GPC) technique. The amount of phenol was determined by GC/MS. To validate the developed method, we evaluated parameters were the selectivity, linearity, accuracy, precision, and recovery. To demonstrate the selectivity of the method, blank samples of rice, corn, and fish(mackerel) were prepared and subjected to GC-MS analysis. To verify the linearity of the method, six different standard concentrations of phenol at 0.01, 0.05, 0.1, 0.5, 1 and 2.5 mg/kg were evaluated. The correlation coefficient (r 2 ) of calibration curve was 0.9999. The recovery rate for phenol standard calculated by internal standard method were 82.2~101.5% for samples fortified with 0.25, 0.50, and 1.0 mg/kg, respectively. Also the repeatability and reproducibility for validation of precision were 0.2~5.5%. According to the result of the validation, this established method was suitable for AOAC guideline. The limit of detection (LOD) for phenol analysis were 0.03~0.1 mg/ kg, and the limit of quantification (LOQ) were 0.1~0.3 mg/kg. Therefore, we established the optimal analysis method for determination of phenol in food using GPC and GC/MS.

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