The effects of concurrent tasks on reading: Implications for phonological recoding

Waters, Gloria; Komoda, Melvin K.; Arbuckle, Tannis Y.

doi:10.1016/0749-596x(85)90014-2

Cited by 33 publications

(21 citation statements)

References 28 publications

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“…The interaction between these two effects was significant, F,(l, 15) = 6.18, MSe = 0.496; &(l, 31) = 7.953, MSe = 0.193. Additional simple effects analyses showed that concurrent articulation had a significant effect on kana-transcribed words, Fs(l, 15) = 11.67, MSe = 0.525; Fi(l, 31) = 9.55, MSe = 0.321, but not on kanji words It thus appears that concurrent articulation does involve some nonspecific attentional demand (see Waters, Komoda, & Arbuckle, 1985) that can be reduced with practice. It would be important for future studies using concurrent articulation to allow subjects sufficient practice to remove this effect.…”

Section: Resultsmentioning

confidence: 86%

Effects of Concurrent Articulation on Reading Japanese Kanji and Kana Words

Kinoshita

Saito

1992

The Quarterly Journal of Experimental Psychology Section A

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In written Japanese, there are two types of scripts: logographic kanji and syllabic kana. Three experiments investigated effects of concurrent articulation on decisions about words that are normally written in kanji either presented in kanji or transcribed in kana. Concurrent articulation disrupted rhyme decisions and homophone decisions for the kanji condition more than for the kana-transcribed condition (Experiments 1 and 2) and did not disrupt lexical decisions in either the kanji condition or the kana-transcribed condition (Experiment 3). The results were interpreted as indicating that concurrent articulation does not disrupt the generation of assembled phonology in Japanese, consistent with findings using English materials.

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Section: Resultsmentioning

confidence: 86%

Effects of Concurrent Articulation on Reading Japanese Kanji and Kana Words

Kinoshita

Saito

1992

The Quarterly Journal of Experimental Psychology Section A

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“…These data suggest that the phonological loop is involved in sentence processing. However, Waters et al (1985) did not find such a selective interference effect on reading when the concurrent task was a shadowing task, which could be assumed to involve the phonological loop. Logie (1995) acknowledged that little is known about the range of articulatory suppression effects.…”

Section: Methodsmentioning

confidence: 99%

Visuospatial memory and phonological loop in learning from multimedia

Gyselinck

Cornoldi

Dubois

et al. 2002

Applied Cognitive Psychology

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The dual-task paradigm was used to show how visuospatial working memory and the phonological loop are involved in processing scientific texts and illustrations presented via computer. In experiment 1, two presentation formats were compared: text-only and text-with-illustrations. With a concurrent tapping task, the beneficial effect of illustrations disappeared, while a concurrent articulatory task impaired performance similarly in both presentation formats. An analysis of individual differences revealed that this pattern of results was present in high, but not low spatial span subjects. These results support the selective involvement of visuospatial working memory in processing illustrated texts. In Experiment 2, the text-only presentation format was compared to an illustrations-only format. The concurrent articulatory task selectively impaired text-only processing, compared with processing illustrations-only. In addition, this pattern of results was found for high, but not low digit span subjects. These results suggest that individual differences define the extent to which the two subsystems of working memory are involved in learning from multimedia. These two subsystems would be mainly involved in the maintenance of a visual trace of illustrations and of a verbatim representation of linguistic information respectively, these representations being the basis for higher-level comprehension processes.

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“…These increases may be attributable to a reduction in general processing capacity due to the demands of the concurrent task (see, e.g., Waters, Komoda, & Arbuckle, 1985). However, such a general processing decrement cannot be used to explain the effects of articulatory suppression on the detection of targets in three-syllable words.…”

Section: Methodsmentioning

confidence: 99%

Detection errors in a task with articulatory suppression: Phonological receding and reading

Goldman

Healy

1985

Memory & Cognition

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In two experiments, subjects read passages of text and circled instances of a target letter under normal conditions or while engaged in articulatory suppression. In Experiment 1, subjects searching for the letter e made a disproportionately large number of errors on the word "the" and more errors when e occurred in unstressed than in stressed syllables of three-syllable words. In Experiment 2, subjects searching for the letter f made an exceedingly large number of errors on the word "of." Articulatory suppression significantly reduced the stress effect in the three-syllable words but did not reduce the tendency to make errors on "the" or "of," suggesting that phonological recoding is responsible for this effect of stress but does not influence the unitization processes of reading.In a study published in 1966, D. W. J. Corcoran noticed that subjects made an inordinate number of errors in detecting specific letters in the frequent and familiar word "the." Although Corcoran explained this finding by proposing that subjects skip over the word' 'the" because of its syntactic and semantic redundancy, Healy (1976) proposed that this finding was due to unitization. She hypothesized that readers tend to employ the largest reading units available to them. In familiar, highfrequency words, these units are presumably larger than single letters, and might, in fact, be the entire word. Therefore, subelements of these familiar word units, that is, letters, would be likely to be missed in a letter detection task. Healy's experiments supported this hypothesis; she found a bias toward errors in familiar versus unfamiliar words, even when syntactic and semantic redundancy was eliminated because only nouns, not function words, were used, and these words were scrambled in the text.Healy and Drewnowski (1983) extended this investigation and refined the unitization model in an experiment in which they showed that letter detection improved dramatically when test words were misspelled. It was clear that these words were being scanned, not skipped over, or else the misspellings would not have drawn the readers' attention to more of the target letters. Drawing on the interactive reading model proposed by McClelland and Rumelhart (1981) and the earlier work on automatic processing by LaBerge and Samuels (1974) and others, Healy and Drewnowski proposed that written text is processed in a parallel fashion at all levels that are available to the reader. Thus, processing may be occurring

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The effects of concurrent tasks on reading: Implications for phonological recoding

Cited by 33 publications

References 28 publications

Effects of Concurrent Articulation on Reading Japanese Kanji and Kana Words

Effects of Concurrent Articulation on Reading Japanese Kanji and Kana Words

Visuospatial memory and phonological loop in learning from multimedia

Detection errors in a task with articulatory suppression: Phonological receding and reading

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