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Effects of Frequency and Regularity on New Learning in Preference Readers

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dc.contributor.advisor McCandliss, Bruce
dc.contributor.author Wise, Jessica R.
dc.date.accessioned 2012-05-08T19:33:31Z
dc.date.available 2012-05-08T19:33:31Z
dc.date.issued 2012-04
dc.identifier.uri http://hdl.handle.net/1803/5093
dc.description.abstract Learning to read English requires both knowledge of grapheme-phoneme (GP) rules and rapid recognition for familiar words, which can be mediated by whole-word (WW) mappings. Previous research has suggested that readers differ in their preferences for GP vs. WW strategies of word reading. In an artificial script training study with literate adults, we tested whether preference learners are affected by aspects of the learning demands relevant to English - GP regularity and word frequency. WW preference learners suffered higher costs when reading irregular words, but showed no frequency effects. Further, WW preference learners were more likely to apply GP rules to regular words. These findings suggest that preference may be a measure of ability to use GP strategy appropriately. en_US
dc.description.sponsorship Thesis completed in partial fulfillment of the requirements of the Honors Program in Psychological Sciences under the Direction of Prof. Bruce D. McCandliss en_US
dc.language.iso en_US en_US
dc.publisher Vanderbilt University en_US
dc.subject reading strategies, preference, artificial orthography en_US
dc.subject.lcsh Reading en_US
dc.subject.lcsh Learning strategies en_US
dc.title Effects of Frequency and Regularity on New Learning in Preference Readers en_US
dc.type Thesis en_US
dc.description.college Peabody en_US
dc.description.school Vanderbilt University en_US
dc.description.department Psychology and Human Development en_US


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