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Moss C, Ardoin SP, Mellott JA, Binder KS. The effects of question previewing on response accuracy and text processing: An eye-movement study. J Sch Psychol 2024; 104:101313. [PMID: 38871407 DOI: 10.1016/j.jsp.2024.101313] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/08/2022] [Revised: 08/01/2023] [Accepted: 03/21/2024] [Indexed: 06/15/2024]
Abstract
The present study investigated the impact of manipulating reading strategies (i.e., reading the questions first [QF] or reading the passage first [PF]) during a reading comprehension test where we explored how reading strategy was related to student characteristics (i.e., reading achievement and working memory capacity). Participants' eye movements were monitored as they read 12 passages and answered multiple-choice questions. We examined differences in (a) response accuracy, (b) average total time on words in the text, (c) total task reading time, and (d) time reading text relevant to questions as a function of PF and QF strategies. Analyses were conducted to examine whether findings varied as a function of student characteristics (i.e., reading achievement and working memory capacity) and grade level (Grades 3, 5, and 8). Several interesting findings emerged from our study, including a limited effect of reading strategy use on response accuracy, with only eighth graders demonstrating better accuracy in the QF condition, and several demonstrations of PF leading to more efficient test-taking processes, including (a) longer average total reading times on words in the passage in the PF condition that could be associated with creating a better mental model of the text, (b) often being associated with less total-task time, and (c) being associated with more successful search strategies. Implications for providing teachers and students with strategies are discussed.
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Affiliation(s)
- Corrin Moss
- Department of Psychology, Mount Holyoke College, 50 College St., South Hadley, MA 01075, USA
| | - Scott P Ardoin
- Department of Educational Psychology, University of Georgia, Mary Frances Early College of Education110 Carlton Street, Athens, GA 30602 USA
| | - Joshua A Mellott
- Kennedy Krieger Institute and Johns Hopkins University School of Medicine, 1750 E. Fairmount Ave., Baltimore, MD 21231, USA
| | - Katherine S Binder
- Department of Psychology, Mount Holyoke College, 50 College St., South Hadley, MA 01075, USA.
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2
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Vibert N, Darles D, Ros C, Braasch JLG, Rouet JF. Looking for a word or for its meaning? The impact of induction tasks on adolescents' visual search for verbal material. Mem Cognit 2023; 51:1562-1579. [PMID: 37079250 DOI: 10.3758/s13421-023-01420-8] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 03/24/2023] [Indexed: 04/21/2023]
Abstract
An eye-tracking experiment was conducted to examine whether the pre-activation of different word-processing pathways by means of semantic versus perceptual induction tasks could modify the way adults and 11- to 15-year-old adolescents searched for single target words within displays of nine words. The presence within the search displays of words either looking like the target word or semantically related to the target word was manipulated. The quality of participants' lexical representations was evaluated through three word-identification and vocabulary tests. Performing a semantic induction task rather than a perceptual one on the target word before searching for it increased search times by 15% in all age groups, reflecting an increase in both the number and duration of gazes directed to non-target words. Moreover, performing the semantic induction task increased the impact of distractor words that were semantically related to the target word on search efficiency. Participants' search efficiency increased with age because of a progressive increase in the quality of adolescents' lexical representations, which allowed participants to more quickly reject the distractors on which they fixated. Indeed, lexical quality scores explained 43% of the variance in search times independently of participants' age. In the simple visual search task used in this study, fostering semantic word processing through the semantic induction task slowed down visual search. However, the literature suggests that semantic induction tasks could, in contrast, help people find information more easily in more complex verbal environments where the meaning of words must be accessed to find task-relevant information.
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Affiliation(s)
- Nicolas Vibert
- Centre de Recherches sur la Cognition et l'Apprentissage, CNRS UMR 7295, Université de Poitiers, Université de Tours; Maison des Sciences de l'Homme et de la Société, Bâtiment A5, 5 rue Théodore Lefebvre, TSA 21103, 86073, Poitiers cedex 9, France.
| | - Daniel Darles
- Centre de Recherches sur la Cognition et l'Apprentissage, CNRS UMR 7295, Université de Poitiers, Université de Tours; Maison des Sciences de l'Homme et de la Société, Bâtiment A5, 5 rue Théodore Lefebvre, TSA 21103, 86073, Poitiers cedex 9, France
| | - Christine Ros
- Centre de Recherches sur la Cognition et l'Apprentissage, CNRS UMR 7295, Université de Poitiers, Université de Tours; Maison des Sciences de l'Homme et de la Société, Bâtiment A5, 5 rue Théodore Lefebvre, TSA 21103, 86073, Poitiers cedex 9, France
| | - Jason L G Braasch
- College of Education and Human Development, Georgia State University, Atlanta, GA, 30302, USA
| | - Jean-François Rouet
- Centre de Recherches sur la Cognition et l'Apprentissage, CNRS UMR 7295, Université de Poitiers, Université de Tours; Maison des Sciences de l'Homme et de la Société, Bâtiment A5, 5 rue Théodore Lefebvre, TSA 21103, 86073, Poitiers cedex 9, France
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3
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Olkoniemi H, Halonen S, Pexman PM, Häikiö T. Children's processing of written irony: An eye-tracking study. Cognition 2023; 238:105508. [PMID: 37321036 DOI: 10.1016/j.cognition.2023.105508] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/31/2022] [Revised: 05/29/2023] [Accepted: 05/31/2023] [Indexed: 06/17/2023]
Abstract
Ironic language is challenging for many people to understand, and particularly for children. Comprehending irony is considered a major milestone in children's development, as it requires inferring the intentions of the person who is being ironic. However, the theories of irony comprehension generally do not address developmental changes, and there are limited data on children's processing of verbal irony. In the present pre-registered study, we examined, for the first time, how children process and comprehend written irony in comparison to adults. Seventy participants took part in the study (35 10-year-old children and 35 adults). In the experiment, participants read ironic and literal sentences embedded in story contexts while their eye movements were recorded. They also responded to a text memory question and an inference question after each story, and children's levels of reading skills were measured. Results showed that for both children and adults comprehending written irony was more difficult than for literal texts (the "irony effect") and was more challenging for children than for adults. Moreover, although children showed longer overall reading times than adults, processing of ironic stories was largely similar between children and adults. One group difference was that for children, more accurate irony comprehension was qualified by faster reading times whereas for adults more accurate irony comprehension involved slower reading times. Interestingly, both age groups were able to adapt to task context and improve their irony processing across trials. These results provide new insights about the costs of irony and development of the ability to overcome them.
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Affiliation(s)
- Henri Olkoniemi
- Division of Psychology, Faculty of Education and Psychology, University of Oulu, Finland; Department of Psychology and Speech-Language Pathology, University of Turku, Finland.
| | - Sohvi Halonen
- Department of Psychology and Speech-Language Pathology, University of Turku, Finland
| | | | - Tuomo Häikiö
- Department of Psychology and Speech-Language Pathology, University of Turku, Finland
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Abendroth J, Richter T. Reading perspectives moderate text-belief consistency effects in eye movements and comprehension. DISCOURSE PROCESSES 2023. [DOI: 10.1080/0163853x.2023.2172300] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/09/2023]
Affiliation(s)
- Johanna Abendroth
- Department of Psychology IV, Educational Psychology, University of Würzburg, Würzburg, Germany
| | - Tobias Richter
- Department of Psychology IV, Educational Psychology, University of Würzburg, Würzburg, Germany
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5
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Hahn M, Keller F. Modeling task effects in human reading with neural network-based attention. Cognition 2023; 230:105289. [PMID: 36208565 DOI: 10.1016/j.cognition.2022.105289] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/22/2021] [Revised: 09/07/2022] [Accepted: 09/14/2022] [Indexed: 11/06/2022]
Abstract
Research on human reading has long documented that reading behavior shows task-specific effects, but it has been challenging to build general models predicting what reading behavior humans will show in a given task. We introduce NEAT, a computational model of the allocation of attention in human reading, based on the hypothesis that human reading optimizes a tradeoff between economy of attention and success at a task. Our model is implemented using contemporary neural network modeling techniques, and makes explicit and testable predictions about how the allocation of attention varies across different tasks. We test this in an eyetracking study comparing two versions of a reading comprehension task, finding that our model successfully accounts for reading behavior across the tasks. Our work thus provides evidence that task effects can be modeled as optimal adaptation to task demands.
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Affiliation(s)
- Michael Hahn
- Department of Linguistics, Stanford University, Stanford, CA 94305, United States; Collaborative Research Center 1102, Saarland University, Saarbrücken, 66123, Germany.
| | - Frank Keller
- School of Informatics, University of Edinburgh, 10 Crichton Street, Edinburgh, EH8 9AB, United Kingdom.
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Information discernment and online reading behaviour: an experiment. ONLINE INFORMATION REVIEW 2022. [DOI: 10.1108/oir-02-2021-0101] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
PurposeThis paper intends to explore the relationship between participants' eye fixations (a measure of attention) and durations (a measure of concentration) on areas of interest within a range of online articles and their levels of information discernment (a sub-process of information literacy characterising how participants make judgements about information).Design/methodology/approachEye-tracking equipment was used as a proxy measure for reading behaviour by recording eye-fixations, dwell times and regressions in males aged 18–24 (n = 48). Participants' level of information discernment was determined using a quantitative questionnaire.FindingsData indicates a relationship between participants' level of information discernment and their viewing behaviours within the articles' area of interest. Those who score highly on an information discernment questionnaire tended to interrogate the online article in a structured and linear way. Those with high-level information discernment are more likely to pay attention to an article's textual and graphical information than those exhibiting low-level information discernment. Conversely, participants with low-level information discernment indicated a lack of curiosity by not interrogating the entire article. They were unsystematic in their saccadic movements spending significantly longer viewing irrelevant areas.Social implicationsThe most profound consequence is that those with low-level information discernment, through a lack of curiosity in particular, could base their health, workplace, political or everyday decisions on sub-optimal engagement with and comprehension of information or misinformation (such as fake news).Originality/valueGround-breaking analysis of the relationship between a persons' self-reported level of information literacy (information discernment specifically) and objective measures of reading behaviour.
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Joseph H, Wonnacott E, Nation K. Online inference making and comprehension monitoring in children during reading: Evidence from eye movements. Q J Exp Psychol (Hove) 2021; 74:1202-1224. [PMID: 33586535 PMCID: PMC8189006 DOI: 10.1177/1747021821999007] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
Inference generation and comprehension monitoring are essential elements of successful reading comprehension. While both improve with age and reading development, little is known about when and how children make inferences and monitor their comprehension during the reading process itself. Over two experiments, we monitored the eye movements of two groups of children (age 8–13 years) as they read short passages and answered questions that tapped local (Experiment 1) and global (Experiment 2) inferences. To tap comprehension monitoring, the passages contained target words which were consistent or inconsistent with the context. Comprehension question location was also manipulated with the question appearing before or after the passage. Children made local inferences during reading, but the evidence was less clear for global inferences. Children were sensitive to inconsistencies that relied on the generation of an inference, consistent with successful comprehension monitoring, although this was seen only very late in the eye movement record. Although question location had a large effect on reading times, it had no effect on global comprehension in one experiment and reading the question first had a detrimental effect in the other. We conclude that children appear to prioritise efficiency over completeness when reading, generating inferences spontaneously only when they are necessary for establishing a coherent representation of the text.
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Affiliation(s)
- Holly Joseph
- Institute of Education, University of Reading, Reading, UK
| | | | - Kate Nation
- Department of Experimental Psychology, University of Oxford, Oxford, UK
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Hautala J, Loberg O, Azaiez N, Taskinen S, Tiffin-Richards SP, Leppänen PH. What information should I look for again? Attentional difficulties distracts reading of task assignments. LEARNING AND INDIVIDUAL DIFFERENCES 2019. [DOI: 10.1016/j.lindif.2019.101775] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/26/2022]
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Kraal A, van den Broek PW, Koornneef AW, Ganushchak LY, Saab N. Differences in text processing by low- and high-comprehending beginning readers of expository and narrative texts: Evidence from eye movements. LEARNING AND INDIVIDUAL DIFFERENCES 2019. [DOI: 10.1016/j.lindif.2019.101752] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
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10
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Fears NE, Bailey BC, Youmans B, Lockman JJ. An Eye-Tracking Method for Directly Assessing Children's Visual-Motor Integration. Phys Ther 2019; 99:797-806. [PMID: 30806663 DOI: 10.1093/ptj/pzz027] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 05/15/2018] [Accepted: 11/29/2018] [Indexed: 11/14/2022]
Abstract
BACKGROUND Visual-motor integration is an integral component of many adaptive behaviors and has been linked to school readiness. In young school-age children, visual-motor integration is typically assessed with the Beery-Buktenica Developmental Test of Visual Motor Integration (Beery VMI), a standardized instrument that measures children's ability to copy 2-dimensional forms. The Beery VMI is scored according to children's final written product, but does not directly measure the process of visual-motor integration that underlies children's form copying. OBJECTIVE We describe a new way of directly assessing visual-motor integration in real time. We demonstrate how head-mounted eye-tracking technology for young children can be used to describe the dynamics of visual-motor integration when children copy forms. DESIGN This study used a cross-sectional design. METHODS Typically developing kindergarten children (N = 20) were tested as they wore an eye-tracker while performing the Beery VMI. RESULTS Participants' success (b = -0.66; SE = 0.08; Cohen f2 = 1.11) and their efficiency in visual (b = 0.29; SE = 0.02; Cohen f2 = 0.55) and motor (b = 0.12; SE = 0.01; Cohen f2 = 0.90) processes during form copying decreased as the stimulus complexity increased. LIMITATIONS A small convenience sample was used to determine proof of concept. A larger, more representative sample is necessary to provide generalizable results. CONCLUSIONS The new methods used here offer the possibility of more fine-grained assessments of eye-hand coordination in typically developing children and children with such clinical conditions as dysgraphia and developmental coordination disorder.
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Affiliation(s)
- Nicholas E Fears
- Department of Psychology, Tulane University, 6400 Freret Street, 2007 Stern Hall, New Orleans, LA 70118 (USA)
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Vibert N, Braasch JLG, Darles D, Potocki A, Ros C, Jaafari N, Rouet JF. Adolescents' Developing Sensitivity to Orthographic and Semantic Cues During Visual Search for Words. Front Psychol 2019; 10:642. [PMID: 30971984 PMCID: PMC6443905 DOI: 10.3389/fpsyg.2019.00642] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/01/2018] [Accepted: 03/07/2019] [Indexed: 11/13/2022] Open
Abstract
Two eye-tracking experiments were conducted to assess the influence of words either looking like the target word (orthographic distractors) or semantically related to the target word (semantic distractors) on visual search for words within lists by adolescents of 11, 13, and 15 years of age. In Experiment 1 (literal search task), participants saw the target word before the search (e.g., "raven"), whereas in Experiment 2 (categorical task) the target word was only defined by its semantic category (e.g., "bird"). In both experiments, participants' search times decreased from fifth to ninth grade, both because older adolescents gazed less often at non-target words during the search and because they could reject non-target words more quickly once they were fixated. Progress in visual search efficiency was associated with a large increase in word identification skills, which were a strong determinant of average gaze durations and search times for the categorical task, but much less for the literal task. In the literal task, the presence of orthographic or semantic distractors in the list increased search times for all age groups. In the categorical task, the impact of semantic distractor words was stronger than in the literal task because participants needed to gaze at the semantic distractors longer than at the other words before rejecting them. Altogether, the data support the assumption that the progressive automation of word decoding up until the age of 12 and the better quality of older adolescents' lexical representations facilitate a flexible use of both the perceptual and semantic features of words for top-down guidance within the displays. In particular, older adolescents were better prepared to aim at or reject words without gazing at them directly. Finally, the overall similar progression of the maturation of single word visual search processes and that of more real-life information search within complex verbal documents suggests that the young adolescents' difficulties in searching the Web effectively could be due to their insufficiently developed lexical representations and word decoding abilities.
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Affiliation(s)
- Nicolas Vibert
- Centre de Recherches sur la Cognition et l’Apprentissage, CNRS UMR 7295, Université de Poitiers, Université François Rabelais de Tours, Maison des Sciences de l’Homme et de la Société, Poitiers, France
| | - Jason L. G. Braasch
- Department of Psychology, The University of Memphis, Memphis, TN, United States
| | - Daniel Darles
- Centre de Recherches sur la Cognition et l’Apprentissage, CNRS UMR 7295, Université de Poitiers, Université François Rabelais de Tours, Maison des Sciences de l’Homme et de la Société, Poitiers, France
| | - Anna Potocki
- Centre de Recherches sur la Cognition et l’Apprentissage, CNRS UMR 7295, Université de Poitiers, Université François Rabelais de Tours, Maison des Sciences de l’Homme et de la Société, Poitiers, France
| | - Christine Ros
- Centre de Recherches sur la Cognition et l’Apprentissage, CNRS UMR 7295, Université de Poitiers, Université François Rabelais de Tours, Maison des Sciences de l’Homme et de la Société, Poitiers, France
| | - Nematollah Jaafari
- Unité de Recherche Clinique Pierre Deniker du Centre Hospitalier Henri Laborit, INSERM CIC-P 1402, INSERM U 1084 Laboratoire de Neurosciences Expérimentales et Cliniques, CHU de Poitiers, Groupement De Recherche CNRS 3557, Université de Poitiers, Poitiers, France
| | - Jean-François Rouet
- Centre de Recherches sur la Cognition et l’Apprentissage, CNRS UMR 7295, Université de Poitiers, Université François Rabelais de Tours, Maison des Sciences de l’Homme et de la Société, Poitiers, France
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Fears NE, Lockman JJ. How beginning handwriting is influenced by letter knowledge: Visual–motor coordination during children’s form copying. J Exp Child Psychol 2018; 171:55-70. [DOI: 10.1016/j.jecp.2018.01.017] [Citation(s) in RCA: 12] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/24/2017] [Revised: 01/27/2018] [Accepted: 01/28/2018] [Indexed: 10/17/2022]
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13
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All good readers are the same, but every low-skilled reader is different: an eye-tracking study using PISA data. EUROPEAN JOURNAL OF PSYCHOLOGY OF EDUCATION 2018. [DOI: 10.1007/s10212-018-0382-0] [Citation(s) in RCA: 15] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
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Liversedge SP, Schroeder S, Hyönä J, Rayner K. Emerging issues in developmental eye-tracking research: Insights from the workshop in Hannover, October 2013. JOURNAL OF COGNITIVE PSYCHOLOGY 2015. [DOI: 10.1080/20445911.2015.1053487] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/23/2022]
Affiliation(s)
- Simon P. Liversedge
- School of Psychology, University of Southampton , Highfield Campus, SO17 1BJ Southampton, UK
| | - Sascha Schroeder
- Department of Psychology, Max Planck Institute , Berlin, Germany
| | - Jukka Hyönä
- Department of Psychology, University of Turku , Turku, Finland
| | - Keith Rayner
- Department of Psychology, University of California, San Diego , La Jolla, CA, USA
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Schroeder S, Hyönä J, Liversedge SP. Developmental eye-tracking research in reading: Introduction to the special issue. JOURNAL OF COGNITIVE PSYCHOLOGY 2015. [DOI: 10.1080/20445911.2015.1046877] [Citation(s) in RCA: 10] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/23/2022]
Affiliation(s)
- Sascha Schroeder
- Max Planck Institute for Human Development, MPRG Reading Education and Development (REaD) , Berlin, Germany
| | - Jukka Hyönä
- Department of Psychology, University of Turku , Turku, Finland
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