Effects of high-intensity interval training on functional performance and maximal oxygen uptake in comparison with moderate intensity continuous training in cancer patients: a systematic review and meta-analysis

INTRODUCTION

High-intensity interval training (HIIT) is an appropriate training modality to improve endurance and therefore contributes to physical performance. This review investigates the effect of HIIT on functional performance in cancer patients. We reviewed the relative peak oxygen uptake (relV̇O2PEAK) and meta-analytical compared HIIT with moderate intensity continuous training (MICT). Furthermore, we took various training parameters under consideration.

METHODS

A systematic literature search was conducted in Scopus, PubMed, and Cochrane Library databases. For the review, we included randomized controlled trials containing HIIT with cancer patients. From this, we filtered interventions with additional MICT for the meta-analysis. Outcomes of interest were various functional performance assessments and V̇O2MAX.

RESULTS

The research yielded 584 records which fit the inclusion criteria, of which 31 studies with n=1555 patients (57.4±8.6 years) could be included in the overall review and 8 studies in the meta-analysis (n=268, 59.11±5.11 years) regarding relV̇O2PEAK. Different functional outcomes were found, of which walking distance (+8.63±6.91% meters in 6-min walk test) and mobility (+2.7cm in sit and reach test) improved significantly due to HIIT. In terms of relV̇O2PEAK, the performance of cancer patients was improved by HIIT (10.68±6.48%) and MICT (7.4±4.29%). HIIT can be favored to increase relV̇O2PEAK (SMD 0.37; 95% CI 0.09-0.65; I2=0%; p=0.009). Effect sizes for relV̇O2PEAK improvements correlate moderately with total training volume (Spearman's ρ=0.49; p=0.03), whereas percentage increases do not (Spearman's ρ=0.24; p=0.14).

CONCLUSION

Functional and physical outcomes were positively altered by different HIIT protocols and forms of implementation, whereas a tendency toward more effectiveness of HIIT vs. MICT was found for relV̇O2PEAK. Future studies should include functional parameters more often, to finally allow a comparison between both training protocols in this regard.

Priming effects in reading words with vertically and horizontally mirrored letters

We conducted two masked priming experiments to examine how the orthographic system processes words with mirrored letters. In both experiments, four different primes were used: an identity prime, an unrelated control prime, and two mirror-primes in which letters were either mirrored at their vertical or horizontal axis. Task was varied between experiments: In Experiment 1, we used a lexical decision task, and in Experiment 2, we used a cross-case same-different match task. We expected to see priming effects in both mirror-conditions with stronger effects in the vertically than in the horizontally mirrored letters. In the lexical decision task, we observed only vertical priming effects for words, whereas in the same-different task, priming effects were present in both mirror-conditions and for both words and non-words. We discuss the implications of our findings for extant models of orthographic processing.

Reading vertically and horizontally mirrored text: An eye movement investigation

This study examined the cognitive processes involved in reading vertically and horizontally mirrored text. We tracked participants' eye movements while they were reading the Potsdam Sentence Corpus which consists of 144 sentences with target words that are manipulated for length and frequency. Sentences were presented in three different conditions: In the normal condition, text was presented with upright letters, in the vertical condition, each letter was flipped around its vertical (left-right) axis while in the horizontal condition, letters were flipped around their horizontal (up-down) axis. Results show that reading was slowed down in both mirror conditions and that horizontal mirroring was particularly disruptive. In both conditions, we found larger effects of word length than in the normal condition indicating that participants read the sentences more serially and effortfully. Similarly, frequency effects were larger in both mirror conditions in later reading measures (gaze duration, go-past time, and total reading time) and particularly pronounced in the horizontal condition. This indicates that reading mirrored script involves a late checking mechanism that is particularly important for reading a horizontally mirrored script. Together, our findings demonstrate that mirroring affects both early visual identification and later linguistic processes.

Trust and service engagement among people who inject drugs after release from prison

BACKGROUND

Compounding histories of injecting drug use and incarceration can marginalise people engaging with services, making it difficult for them to address their health and social welfare needs, particularly when they navigate community re-entry service supports. Drawing on Hall and colleagues' five components of trust, this paper seeks to understand how trust in service providers fosters (or inhibits) effective service engagement from the perspective of people who inject drugs during the prison post-release period.

METHODS

Between September 2018 and May 2020, qualitative in-depth interviews were completed with 48 adults (33 men, 15 women) recruited from SuperMIX (a longitudinal cohort study of people with a history of injection drug use in Victoria, Australia). Data relating to service engagement were coded against the five components of trust: competence, fidelity, honesty, global trust, and confidence.

RESULTS

Reflections of post-release service engagement frequently focused on interactions with community corrections (parole) officers. Depictions of trust were consistently portrayed within the context of negative experiences and deficits, whereby trusting provider relationships and interactions were rarely described. Most participants recounted a stark absence of fidelity (that is, "pursuing a [client's] best interests"), with some participants detailing circumstances in which their vulnerability was purposefully, almost strategically, exploited. These encounters nearly always had the consequence of impeding the participant's positive progression in the post-release integration period.

CONCLUSION

There is an urgent need to prioritise the client in health and social service delivery in the post-release transition-to-community period and recognise the importance of trust in delivering effective services to people whose life histories make them highly vulnerable to marginalisation.

Expanding horizons of cross-linguistic research on reading: The Multilingual Eye-movement Corpus (MECO)

Scientific studies of language behavior need to grapple with a large diversity of languages in the world and, for reading, a further variability in writing systems. Yet, the ability to form meaningful theories of reading is contingent on the availability of cross-linguistic behavioral data. This paper offers new insights into aspects of reading behavior that are shared and those that vary systematically across languages through an investigation of eye-tracking data from 13 languages recorded during text reading. We begin with reporting a bibliometric analysis of eye-tracking studies showing that the current empirical base is insufficient for cross-linguistic comparisons. We respond to this empirical lacuna by presenting the Multilingual Eye-Movement Corpus (MECO), the product of an international multi-lab collaboration. We examine which behavioral indices differentiate between reading in written languages, and which measures are stable across languages. One of the findings is that readers of different languages vary considerably in their skipping rate (i.e., the likelihood of not fixating on a word even once) and that this variability is explained by cross-linguistic differences in word length distributions. In contrast, if readers do not skip a word, they tend to spend a similar average time viewing it. We outline the implications of these findings for theories of reading. We also describe prospective uses of the publicly available MECO data, and its further development plans.

Eye movements of children and adults reading in three different orthographies

In this study, we investigated developmental aspects of eye movements during reading of three languages (English, German, and Finnish) that vary widely in their orthographic complexity and predictability. Grapheme-phoneme correspondence rules are rather complex in English and German but relatively simple in Finnish. Despite their differences in complexity, the rules in German and Finnish are highly predictable, whereas English has many exceptions. Comparing eye movement development in these three languages allows us to investigate whether orthographic complexity and predictability have separate effects on eye movement development. Three groups of children, matched on years of reading instruction, along with a group of proficient adult readers in each language were tested. All participants read stimulus materials that were carefully translated and back-translated across all three languages. The length and frequency of 48 target words were manipulated experimentally within the stimulus set. For children, word length effects were stronger in Finnish and German than in English. In addition, in English effects of word frequency were weaker and only present for short words. Generally, English children showed a qualitatively different reading pattern, while German and Finnish children's reading behavior was rather similar. These results indicate that the predictability of an orthographic system is more important than its complexity for children's reading development. Adults' reading behavior, in contrast, was remarkably similar across languages. Our results demonstrate that eye movements are sensitive to language-specific features in children's reading, but become more homogenous as reading skill matures. (PsycInfo Database Record (c) 2021 APA, all rights reserved).

Transposed and substituted letter effects across reading development: A longitudinal study

Reading development involves several changes in orthographic processing. A key question is, "how does the coding of letters develops in children learning to read?" Masked priming effects of transposition and substitution primes have been taken to index the importance of letter position and identity coding. Somewhat contradicting results for developing readers have led to opposing theories. Here, we present new evidence from a large longitudinal study with over 100 children from grade 2 to 4. We investigate three different issues concerning transposition and substitution priming: (a) comparing priming both against an all-different and an identity baseline, (b) testing priming effects for nonword targets, and (c) taking into account interindividual differences in orthographic knowledge. The analyses of the longitudinal data show, respectively, (a) an increase of priming effects over development in comparison to both baselines, (b) identity priming for nonword targets in the elementary school years, and (c) an additional impact of orthographic knowledge on priming effects for word, but not nonword, targets that is similar to the effect of grade. Taken together, our examination suggests that letter identity is coded relatively strictly, whereas letter position is coded relatively flexibly already early in reading development for words, but not for nonwords. We discuss how this pattern fits with different developmental models of orthographic processing. (PsycInfo Database Record (c) 2021 APA, all rights reserved).

SARS-CoV-2 Related Ischemic Colitis in an Adolescent With Trisomy 21: Diagnostic Pitfalls and Considerations

Millions of patients seek medical attention for diarrhea, vomiting, nausea, and abdominal pain. In the current environment, it is important to recognize that these symptoms may be the only manifestation or may precede more serious systemic complications of COVID-19. Herein, we describe the first case of ischemic colitis (IC) in a young adult who presented with diarrhea and highlight the laboratory pitfalls for patients with COVID-19 presenting with gastrointestinal (GI) symptoms.

Competence, challenges and attitudes of bedside nurses caring for patients with left ventricular assist devices

OBJECTIVES

We aimed to describe the bedside registered nurses perceived competence, attitudes, and challenges surrounding the management of patients with left ventricular assist devices (LVAD) in the intensive care unit (ICU) and stepdown unit (SDU).

RESEARCH METHODOLOGY/DESIGN

An exploratory research was employed using a survey.

SETTING

Bedside participants were recruited via an electronic recruitment flyer circulated in online professional and social networking sites.

MAIN OUTCOME MEASURES

Items consisted of a numeric rating scale, measuring competence and attitudes related to the management of patients with left ventricular assist devices. The one open-ended question asked the participants to write responses regarding challenges in left ventricular assist device care. Data were analysed using quantitative and qualitative analytics software.

RESULTS

A total of 36 intensive care unit and 35 stepdown unit bedside nurse (n = 71) from six regions of the United States responded. Overall mean scores for competency and attitude domains were ≥ 7.0. Intensive care nurses scored higher in competence and attitude when compared to stepdown unit nurses care of short-term left ventricular assist devices. Competence and attitude were positively associated with years of experience. Five themes related to challenges in care were identified.

CONCLUSION

Overall, bedside nurses had satisfactory competence and attitudes surrounding the care of hospitalised left ventricular assist device patients.

Sentiment Analysis of Children and Youth Literature: Is There a Pollyanna Effect?

If the words of natural human language possess a universal positivity bias, as assumed by Boucher and Osgood’s (1969) famous Pollyanna hypothesis and computationally confirmed for large text corpora in several languages (Dodds et al., 2015), then children and youth literature (CYL) should also show a Pollyanna effect. Here we tested this prediction applying an unsupervised vector space model-based sentiment analysis tool called SentiArt (Jacobs, 2019) to two CYL corpora, one in English (372 books) and one in German (500 books). Pitching our analysis at the sentence level, and assessing semantic as well as lexico-grammatical information, both corpora show the Pollyanna effect and thus add further evidence to the universality hypothesis. The results of our multivariate sentiment analyses provide interesting testable predictions for future scientific studies of literature.

Context facilitation in text reading: A study of children's eye movements

Words are seldom read in isolation. Predicting or anticipating upcoming words in a text, based on the context in which they are read, is an important aspect of efficient language processing. In sentence reading, words with congruent preceding context have been shown to be processed faster than words read in neutral or incongruous contexts. The onset of contextual facilitation effects is found very early in the first-pass-reading eye-movement and electroencephalogram (EEG) measures of skilled adult readers. However, the effect of contextual facilitation on children's eye movements during reading remains largely unexplored. To fill this gap, we tracked children's and adults' eye movements while reading stories with embedded words that were either strongly or weakly related to a clear narrative theme. Our central finding is that children showed late contextual facilitation effects during text reading as opposed to both early and late facilitation effects found in skilled adult readers. Contextual constraint had a similar effect on children's and adults' initiation of regressive saccades, whereas children invested more time in rereading relative to adults after encountering weakly contextually constrained words. Quantile regression analyses revealed that contextual facilitation effects had an early onset in adults' first-pass reading, whereas they only had a late onset in children's gaze durations. (PsycInfo Database Record (c) 2020 APA, all rights reserved).

Orthographic consistency influences morphological processing in reading aloud: Evidence from a cross-linguistic study

The present study investigated whether morphological processing in reading is influenced by the orthographic consistency of a language or its morphological complexity. Developing readers in Grade 3 and skilled adult readers participated in a reading aloud task in four alphabetic orthographies (English, French, German, Italian), which differ in terms of both orthographic consistency and morphological complexity. English is the least consistent, in terms of its spelling-to-sound relationships, as well as the most morphologically sparse, compared to the other three. Two opposing hypotheses were formulated. If orthographic consistency modulated the use of morphology in reading, readers of English should show more robust morphological processing than readers of the other three languages, because morphological units increase the reliability of spelling-to-sound mappings in the English language. In contrast, if the use of morphology in reading depended on the morphological complexity of a language, readers of French, German, and Italian should process morphological units in printed letter strings more efficiently than readers of English. Both developing and skilled readers of English showed greater morphological processing than readers of the other three languages. These results support the idea that the orthographic consistency of a language, rather than its morphological complexity, influences the extent to which morphology is used during reading. We explain our findings within the remit of extant theories of reading acquisition and outline their theoretical and educational implications.

Double-letter processing in developmental and skilled handwriting production: Evidence from kinematics

In this study, we investigated the effects of double-letter processing on handwriting production in beginning and skilled writers of German. One hundred and thirty-seven children from Grades 2 and 3 and 31 adult participants were asked to copy words with double consonants (e.g., "Kanne") and matched words without double consonants (e.g., "Kante") from a computer screen onto a pen tablet, while their handwriting was recorded with high spatio-temporal resolution. Handwriting productions were analysed in terms of Reading Duration, Writing Onset Duration, and Letter Duration at the letter positions preceding or forming the onset of the corresponding consonant clusters. Our results showed that second graders take less time to initiate writing words with double consonants than words without double consonants, while both second and third graders take less time to read words with double consonants than words without double consonants. Critically, although second and third graders write down a letter faster when it corresponds to the first letter of a double-letter unit than a consonant cluster, it is the other way around for adults. We interpret these findings within extant theories of handwriting production and offer an explanation for the different nature of the effects observed in beginning and skilled writers.

WOR-TE: Ein Ja / Nein-Wortschatztest für Kinder verschiedener Altersgruppen

Zusammenfassung. In dem vorliegenden Artikel wird der Wortschatztest WOR-TE für deutsche Grundschulkinder vorgestellt. Der Test basiert auf der Ja / Nein-Methode, bei der die Teilnehmerinnen und Teilnehmer aus einer Liste von Wörtern und Pseudowörtern diejenigen ankreuzen sollen, die sie kennen. Er wurde für verschiedene Altersgruppen (1./2. Klasse, 3./4. Klasse, 5./6. Klasse) konzipiert und Item-Response-Theory-basiert mit dem Rasch-Modell validiert. Anhand des Validitätskonzepts nach Messick (1995) wurden verschiedene Aspekte von Konstruktvalidität untersucht: Inhaltliche Aspekte, Relevanz, Repräsentativität, Technische Qualität, substantielle Aspekte, Generalisierbarkeit und externe Aspekte. Die Ergebnisse zeigen, dass der Test ein valides Instrument zur Erfassung des orthographischen Wortschatzes im Grundschulalter darstellt und durch kleine Veränderungen, insbesondere in Bezug auf die Item-Auswahl, profitieren würde. Möglichkeiten des Einsatzes sowie Einschränkungen des Verfahrens werden diskutiert, ebenso wie die Verwendung des Validitätskonzeptes mit IRT für Ja / Nein-Test im Allgemeinen.

Orthographic Networks in the Developing Mental Lexicon. Insights From Graph Theory and Implications for the Study of Language Processing

In this study, we examine the development of orthographic networks in the mental lexicon using graph theory. According to this view, words are represented by nodes in a network and connected as a function of their orthographic similarity. With a sampling approach based on a language corpus for German school children, we were able to simulate lexical development for children from Grade 1–8. By sampling different lexicon sizes from the corpus, we were able to analyze the content of the orthographic lexicon at different time points and examined network characteristics using graph theory. Results show that, similar to semantic and phonological networks, orthographic networks possess small-word characteristics defined by short average path lengths between nodes and strong local clustering. Moreover, the interconnectivity of the network decreases with growth. Implications for the study of the effect of network measures on language processing are discussed.

Comparing length and frequency effects in children across modalities

Although it is well established that beginning readers rely heavily on phonological decoding, the overlap of the phonological pathways used in visual and auditory word recognition is not clear. Especially in transparent languages, phonological reading could use the same pathways as spoken word processing. In the present study, we report a direct comparison of lexical decision performance in the visual and auditory modality in beginning readers of a transparent language. Using lexical decision, we examine how marker effects of length and frequency differ in the two modalities and how these differences are modulated by reading ability. The results show that both frequency and length effects are stronger in the visual modality, and the differences in length effects between modalities are more pronounced for poorer readers than for better readers. This suggests that visual word recognition in beginning readers of a transparent language initially is based on phonological decoding and subsequent matching in the phonological lexicon, especially for poor readers. However, some orthographic processing seems to be involved already. We claim that the relative contribution of the phonological and orthographic route in beginning readers can be measured by the differences in marker effects between auditory and visual lexical decision.

Individual differences in children's pronoun processing during reading: Detection of incongruence is associated with higher reading fluency and more regressions

In two eye tracking experiments, we tested fourth graders' and adults' sensitivity to gender feature mismatches during reading of pronouns and their susceptibility to interference of feature-matching entities in the sentence. In Experiment 1, we showed children and adults two-phrase sentences such as "Leon{m}/Lisa{f} shooed away the sparrow{m}/the seagull{f} and then he{m} ate the tasty sandwich." Eye tracking measures showed no qualitative differences between children's and adults' processing of the pronouns. Both age groups showed longer gaze durations on subject mismatching than on matching pronouns, and there was no evidence of interference of a gender-matching object. Strikingly, in contrast to the adults, not all fourth graders reported detection of the subject gender mismatch. In Experiment 2, we replicated earlier results with a larger sample of children (N = 75) and found that only half of the fourth graders detected the gender mismatch during reading. The detectors' reading pattern at the pronoun differed from that of the non-detectors. Children who reported detection of the mismatch showed a reading pattern more similar to the adults. Children who did not report detection of the mismatch had comparably slower gaze durations and were less likely to make regressions directly at the pronoun. We conclude that children who read more fluently use their available processing resources to immediately repair grammatical inconsistencies encountered in a text.

The development of wrap-up processes in text reading: A study of children's eye movements

Reading comprehension is the product of constructing a coherent mental model of a text. Although some of the processes that are necessary to construct such a mental model are executed incrementally, others are deferred to the end of the clause or sentence, where integration processing is wrapped up before the reader progresses further in the text. In this longitudinal study of 65 German-speaking children across Grades 2, 3, and 4, we investigated the development of wrap-up processes at clause and sentence boundaries by tracking the children's eye movements while they read age-appropriate texts. Our central finding was that children in Grade 2 showed strong wrap-up effects that then slowly decreased across school grades. Children in Grades 3 and 4 also increasingly used clause and sentence boundaries to initiate regressions and rereading. Finally, children in Grade 2 were shown to be significantly disrupted in their reading at line breaks, which are inherent in continuous text. This disruption decreased as the children progressed to Grades 3 and 4. Overall, our results show that children exhibit an adultlike pattern of wrap-up effects by the time they reach Grade 4. We discuss this developmental trajectory in relation to models of text processing and mechanisms of eye-movement control. (PsycINFO Database Record

The repeated name penalty effect in children’s natural reading: Evidence from eye tracking

We report data from an eye tracking experiment on the repeated name penalty effect in 9-year-old children and young adults. The repeated name penalty effect is informative for the study of children’s reading because it allows conclusions about children’s ability to direct attention to discourse-level processing cues during reading. We presented children and adults simple three-sentence stories with a single referent, which was referred to by an anaphor—either a pronoun or a repeated name—downstream in the text. The anaphor was either near or far from the antecedent. We found a repeated name penalty effect in early processing for children as well as adults, suggesting that beginning readers are already susceptible to discourse-level expectations of anaphora during reading. Furthermore, children’s reading was more influenced by the distance of anaphor and antecedent than adults’, which we attribute to differences in reading fluency and the resulting cognitive load during reading.

Der Titelrekognitionstest für das Vorschulalter (TRT-VS)

Zusammenfassung. Studien haben gezeigt, dass bereits im Vorschulalter ein positiver Zusammenhang zwischen Lesevolumen und Sprachentwicklung besteht. Eine objektive und ökonomische Methode zur Erfassung des Lesevolumens sind Titelrekognitionstests. Hierbei geben die Teilnehmenden für eine Reihe von Buchtiteln an, ob ihnen diese bekannt sind. Um Ratetendenzen zu minimieren, enthält der Test auch fiktive Buchtitel. Wir beschreiben die Entwicklung des Titelrekognitionstests für das Vorschulalter (TRT-VS) und stellen anhand von 2 Validierungsstudien seine psychometrischen Eigenschaften vor. In Studie 1 untersuchen wir seine Reliabilität sowie Personen- und Itemkennwerte in einer Stichprobe von Kindern und jungen Erwachsenen. Studie 2 analysiert den Zusammenhang zwischen TRT-VS, häuslicher Lernumgebung und Vorläuferfertigkeiten des Lesens in einer Stichprobe von Vorschulkindern und deren Eltern. Die Studien belegen, dass der TRT-VS ein reliables Instrument zur Messung früher Leseerfahrungen ist und eine hohe Konstruktvalidität aufweist.

Investigating developmental trajectories of morphemes as reading units in German

The developmental trajectory of the use of morphemes is still unclear. We investigated the emergence of morphological effects on visual word recognition in German in a large sample across the complete course of reading acquisition in elementary school. To this end, we analyzed lexical decision data on a total of 1,152 words and pseudowords from a large cross-sectional sample of German children from the beginning of Grade 2 through 6, and a group of adults. We expand earlier evidence by (a) explicitly investigating processing differences between compounds, prefixes and suffixes, (b) taking into account vocabulary knowledge as an indicator for interindividual differences. Results imply that readers of German are sensitive to morphology in very early stages of reading acquisition with trajectories depending on morphological type and vocabulary knowledge. Facilitation from compound structure comes early in development, followed by facilitation from suffixes and prefixes later on in development. This indicates that stems and different types of affixes involve distinct processing mechanisms in beginning readers. Furthermore, children with higher vocabulary knowledge benefit earlier in development and to a greater extent from morphology. Our results specify the development and functional role of morphemes as reading units. (PsycINFO Database Record

Relating Language and Music Skills in Young Children: A First Approach to Systemize and Compare Distinct Competencies on Different Levels

Children in transition from kindergarten to school develop fundamental skills important for the acquisition of reading and writing. Previous research pointed toward substantial correlations between specific language- and music-related competencies as well as positive transfer effects from music on pre-literacy skills. However, until now the relationship between diverse music and language competencies remains unclear. In the present study, we used a comprehensive approach to clarify the relationships between a broad variety of language and music skills on different levels, not only between but also within domains. In order to do so, we selected representative language- and music-related competencies and systematically compared the performance of N = 44 5- to 7-year-old children with a control group of N = 20 young adults aged from 20 to 30. Competencies were organized in distinct levels according to varying units of vowels/sounds, words or syllables/short melodic or rhythmic phrases, syntax/harmony and context of a whole story/song to test for their interrelatedness within each domain. Following this, we conducted systematic correlation analyses between the competencies of both domains. Overall, selected competencies appeared to be appropriate for the measurement of language and music skills in young children with reference to comprehension, difficulty and a developmental perspective. In line with a hierarchical model of skill acquisition, performance on lower levels was predictive for the performance on higher levels within domains. Moreover, correlations between domains were stronger for competencies reflecting a similar level of cognitive processing, as expected. In conclusion, a systematic comparison of various competencies on distinct levels according to varying units turned out to be appropriate regarding comparability and interrelatedness. Results are discussed with regard to similarities and differences in the development of language and music skills as well as in terms of implications for further research on transfer effects from music on language.

Erratum to: 36th International Symposium on Intensive Care and Emergency Medicine: Brussels, Belgium. 15-18 March 2016

[This corrects the article DOI: 10.1186/s13054-016-1208-6.].

Masked Morphological Priming in German-Speaking Adults and Children: Evidence from Response Time Distributions

In this study, we looked at masked morphological priming effects in German children and adults beyond mean response times by taking into account response time distributions. We conducted an experiment comparing suffixed word primes (kleidchen-KLEID), suffixed nonword primes (kleidtum-KLEID), nonsuffixed nonword primes (kleidekt-KLEID), and unrelated controls (träumerei-KLEID). The pattern of priming in adults showed facilitation from suffixed words, suffixed nonwords, and nonsuffixed nonwords relative to unrelated controls, and from both suffixed conditions relative to nonsuffixed nonwords, thus providing evidence for morpho-orthographic and embedded stem priming. Children also showed facilitation from real suffixed words, suffixed nonwords, and nonsuffixed nonwords compared to unrelated words, but no difference between the suffixed and nonsuffixed conditions, thus suggesting that German elementary school children do not make use of morpho-orthographic segmentation. Interestingly, for all priming effects, a shift of the response time distribution was observed. Consequences for theories of morphological processing are discussed.

Der Kinder-Titelrekognitionstest (K-TRT)

Zusammenfassung. In diesem Beitrag stellen wir den K-TRT (Kinder-Titelrekognitionstest) vor, ein ökonomisches und objektives Verfahren, um das Lesevolumen bei Kindern und Jugendlichen im Deutschen zu erfassen. Der K-TRT orientiert sich an vergleichbaren Instrumenten aus dem Englischen, die eine Rekognitionsmethode verwenden: Die Probanden sollen angeben, welche Titel sie aus einer Liste von Kinder- und Jugendbüchern kennen. Um Ratetendenzen zu vermeiden, enthält diese Liste auch Distraktor-Titel. Wir stellen dar, wie der K-TRT entwickelt wurde und welche Struktur er hat. Danach berichten wir die Ergebnisse von zwei Validierungsstudien. Studie 1 untersucht die Reliabilität des Verfahrens und die Verteilung der Testwerte in einer altersheterogenen Stichprobe. Studie 2 vergleicht die differenziellen Außenkorrelationen des K-TRT mit dem Wortschatz und der Lesegeschwindigkeit in einer Stichprobe von Schülerinnen und Schülern aus der 2., 4. und 6. Klasse. Die Ergebnisse sprechen für die Reliabilität und Konstruktvalidität des K-TRTs. Alle Items und ihre Kennwerte sind im Artikel aufgeführt.

Orthographic processing in balanced bilingual children: Cross-language evidence from cognates and false friends

We investigated whether beginning bilingual readers activate orthographic as well as semantic representations in both of their languages while reading in one of them. Balanced bilingual third graders who were learning to read concurrently in German and English completed two lexical decision tasks, one in each language, including cognates, false friends, and matched control words. Results showed a processing advantage for cognates over controls in both languages, indicating that the facilitation effect is driven by the level of balanced language proficiency rather than by experience with print. Except for lower accuracy scores in German, false friends did not differ in their processing from controls, pointing to the presence of semantic-to-orthographic feedback already in the beginning of reading acquisition. Confirming assumptions by the bilingual interactive activation plus (BIA+) model as well as the revised hierarchical model (RHM), findings suggest that in their strategy to resolve orthographic ambiguity, balanced bilingual children are more comparable to bilingual adults than to child second-language (L2) learners.

childLex–Eine lexikalische Datenbank zur Schriftsprache für Kinder im Deutschen

Zusammenfassung. In diesem Beitrag stellen wir childLex vor, eine online-Datenbank zur Schriftsprache für Kinder im Deutschen. childLex basiert auf einem Korpus aus Kinder- und Schulbüchern, das ca. 10 Millionen Wörter umfasst, und stellt verschiedene linguistische Normen auf der lexikalischen, superlexikalischen und sublexikalischen Ebene zur Verfügung. Diese werden in der psychologischen Forschung dringend zur Erstellung von altersadäquaten Stimulus- und Trainingsmaterialien benötigt. Separate Normen sind für drei verschiedene Altersbereiche verfügbar: 6 – 8 Jahre (1. – 2. Klasse), 9 – 10 Jahre (3. – 4. Klasse) und 11 – 12 Jahre (5. – 6. Klasse). Hier beschreiben wir Aufbau und Analyse von childLex und vergleichen Frequenznormen auf der lexikalischen, superlexikalischen und sublexikalischen Ebene mit denen des DWDS-Kernkorpus, eines umfassenden Korpus zur Schriftsprache für Erwachsene. Dabei zeigt sich, dass die beiden Korpora im hochfrequenten Bereich und auf der sublexikalischen Ebene gut übereinstimmen, während sie auf der lexikalischen und superlexikalischen Ebene sowie im mittel- bis niederfrequenten Bereich stark voneinander abweichen. Abschließend erläutern wir, welche Variablen in childLex verfügbar sind und wie sie sich abfragen lassen.

Word length and frequency effects on children's eye movements during silent reading

In the present study we measured the eye movements of a large sample of 2nd grade German speaking children and a control group of adults during a silent reading task. To be able to directly investigate the interaction of word length and frequency effects we employed controlled sentence frames with embedded target words in an experimental design in which length and frequency were manipulated independently of one another. Unlike previous studies which have investigated the interaction of word length and frequency effects in children, we used age-appropriate word frequencies for children. We found significant effects of word length and frequency for both children and adults while effects were generally greater for children. The interaction of word length and frequency was significant for children in gaze duration and total viewing time eye movement measures but not for adults. Our results suggest that children rely on sublexical decoding of infrequent words, leading to greater length effects for infrequent than frequent words while adults do not show this effect when reading children's reading materials.