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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Page: 1 2 3 4 5 Hits 21 – 40 of 97 21 Density and length in the neighborhood : explaining cross-linguistic differences in learning to read in English and Dutch Marinus, Eva; Nation, Kate; de Jong, Peter F. - : Elsevier, 2015 BASE Show details 22 Working memory, reading ability and the effects of distance and typicality on anaphor resolution in children Joseph, Holly S. S. L.; Bremner, Georgina; Liversedge, Simon P.. - : Taylor & Francis, 2015 BASE Show details 23 Is children's reading "good enough"? Links between online processing and comprehension as children read syntactically ambiguous sentences Wonnacott, Elizabeth; Joseph, Holly S. S. L.; Adelman, James S.; Nation, Kate. - : Sage Publications Ltd., 2015 Abstract: We monitored 8- and 10-year-old children's eye movements as they read sentences containing a temporary syntactic ambiguity to obtain a detailed record of their online processing. Children showed the classic garden-path effect in online processing. Their reading was disrupted following disambiguation, relative to control sentences containing a comma to block the ambiguity, although the disruption occurred somewhat later than would be expected for mature readers. We also asked children questions to probe their comprehension of the syntactic ambiguity offline. They made more errors following ambiguous sentences than following control sentences, demonstrating that the initial incorrect parse of the garden-path sentence influenced offline comprehension. These findings are consistent with “good enough” processing effects seen in adults. While faster reading times and more regressions were generally associated with better comprehension, spending longer reading the question predicted comprehension success specifically in the ambiguous condition. This suggests that reading the question prompted children to reconstruct the sentence and engage in some form of processing, which in turn increased the likelihood of comprehension success. Older children were more sensitive to the syntactic function of commas, and, overall, they were faster and more accurate than younger children. URL: http://wrap.warwick.ac.uk/65796/ https://doi.org/10.1080/17470218.2015.1011176 BASE Hide details 24 Becoming a written word: Eye movements reveal order of acquisition effects following incidental exposure to new words during silent reading Joseph, Holly S.S.L.; Wonnacott, Elizabeth; Forbes, Paul... In: Cognition. - Amsterdam [u.a] : Elsevier 133 (2014) 1, 238-248 OLC Linguistik Show details 25 The nature and specificity of paired associate learning deficits in children with dyslexia Litt, Robin A.; Nation, Kate In: Journal of memory and language. - Amsterdam [u.a.] : Elsevier 71 (2014) 1, 71-88 OLC Linguistik Show details 26 The Nature and specificity of paired associate learning deficits in children with dyslexia Litt, Robin A; Nation, Kate. - : Elsevier, 2014 BASE Show details 27 The Hardest butter to button : immediate context effects in spoken word identification Brock, Jon; Nation, Kate. - : Psychology Press, 2014 BASE Show details 28 Lexical learning and lexical processing in children with developmental language impairments Nation, Kate. - : The Royal Society, 2014 BASE Show details 29 When words fail us: insights into language processing from developmental and acquired disorders Bishop, Dorothy V. M.; Nation, Kate; Patterson, Karalyn. - : The Royal Society, 2014 BASE Show details 30 Generalisation over semantic cues in child and adult artificial language learning Wonnacott, Elizabeth; Brown, Helen; Nation, Kate. - 2014 BASE Show details 31 Predictors of orthographic learning of regular and irregular words Wang, Hua-Chen; Nickels, Lyndsey; Nation, Kate. - : Routledge, 2013 BASE Show details 32 Dissociating crossmodal and verbal demands in paired associate learning (PAL) : what drives the PAL-reading relationship? Litt, Robin A; de Jong, Peter F; van Bergen, Elsje. - : Elsevier, 2013 BASE Show details 33 Comparing generalisation in children and adults learning an artificial language Brown, Helen; Wonnacott, Elizabeth; Nation, Kate. - 2013 BASE Show details 34 Decoding, orthographic learning and the development of visual word recognition Nation, Kate In: The Cambridge handbook of psycholinguistics (Cambridge, 2012), p. 204-217 MPI für Psycholinguistik Show details 35 Context effects on orthographic learning of regular and irregular words Wang, Hua-Chen; Castles, Anne; Nickels, Lyndsey. - : Elsevier, 2011 BASE Show details 36 The influence of consistency, frequency, and semantics on learning to read:an artificial orthography paradigm Nation, Kate; Taylor, J.S.H.; Plunkett, Kim. - 2011 BASE Show details 37 The role of self-teaching in learning orthographic and semantic aspects of new words Ricketts, Jessie; Bishop, Dorothy VM; Pimperton, Hannah. - : Routledge, 2011 BASE Show details 38 The role of self-teaching in learning orthographic and semantic aspects of new words Ricketts, Jessie; Bishop, Dorothy V. M.; Pimperton, Hannah. - : Routledge, 2011 BASE Show details 39 Suppressing irrelevant information from working memory: evidence for domain-specific deficits in poor comprehenders Nation, Kate; Pimperton, Hannah In: Journal of memory and language. - Amsterdam [u.a.] : Elsevier 62 (2010) 4, 380-391 BLLDB OLC Linguistik Show details 40 Language and the development of cognitive control Cragg, Lucy; Nation, Kate In: Topics in cognitive science. - Hoboken, NJ [u.a.] : Wiley 2 (2010) 4, 631-642 BLLDB Show details Page: 1 2 3 4 5

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