In: Das Mittelalter, 2013, vol. 18, no. 1, p. 46-61
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In: Brain, 2009, vol. 132, no. 7, p. 1907-1917
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Im Auftrag der Bildungsdirektoren-Konferenz Zentralschweiz hat das Institut für Mehrsprachigkeit der Universität und der Pädagogischen Hochschule Freiburg im Frühsommer 2015 eine Evaluation der Fremdsprachenkompetenzen in der Bildungsregion Zentralschweiz durchgeführt. Im Zentrum der Studie stand eine Leistungsmessung im Fach Französisch am Ende der Primarstufe und am Ende der 8. Klasse in...
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In: Brain & Language
This experiment explored the role of phonology in the activation of word meanings when homophonic and non homophonic errors were embedded in meaningful texts. The resulting data supported the position that phonological codes are activated very early in an eye fixation and are compatible with the verification model of Van Orden (1987).
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In: Brain & Language
This experiment employed the boundary paradigm during sentence reading to explore the nature of early phonological coding in reading. Fixation durations were shorter when the parafoveal preview was the correct word than when it was a spelling control pseudoword. In contrast, there was no significant difference between correct word and pseudohomophone previews. These results suggest that the ...
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In: Journal of Experimental Psychology: Human Perception and Performance, 2010, vol. 36, no. 5, p. 1294-1313
A word’s frequency of occurrence and its predictability from a prior context are key factors determining how long the eyes remain on that word in normal reading. Past reaction-time and eye movement research can be distinguished by whether these variables, when combined, produce interactive or additive results, respectively. Our study addressed possible methodological limitations of prior...
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