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Still no phonological typicality effect on word reading time (and no good explanation of one either): A rejoinder to Farmer Monaghan Misyak and Christiansen

机译：在字的阅读时间（和一个没有很好的解释要么）仍然没有语音典型性效应：反驳农民莫纳汉misyak和克里斯琴森

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In this brief rejoinder, we respond to . We argue that the data still do not support the claim that reading time is affected by the phonological typicality of a word for its part of speech. We also question Farmer et al.’ s claim that interleaving syntactic structures in an experiment modifies grammatically-based syntactic expectations.

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Adrian Staub; Margaret Grant; Charles Clifton Jr; Keith Rayner;
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年(卷),期 -1(37),5
年度 -1
页码 1326–1328
总页数 4
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1. Still No Phonological Typicality Effect on Word Reading Time (and No Good Explanation of One, Either): A Rejoinder to Farmer, Monaghan, Misyak, and Christiansen [J] . Staub A., Grant M., Clifton C., Journal of experimental psychology. Learning, memory, and cognition . 2011,第5期

机译：仍然没有语音典型性对单词阅读时间的影响（也没有一个很好的解释）：农民，莫纳汉，米莎克和克里斯蒂安森的再见
2. An Investigation of the Bidirectional Relations of Word Reading to Timed Visual Tasks Involving Different Levels of Phonological Processing in Chinese [J] . Pan Jinger, Cui Xin, McBride Catherine, Scientific studies of reading . 2020,第4期

机译：关于涉及不同级别的语音处理的定时视觉任务的单词读取双向关系的调查
3. Lexical and sub-lexical effects on accuracy, reaction time and response duration: impaired and typical word and pseudoword reading in a transparent orthography [J] . Robert Davies, Javier Rodríguez-Ferreiro, Paz Suárez, Reading and Writing . 2013,第5期

机译：词汇和次词汇对准确性，反应时间和响应持续时间的影响：透明拼字法中受损的典型单词和伪单词阅读
4. Learning to Answer Word-Meaning-Explanation Questions for Chinese Gaokao Reading Comprehension [C] . Hongye Tan, Pengpeng Qiang, Ru Li CCF International Conference on Natural Language Processing and Chinese Computing . 2020

机译：学习回答中国高地阅读理解的词语意义解释问题
5. The relative effects of Repeated Reading, Wide Reading, and a typical instruction comparison group on the comprehension, fluency, and word reading of adolescents with reading disabilities. [D] . Wexler, Jade Ann Polen. 2007

机译：重复阅读，广泛阅读和典型的教学比较小组对阅读障碍青少年的理解，流利度和单词阅读的相对影响。
6. Phonological Awareness and Rapid Automatized Naming Are Independent Phonological Competencies With Specific Impacts on Word Reading and Spelling: An Intervention Study [O] . Caroline Vander Stappen, Marie Van Reybroeck -1

机译：语音意识和快速自动命名是独立的语音能力对单词阅读和拼写有特定影响：一项干预研究
7. Reading a single kana letter, comprehending written words, and conducting syllabic analysis. A rejoinder to Amano's comment (1999). [O] . Hitoshi Dairoku 1999

机译：阅读单个Kana字母，理解书面文字，并进行音节分析。一个Rejoinder到Amano的评论（1999）。

Still no phonological typicality effect on word reading time (and no good explanation of one either): A rejoinder to Farmer Monaghan Misyak and Christiansen

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