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  1. Sylwia Z. Cisek, Constantine Sedikides, Claire M. Hart, Hayward J. Godwin, Valerie Benson & Simon P. Liversedge (2014). Narcissism and Consumer Behaviour: A Review and Preliminary Findings. Frontiers in Psychology 5.
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  2. Simon P. Liversedge, Hazel I. Blythe & Denis Drieghe (2012). Beyond Isolated Word Recognition. Behavioral and Brain Sciences 35 (5):31-32.
    In this commentary we concur with Frost's view of the centrality of universal principles in models of word identification. However, we argue that other processes in sentence comprehension also fundamentally constrain the nature of written word identification. Furthermore, these processes appear to be universal. We, therefore, argue that universality in word identification should not be considered in isolation, but instead in the context of other linguistic processes that occur during normal reading.
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  3. Erik D. Reichle, Simon P. Liversedge, Alexander Pollatsek & Keith Rayner (2009). Encoding Multiple Words Simultaneously in Reading is Implausible. Trends in Cognitive Sciences 13 (3):115-119.
    Several prominent models of reading posit that attention is distributed to support the parallel lexical processing of multiple words. We contend that the auxiliary assumptions underlying this attention-gradient hypothesis are not well founded. Here, we address three specific issues related to the ongoing debate about attention allocation during reading: (i) why the attention-gradient hypothesis is widely endorsed, (ii) why processing several words in parallel in reading is implausible and (iii) why attention must be allocated to only one word at a (...)
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  4. Simon P. Liversedge & Sarah J. White (2003). Psycholinguistic Processes Affect Fixation Durations and Orthographic Information Affects Fixation Locations: Can E-Z Reader Cope? Behavioral and Brain Sciences 26 (4):492-493.
    This commentary focuses on two aspects of eye movement behaviour that E-Z Reader 7 currently makes no attempt to explain: the influence of higher order psycholinguistic processes on fixation durations, and orthographic influences on initial and refixation locations on words. From our understanding of the current version of the model, it is not clear how it may be readily modified to account for existing empirical data.
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  5. Kevin B. Paterson, Simon P. Liversedge, Caroline Rowland & Ruth Filik (2003). Children's Comprehension of Sentences with Focus Particles. Cognition 89 (3):263-294.
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