Milin, P. orcid.org/0000-0001-9708-7031, Divjak, D. and Baayen, R.H. (2017) A learning perspective on individual differences in skilled reading: Exploring and exploiting orthographic and semantic discrimination cues. Journal of Experimental Psychology: Learning, Memory, and Cognition, 43 (11). pp. 1730-1751. ISSN 0278-7393
Abstract
The goal of the present study is to understand the role orthographic and semantic information play in the behaviour of skilled readers. Reading latencies from a self-paced sentence reading experiment in which Russian near-synonymous verbs were manipulated appear well-predicted by a combination of bottom-up sub-lexical letter triplets (trigraphs) and top-down semantic generalizations, modelled using the Naive Discrimination Learner. The results reveal a complex interplay of bottom-up and top-down support from orthography and semantics to the target verbs, whereby activations from orthography only are modulated by individual differences. Using performance on a serial reaction time task for a novel operationalization of the mental speed hypothesis, we explain the observed individual differences in reading behaviour in terms of the exploration/exploitation hypothesis from Reinforcement Learning, where initially slower and more variable behaviour leads to better performance overall.
Metadata
Item Type: | Article |
---|---|
Authors/Creators: |
|
Copyright, Publisher and Additional Information: | © American Psychological Association, 2017. This is an author produced version of a paper subsequently published in Journal of Experimental Psychology: Learning, Memory, and Cognition. Uploaded in accordance with the publisher's self-archiving policy. |
Keywords: | Discrimination learning, behavioural profiling, self-paced sentence reading, synonymy, Russian |
Dates: |
|
Institution: | The University of Sheffield |
Academic Units: | The University of Sheffield > Faculty of Social Sciences (Sheffield) > Department of Journalism Studies (Sheffield) |
Depositing User: | Symplectic Sheffield |
Date Deposited: | 07 Mar 2017 14:45 |
Last Modified: | 05 Jan 2018 12:24 |
Published Version: | https://doi.org/10.1037/xlm0000410 |
Status: | Published |
Publisher: | American Psychological Association |
Refereed: | Yes |
Identification Number: | 10.1037/xlm0000410 |
Open Archives Initiative ID (OAI ID): | oai:eprints.whiterose.ac.uk:113020 |