TY - JOUR
T1 - Interruption-similarity effects during discourse processing
AU - Ledoux, Kerry
AU - Gordon, Peter C.
N1 - Funding Information:
Address correspondence to: Kerry Ledoux, Cognitive Neurology/Neuropsychology, Johns Hopkins University, 1629 Thames Street Suite 350, Baltimore, MD 21231, USA. E-mail: [email protected] The research reported here was conducted by the first author in partial fulfilment of the requirements of the doctoral degree at the University of North Carolina. This work was supported by a grant from the National Science Foundation (SBR-9807028). We thank Virginia Pitts for help in conducting the research, and Bill Levine and Sliman Bensmaia for comments on an earlier version of the article.
PY - 2006/10
Y1 - 2006/10
N2 - We examined the effect of interruption on reading to determine if discourse processing is susceptible to similarity-based interference. Participants read pairs of passages, either one before the other (in the continuous condition) or with the sentences of the two passages interleaved (in the interruption condition). In addition, the similarity of the types of passages (narrative or expository) in a pair was manipulated. Performance was measured with self-paced reading time of the sentences and with accuracy in answering comprehension questions. In two experiments, interruption slowed the reading of text sentences; this effect of interruption was greatest when the interrupting text was of the same style as the primary text (an interruption-similarity effect). We discuss these results with respect to current models of the role of working memory in discourse processing.
AB - We examined the effect of interruption on reading to determine if discourse processing is susceptible to similarity-based interference. Participants read pairs of passages, either one before the other (in the continuous condition) or with the sentences of the two passages interleaved (in the interruption condition). In addition, the similarity of the types of passages (narrative or expository) in a pair was manipulated. Performance was measured with self-paced reading time of the sentences and with accuracy in answering comprehension questions. In two experiments, interruption slowed the reading of text sentences; this effect of interruption was greatest when the interrupting text was of the same style as the primary text (an interruption-similarity effect). We discuss these results with respect to current models of the role of working memory in discourse processing.
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U2 - 10.1080/09658210600679915
DO - 10.1080/09658210600679915
M3 - Article
C2 - 16938692
AN - SCOPUS:33748099355
SN - 0965-8211
VL - 14
SP - 789
EP - 803
JO - Memory
JF - Memory
IS - 7
ER -