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Ideally, the people who observe and record the children’s behavior are unaware of who was assigned to the experimental or control group, in order to control for experimenter bias. Experimenter bias refers to the possibility that a researcher’s expectations might skew the results of the study. Remember, conducting an experiment requires a lot of planning, and the people involved in the research project have a vested interest in supporting their hypotheses. If the observers knew which...
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Related Experiment Video

Updated: Feb 27, 2026

A Method for Investigating Change Blindness in Pigeons Columba Livia
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WORD MEANING BLINDNESS REVISITED.

Matthew A Lambon, Ralph Andrew W Ellis, Karen Sage

    Cognitive Neuropsychology
    |June 29, 2017
    PubMed
    Summary

    This study details a patient with word meaning blindness, a rare dyslexia. Despite progressive decline in silent reading comprehension, the patient maintained spoken word understanding and intact reading aloud abilities.

    Area of Science:

    • Neuroscience
    • Cognitive Psychology
    • Linguistics

    Background:

    • A patient, JO, presented with impaired understanding of written words but normal comprehension of objects and spoken words.
    • JO could recognize letters and differentiate words from nonwords, with intact reading aloud abilities for all word types.

    Purpose of the Study:

    • To investigate the pattern of deterioration in "word meaning blindness," a rare form of dyslexia.
    • To longitudinally assess the impact of a progressive illness on JO's reading comprehension across modalities.

    Main Methods:

    • A longitudinal study over one year, with JO tested on three occasions.
    • Utilized a battery of neuropsychological tasks to assess comprehension across modalities and reading aloud abilities.
    • Included assessment of exception words with unusual spelling-to-sound correspondences.

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    Main Results:

    • A progressive reduction in understanding of silently read written words was observed.
    • Spoken word comprehension remained preserved throughout the study period.
    • Ability to read aloud words and nonwords, including exception words, showed little to no change.

    Conclusions:

    • The findings support a partial disconnection between the visual input lexicon and the semantic system in word meaning blindness.
    • The study highlights the dissociation between written word comprehension and reading aloud abilities in this rare dyslexia.
    • Implications for theories on the role of semantics in reading aloud are discussed.