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Related Concept Videos

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Children master language quickly and with relative ease, supported by both biological predisposition and reinforcement. B. F. Skinner (1957) proposed that language is learned through reinforcement, while Noam Chomsky (1965) argued that language acquisition mechanisms are biologically determined.
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The tip-of-the-tongue (TOT) phenomenon is a cognitive experience characterized by a temporary inability to retrieve specific information from memory despite having a strong feeling of knowing the information. Although individuals cannot access the target word or detail, they frequently recall related elements, such as its initial letter, syllable count, or context. This partial retrieval often causes frustration, as one might recognize a familiar face or know that a name starts with a specific...
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Language, whether spoken, signed, or written, consists of specific components: lexicon and grammar. The lexicon is the vocabulary of a language, comprising its words. Grammar is the set of rules used to convey meaning through the lexicon. For example, English grammar adds “-ed” to most verbs to indicate past tense. Words are formed by combining phonemes, which are the basic sound units of a language. Different languages have different sets of phonemes (e.g., “ah” vs.
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Improving short-term memory can be achieved through techniques like chunking and rehearsal. Chunking involves organizing information into larger, more manageable units. This technique is particularly useful for information that exceeds the typical memory span of between five and nine items. For instance, logging into an online account with a password like "ta89vq0179gz" involves grouping letters and numbers into three chunks—ta89, vq01, and 79gz. It makes large amounts of...
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Language serves as a bridge between ideas and communication, influencing how individuals perceive and interact with the world. Psychologists have long debated whether language shapes thought or vice versa. This discussion gained grip with Edward Sapir and Benjamin Lee Whorf in the 1940s, who proposed that language determines thought, a concept known as linguistic determinism. They suggested that the vocabulary and structure of a language influence how its speakers think and perceive reality.
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Updated: Dec 2, 2025

Lexical Decision Task for Studying Written Word Recognition in Adults with and without Dementia or Mild Cognitive Impairment
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Word skipping during the lexical acquisition process.

Michael A Eskenazi1, Paige Kemp1, Jocelyn R Folk2

  • 1Department of Psychology, Stetson University, DeLand, FL, USA.

Quarterly Journal of Experimental Psychology (2006)
|November 2, 2020
PubMed
Summary
This summary is machine-generated.

Readers process skipped words similarly to fixated words, even novel ones. Word skipping rates increased with exposure, suggesting effective incidental learning during reading.

Keywords:
Word skippingeye movementslexical acquisitionspelling skill

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Area of Science:

  • Cognitive Psychology
  • Reading Science
  • Eye Movement Research

Background:

  • Reading involves foveal fixation and parafoveal word skipping.
  • Word skipping is influenced by lexical and visual factors, but processing depth is debated.
  • Incidental lexical acquisition offers a paradigm to study word skipping of novel words.

Purpose of the Study:

  • To investigate word skipping processes during incidental lexical acquisition of novel words.
  • To determine the extent to which skipped novel words are processed.
  • To examine the relationship between word skipping and learning outcomes.

Main Methods:

  • Eye movements were monitored as participants read novel three-letter words in informative contexts.
  • Participants underwent surprise tests for orthographic and semantic acquisition.
  • A spelling skill assessment was administered post-reading.

Main Results:

  • Learning of spelling and meaning occurred at the same rate whether words were skipped or fixated.
  • Word skipping rates increased across exposures, while reading times decreased.
  • Skipping rates and learning rates were not negatively correlated.

Conclusions:

  • Skipped words appear to be processed to a similar degree as fixated words during novel word acquisition.
  • Increased skipping with exposure suggests efficient processing and learning of unfamiliar words.
  • A cautious skipping strategy may be employed for novel word learning compared to known words.