Ram Frost
Biographic Data
| ID | 3602536 |
|---|---|
| NAME | Ram Frost |
| GIVEN NAMES | Ram |
| FAMILY NAME | Frost |
| SIGNATURE | FROST R |
| AFFILIATIONS | Hebrew University of Jerusalem |
| ORCID | 0000-0002-5625-0813 |
| VERIFIED | Yes |
| TOTAL WORKS | 17 |
| TOTAL CITATIONS | 48 |
| AUTHOR COUNT | 17 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1992 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 3 |
Statistical learning performance is impacted by a previous learning experience: A predictive eye-movement study
Statistical learning (SL), the ability to extract recurrent patterns from sensory input, plays an important role in a range of cognitive functions. While much research has studied SL in stable artificial environments, natural inputs are rarely fixed: regularities are often probabilistic and continuously changing. A key question, therefore, is how SL unfolds under such conditions and to what extent it is shaped by learners' previous experiences. I…
Rethinking First Language-Second Language Similarities and Differences in English Proficiency: Insights From the ENglish Reading Online (Enro) Project
This article presents the ENglish Reading Online (ENRO) project that offers data on English reading and listening comprehension from 7,338 university-level advanced learners and native speakers of English representing 19 countries. The database also includes estimates of reading rate and seven component skills of English, including vocabulary, spelling, and grammar, as well as rich demographic and language background data. We first demonstrate hi…
Text reading in English as a second language: Evidence from the Multilingual Eye-Movements Corpus
Research into second language (L2) reading is an exponentially growing field. Yet, it still has a relatively short supply of comparable, ecologically valid data from readers representing a variety of first languages (L1). This article addresses this need by presenting a new data resource called MECO L2 (Multilingual Eye Movements Corpus), a rich behavioral eye-tracking record of text reading in English as an L2 among 543 university student speake…
Individual Differences in L2 Literacy Acquisition: Predicting Reading Skill From Sensitivity to Regularities Between Orthography, Phonology, and Semantics
Statistical learning (SL) approaches to reading maintain that proficient reading requires assimilation of rich statistical regularities in the writing system. Reading skills in developing first-language readers are predicted by individual differences in sensitivity to regularities in mappings from orthography to phonology (O-P) and semantics (O-S), where good readers rely more on O-P consistency, and less on O-S associations. However, how these r…
Statistical Learning and Language Impairments: Toward More Precise Theoretical Accounts
Statistical-learning (SL) theory offers an experience-based account of typical and atypical spoken and written language acquisition. Recent work has provided initial support for this view, tying individual differences in SL abilities to linguistic skills, including language impairments. In the current article, we provide a critical review of studies testing SL abilities in participants with and without developmental dyslexia and specific language…
Integrating statistical learning into cognitive science
Over the last two decades statistical learning (SL) has evolved into a key explanatory mechanism underlying the incidental learning of regularities across different domains of cognition, such as language, visual and auditory perception, and memory. Yet SL has mainly been investigated as an independent research area, separated from the primary study of the relevant cognitive domains. The aim of this special issue is to foster a bilateral integrati…
Statistical learning research: A critical review and possible new directions
Statistical learning (SL) is involved in a wide range of basic and higher-order cognitive functions and is taken to be an important building block of virtually all current theories of information processing. In the last 2 decades, a large and continuously growing research community has therefore focused on the ability to extract embedded patterns of regularity in time and space. This work has mostly focused on transitional probabilities, in visio…
Domain generality versus modality specificity: The paradox of statistical learning
Statistical learning as an individual ability: Theoretical perspectives and empirical evidence
Towards a universal model of reading
In the last decade, reading research has seen a paradigmatic shift. A new wave of computational models of orthographic processing that offer various forms of noisy position or context-sensitive coding have revolutionized the field of visual word recognition. The influx of such models stems mainly from consistent findings, coming mostly from European languages, regarding an apparent insensitivity of skilled readers to letter order. Underlying the …
Prevalence of Traumatic Brain Injury in Intimate Partner Violence Offenders Compared to the General Population: A Meta-Analysis
Intimate partner violence (IPV) is widespread. Several risk factors are associated with IPV perpetuation, including alcohol use and educational level. The aggression and violence associated with traumatic brain injury (TBI) suggest that brain trauma may also be a risk factor for IPV. To examine the association between TBI and IPV, the authors conducted a meta-analysis of peer-reviewed published studies reporting the prevalence of TBI in IPV perpe…
Two Routes to Grammatical Gender: Evidence from Hebrew
Toward a strong phonological theory of visual word recognition: True issues and false trails
A strong phonological theory of reading is proposed and discussed. The first claim of this article is that current debates on word recognition are often based on different axioms regarding the cognitive structures of the mental lexicon rather than conflicting empirical evidence. These axioms lead to different interpretations of the same data. It is argued that once the implicit axioms of competing theories in visual word recognition are explicate…
Semantic, Phonologic, and Morphologic Skills in Reading Disabled and Normal Children: Evidence from Perception and Production of Spoken Hebrew
Ilana Ben-Dror, Shlomo Bentin, Ram Frost, Semantic, Phonologic, and Morphologic Skills in Reading Disabled and Normal Children: Evidence from Perception and Production of Spoken Hebrew, Reading Research Quarterly, Vol. 30, No. 4 (Oct. - Nov. - Dec., 1995), pp. 876-893
Orthography, phonology, morphology, and meaning
Chapter 4 The Reading Process is Different for Different Orthographies: The Orthographic Depth Hypothesis
Orthography and phonology: The psychological reality of orthographic depth
Toward a strong phonological theory of visual word recognition: True issues and false trails
A strong phonological theory of reading is proposed and discussed. The first claim of this article is that current debates on word recognition are often based on different axioms regarding the cognitive structures of the mental lexicon rather than conflicting empirical evidence. These axioms lead to different interpretations of the same data. It is argued that once the implicit axioms of competing theories in visual word recognition are explicate…
Two Routes to Grammatical Gender: Evidence from Hebrew
Semantic, Phonologic, and Morphologic Skills in Reading Disabled and Normal Children: Evidence from Perception and Production of Spoken Hebrew
Ilana Ben-Dror, Shlomo Bentin, Ram Frost, Semantic, Phonologic, and Morphologic Skills in Reading Disabled and Normal Children: Evidence from Perception and Production of Spoken Hebrew, Reading Research Quarterly, Vol. 30, No. 4 (Oct. - Nov. - Dec., 1995), pp. 876-893
Rethinking First Language-Second Language Similarities and Differences in English Proficiency: Insights From the ENglish Reading Online (Enro) Project
This article presents the ENglish Reading Online (ENRO) project that offers data on English reading and listening comprehension from 7,338 university-level advanced learners and native speakers of English representing 19 countries. The database also includes estimates of reading rate and seven component skills of English, including vocabulary, spelling, and grammar, as well as rich demographic and language background data. We first demonstrate hi…
Orthography, phonology, morphology, and meaning
Chapter 4 The Reading Process is Different for Different Orthographies: The Orthographic Depth Hypothesis
Orthography and phonology: The psychological reality of orthographic depth
Semantic, Phonologic, and Morphologic Skills in Reading Disabled and Normal Children: Evidence from Perception and Production of Spoken Hebrew
Ilana Ben-Dror, Shlomo Bentin, Ram Frost, Semantic, Phonologic, and Morphologic Skills in Reading Disabled and Normal Children: Evidence from Perception and Production of Spoken Hebrew, Reading Research Quarterly, Vol. 30, No. 4 (Oct. - Nov. - Dec., 1995), pp. 876-893
Toward a strong phonological theory of visual word recognition: True issues and false trails
A strong phonological theory of reading is proposed and discussed. The first claim of this article is that current debates on word recognition are often based on different axioms regarding the cognitive structures of the mental lexicon rather than conflicting empirical evidence. These axioms lead to different interpretations of the same data. It is argued that once the implicit axioms of competing theories in visual word recognition are explicate…
Two Routes to Grammatical Gender: Evidence from Hebrew
Towards a universal model of reading
In the last decade, reading research has seen a paradigmatic shift. A new wave of computational models of orthographic processing that offer various forms of noisy position or context-sensitive coding have revolutionized the field of visual word recognition. The influx of such models stems mainly from consistent findings, coming mostly from European languages, regarding an apparent insensitivity of skilled readers to letter order. Underlying the …
Prevalence of Traumatic Brain Injury in Intimate Partner Violence Offenders Compared to the General Population: A Meta-Analysis
Intimate partner violence (IPV) is widespread. Several risk factors are associated with IPV perpetuation, including alcohol use and educational level. The aggression and violence associated with traumatic brain injury (TBI) suggest that brain trauma may also be a risk factor for IPV. To examine the association between TBI and IPV, the authors conducted a meta-analysis of peer-reviewed published studies reporting the prevalence of TBI in IPV perpe…
Domain generality versus modality specificity: The paradox of statistical learning
Statistical learning as an individual ability: Theoretical perspectives and empirical evidence
Statistical learning research: A critical review and possible new directions
Statistical learning (SL) is involved in a wide range of basic and higher-order cognitive functions and is taken to be an important building block of virtually all current theories of information processing. In the last 2 decades, a large and continuously growing research community has therefore focused on the ability to extract embedded patterns of regularity in time and space. This work has mostly focused on transitional probabilities, in visio…
Integrating statistical learning into cognitive science
Over the last two decades statistical learning (SL) has evolved into a key explanatory mechanism underlying the incidental learning of regularities across different domains of cognition, such as language, visual and auditory perception, and memory. Yet SL has mainly been investigated as an independent research area, separated from the primary study of the relevant cognitive domains. The aim of this special issue is to foster a bilateral integrati…
Statistical Learning and Language Impairments: Toward More Precise Theoretical Accounts
Statistical-learning (SL) theory offers an experience-based account of typical and atypical spoken and written language acquisition. Recent work has provided initial support for this view, tying individual differences in SL abilities to linguistic skills, including language impairments. In the current article, we provide a critical review of studies testing SL abilities in participants with and without developmental dyslexia and specific language…
Individual Differences in L2 Literacy Acquisition: Predicting Reading Skill From Sensitivity to Regularities Between Orthography, Phonology, and Semantics
Statistical learning (SL) approaches to reading maintain that proficient reading requires assimilation of rich statistical regularities in the writing system. Reading skills in developing first-language readers are predicted by individual differences in sensitivity to regularities in mappings from orthography to phonology (O-P) and semantics (O-S), where good readers rely more on O-P consistency, and less on O-S associations. However, how these r…
Text reading in English as a second language: Evidence from the Multilingual Eye-Movements Corpus
Research into second language (L2) reading is an exponentially growing field. Yet, it still has a relatively short supply of comparable, ecologically valid data from readers representing a variety of first languages (L1). This article addresses this need by presenting a new data resource called MECO L2 (Multilingual Eye Movements Corpus), a rich behavioral eye-tracking record of text reading in English as an L2 among 543 university student speake…
Rethinking First Language-Second Language Similarities and Differences in English Proficiency: Insights From the ENglish Reading Online (Enro) Project
This article presents the ENglish Reading Online (ENRO) project that offers data on English reading and listening comprehension from 7,338 university-level advanced learners and native speakers of English representing 19 countries. The database also includes estimates of reading rate and seven component skills of English, including vocabulary, spelling, and grammar, as well as rich demographic and language background data. We first demonstrate hi…
Statistical learning performance is impacted by a previous learning experience: A predictive eye-movement study
Statistical learning (SL), the ability to extract recurrent patterns from sensory input, plays an important role in a range of cognitive functions. While much research has studied SL in stable artificial environments, natural inputs are rarely fixed: regularities are often probabilistic and continuously changing. A key question, therefore, is how SL unfolds under such conditions and to what extent it is shaped by learners' previous experiences. I…
Psychology (14 works) · Linguistics (13 works) · Cognitive psychology (11 works) · Reading and Literacy Development (9 works) · Computer Science (8 works) · Reading (process) (7 works) · Cognition (6 works) · Phonology (6 works) · Neurobiology of Language and Bilingualism (5 works) · Philosophy (5 works)