Charles A Perfetti
Datos Biográficos
| ID | 738299 |
|---|---|
| NOMBRE | Charles A Perfetti |
| NOMBRES | Charles A |
| APELLIDO | Perfetti |
| FIRMA | PERFETTI C A |
| AFILIACIONES | University of Pittsburgh |
| VERIFICADO | No |
| TOTAL DE OBRAS | 31 |
| TOTAL DE CITAS | 94 |
| TOTAL COMO AUTOR | 31 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 1972 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2021 |
| ÍNDICE H | 5 |
Spelling Challenges in Hindi
Learning management system and course influences on student actions and learning experiences
Character and child factors contribute to character recognition development among good and poor Chinese readers from grade 1 to 6
Activation of L1 orthography in L2 word reading
When reading in a second language, a reader’s first language may be involved. For word reading, the question is how and at what level: lexical, pre-lexical, or both. In three experiments, we employed an implicit reading task (color judgment) and an explicit reading task (word naming) to test whether a Chinese meaning equivalent character and its sub-character orthography are activated when first language (L1) Chinese speakers read second language…
Reading, Writing, and Animation in Character Learning in Chinese as a Foreign Language
Previous studies suggest that writing helps reading development in Chinese in both first and second language settings by enabling higher‐quality orthographic representation of the characters. This study investigated the comparative effectiveness of reading, animation, and writing in developing foreign language learners' orthographic knowledge of Chinese and found that, for learners with existing orthographic knowledge, the three learning conditio…
Text-based Learning and Reasoning
History is both an academic discipline and a school subject. As a discipline, it fosters a systematic way of discovering and evaluating the events of the past. As a school subject, American history is a staple of middle grades and high school curricula in the United States. In higher education, it is part of the liberal arts education tradition. Its role in school learning provides a context for our approach to history as a topic of learning. In …
Learning a Tonal Language by Attending to the Tone
Learning the Chinese tone system is a major challenge to students of Chinese as a second or foreign language. Part of the problem is that the spoken Chinese syllable presents a complex perceptual input that overlaps tone with segments. This complexity can be addressed through directing attention to the critical features of a component (tone in this case) within a complex perceptual input stimulus. We tested hypotheses based on this feature-focusi…
Fluency Training in the ESL Classroom
The present study investigates the role of speech repetition in oral fluency development. Twenty-four students enrolled in English-as-a-second-language classes performed three training sessions in which they recorded three speeches, of 4, 3, and 2 min, respectively. Some students spoke about the same topic three times, whereas others spoke about three different topics. It was found that fluency improved for both groups during training but was mai…
The Acquisition of Reading Comprehension Skill
This chapter contains sections titled: Introduction: Simple Ideas about Reading Comprehension A Framework for Comprehension Higher-Level Factors in Comprehension The Linguistic-Conceptual Machinery for Comprehension Word Identification, Decoding, and Phonological Awareness Comprehension Instruction Conclusion: A More General View of Comprehension Development Note
Context Variation and Definitions in Learning the Meanings of Words
This article proposes an instance-based theoretical framework to account for the influence of both contexts and definitions on learning new word meanings and reports 2 studies that examine hypotheses about learning from context. One is that variation in contexts is important for allowing core meaning features of a word to emerge. The second is that definitions are effective because they can interact with contexts to communicate core meanings. Bot…
Age of acquisition effects in reading Chinese
Two experiments explored the locus of the age of acquisition (AoA) effects in the processing of Chinese characters and tested the arbitrary mapping hypothesis of AoA effects. In Experiment 1, AoA and predictability from orthography to pronunciation of Chinese characters were manipulated in a naming task. Results showed a larger AoA effect for characters from low‐predictive families than for characters from high‐predictive families. In Experiment …
The Lexical Constituency Model
The authors examine the implications of research on Chinese for theories of reading and propose the lexical constituency model as a general framework for word reading across writing systems. Word identities are defined by 3 interlinked constituents (orthographic, phonological, and semantic). The implemented model simulates the time course of graphic, phonological, and semantic priming effects, including immediate graphic facilitation followed by …
Reading depends on writing, in Chinese
Language development entails four fundamental and interactive abilities: listening, speaking, reading, and writing. Over the past four decades, a large body of evidence has indicated that reading acquisition is strongly associated with a child's listening skills, particularly the child's sensitivity to phonological structures of spoken language. Furthermore, it has been hypothesized that the close relationship between reading and listening is man…
Less skilled comprehenders’ ERPs show sluggish word-to-text integration processes
We examined the word-to-text integration processes of less skilled comprehenders using ERPs recorded during text reading. The first sentence of each text controlled the accessibility of an antecedent referent for a critical word, which was the first content word of the second sentence. In the explicit condition, the critical word had occurred in the first sentence; in the paraphrase condition, a word or phrase similar in meaning had occurred in t…
Differences between written and spoken input in learning new words
We taught adult learners the meanings of rare words to test hypotheses about modality effects in learning word forms. These hypotheses are that (1) written (orthographic) training leads to a better representation of word form than phonological training, that (2) recognition memory for a word is partly dependent upon congruence between training and testing modality (written vs. spoken) but that (3) skilled learners are less dependent on the episod…
Alphabetic and nonalphabetic L1 effects in English word identification
The Universal Grammar of Reading
Reading has universal properties that can be seen across the world's writing systems. The most important one is the universal language constraint: All writing systems represent spoken languages, a universal with consequences for reading processes. These consequences are seen most clearly at the broad principle level: the principle that reading universally requires the reader to make links to language at the phonological and morphemic levels. At t…
Quick, automatic, and general activation of orthographic and phonological representations in young readers
Second through 6th graders were presented with nonword primes (orthographic, pseudohomophone, and control) and target words displayed for durations (30 and 60 ms) that were brief enough to prevent complete processing. Word reading skills were assessed by 3 word and nonword naming tasks. Good readers exhibited more orthographic priming than poor readers at both durations and more pseudohomophone priming at the short duration only. This suggests th…
The limits of co‐occurrence
The development of new tools such as those described in the articles of this special issue marks an important advance in discourse research. These tools include ways to test competing models and ways to track very large language databases. The former aid the field's ability to demonstrate theoretical progress, and the latter can perform computations beyond what a human expert could do in a lifetime. There is a difference between tools and theory,…
Sentences, individual differences, and multiple texts
Three mini‐essays review the progress made on two traditional problems and one newer problem in discourse understanding. The first traditional problem is the relationship between individual sentences and discourses. The role of discourse factors on sentence comprehension has received continuing attention, whereas the complementary question of sentences’ contribution to discourse comprehension has been neglected. Recent work may have redressed thi…
A trading relationship between reading skill and domain knowledge in children's text comprehension
Although the concept of general reading skill has been assumed to be the primary contribution to comprehension, a demonstration that reading skill contributes to comprehension independent of domain knowledge has been lacking. This research investigates the relative contribution and trade‐off effects of children's knowledge and reading skill in text comprehension in a single study. Children in Grades 4 through 7, grouped as high or low reading ski…
Processing components of college‐level reading comprehension
The roles of basic reading processes and prior knowledge to comprehension of expository text were addressed in a study of college readers. According to their performance in the Nelson‐Denny Reading Comprehension Text, 34 college students were divided into groups of above‐average and average readers and had to complete tasks of word and pseudoword vocalization, sentence verification, probe discourse memory, text‐based word recognition and word pre…
Why inferences might be restricted
Inferences are both commonplace and elusive in reading. The key question is: What principles separate the commonplace from the elusive? Although those who argue for online goal‐directed inferences may be correct, the evidence in favor of such inferences is yet not substantial and is open to other interpretations. Higher level inferences may be restricted in part because, unlike syntactic processes, they do not operate in response to simple memory…
Phoneme-Specific Interference in Reading
Deborah McCutchen, Laura C. Bell, Ilene M. France, Charles A. Perfetti, Phoneme-Specific Interference in Reading: The Tongue-Twister Effect Revisited, Reading Research Quarterly, Vol. 26, No. 1 (Winter, 1991), pp. 87-103
Linguistic Complexity and Text Comprehension
Standard readability formulas are widely accepted as reliable means of determining text difficulty for readers. This book examines the shortcomings of these formulas, both for professionals who try to use these formulas to match texts with readers and for others who study how language is understood. Language comprehension experts in cognitive psychology, education, and linguistics present alternative viewpoints concerning the issue of effective r…
Context Variation and Definitions in Learning the Meanings of Words
This article proposes an instance-based theoretical framework to account for the influence of both contexts and definitions on learning new word meanings and reports 2 studies that examine hypotheses about learning from context. One is that variation in contexts is important for allowing core meaning features of a word to emerge. The second is that definitions are effective because they can interact with contexts to communicate core meanings. Bot…
Reading, Writing, and Animation in Character Learning in Chinese as a Foreign Language
Previous studies suggest that writing helps reading development in Chinese in both first and second language settings by enabling higher‐quality orthographic representation of the characters. This study investigated the comparative effectiveness of reading, animation, and writing in developing foreign language learners' orthographic knowledge of Chinese and found that, for learners with existing orthographic knowledge, the three learning conditio…
Fluency Training in the ESL Classroom
The present study investigates the role of speech repetition in oral fluency development. Twenty-four students enrolled in English-as-a-second-language classes performed three training sessions in which they recorded three speeches, of 4, 3, and 2 min, respectively. Some students spoke about the same topic three times, whereas others spoke about three different topics. It was found that fluency improved for both groups during training but was mai…
Interactive processes in reading comprehension∗
Comprehension during reading involves higher‐order processing of discourse structure and the reader's knowledge in interaction with lower‐level word coding processes. The interactions between these “top‐down” and “bottom‐up” processes must be taken into account in models of comprehension. The suggestion made in this paper is that word codingand sentence comprehension processes must execute fast enough to sustain active text memories. It is argued…
Processing components of college‐level reading comprehension
The roles of basic reading processes and prior knowledge to comprehension of expository text were addressed in a study of college readers. According to their performance in the Nelson‐Denny Reading Comprehension Text, 34 college students were divided into groups of above‐average and average readers and had to complete tasks of word and pseudoword vocalization, sentence verification, probe discourse memory, text‐based word recognition and word pre…
Sentences, individual differences, and multiple texts
Three mini‐essays review the progress made on two traditional problems and one newer problem in discourse understanding. The first traditional problem is the relationship between individual sentences and discourses. The role of discourse factors on sentence comprehension has received continuing attention, whereas the complementary question of sentences’ contribution to discourse comprehension has been neglected. Recent work may have redressed thi…
Quick, automatic, and general activation of orthographic and phonological representations in young readers
Second through 6th graders were presented with nonword primes (orthographic, pseudohomophone, and control) and target words displayed for durations (30 and 60 ms) that were brief enough to prevent complete processing. Word reading skills were assessed by 3 word and nonword naming tasks. Good readers exhibited more orthographic priming than poor readers at both durations and more pseudohomophone priming at the short duration only. This suggests th…
Why inferences might be restricted
Inferences are both commonplace and elusive in reading. The key question is: What principles separate the commonplace from the elusive? Although those who argue for online goal‐directed inferences may be correct, the evidence in favor of such inferences is yet not substantial and is open to other interpretations. Higher level inferences may be restricted in part because, unlike syntactic processes, they do not operate in response to simple memory…
Phoneme-Specific Interference in Reading
Deborah McCutchen, Laura C. Bell, Ilene M. France, Charles A. Perfetti, Phoneme-Specific Interference in Reading: The Tongue-Twister Effect Revisited, Reading Research Quarterly, Vol. 26, No. 1 (Winter, 1991), pp. 87-103
Discourse functions of thematization and topicalization
Psychosemantics
A trading relationship between reading skill and domain knowledge in children's text comprehension
Although the concept of general reading skill has been assumed to be the primary contribution to comprehension, a demonstration that reading skill contributes to comprehension independent of domain knowledge has been lacking. This research investigates the relative contribution and trade‐off effects of children's knowledge and reading skill in text comprehension in a single study. Children in Grades 4 through 7, grouped as high or low reading ski…
Reading Acquisition and beyond
Learning a Tonal Language by Attending to the Tone
Learning the Chinese tone system is a major challenge to students of Chinese as a second or foreign language. Part of the problem is that the spoken Chinese syllable presents a complex perceptual input that overlaps tone with segments. This complexity can be addressed through directing attention to the critical features of a component (tone in this case) within a complex perceptual input stimulus. We tested hypotheses based on this feature-focusi…
Activation of L1 orthography in L2 word reading
When reading in a second language, a reader’s first language may be involved. For word reading, the question is how and at what level: lexical, pre-lexical, or both. In three experiments, we employed an implicit reading task (color judgment) and an explicit reading task (word naming) to test whether a Chinese meaning equivalent character and its sub-character orthography are activated when first language (L1) Chinese speakers read second language…
The limits of co‐occurrence
The development of new tools such as those described in the articles of this special issue marks an important advance in discourse research. These tools include ways to test competing models and ways to track very large language databases. The former aid the field's ability to demonstrate theoretical progress, and the latter can perform computations beyond what a human expert could do in a lifetime. There is a difference between tools and theory,…
Psychosemantics
Discourse functions of thematization and topicalization
Interactive processes in reading comprehension∗
Comprehension during reading involves higher‐order processing of discourse structure and the reader's knowledge in interaction with lower‐level word coding processes. The interactions between these “top‐down” and “bottom‐up” processes must be taken into account in models of comprehension. The suggestion made in this paper is that word codingand sentence comprehension processes must execute fast enough to sustain active text memories. It is argued…
Effects of long-term vocabulary instruction on lexical access and reading comprehension.
Reading Acquisition and beyond
Reading Ability
Linguistic Complexity and Text Comprehension
Standard readability formulas are widely accepted as reliable means of determining text difficulty for readers. This book examines the shortcomings of these formulas, both for professionals who try to use these formulas to match texts with readers and for others who study how language is understood. Language comprehension experts in cognitive psychology, education, and linguistics present alternative viewpoints concerning the issue of effective r…
Phoneme-Specific Interference in Reading
Deborah McCutchen, Laura C. Bell, Ilene M. France, Charles A. Perfetti, Phoneme-Specific Interference in Reading: The Tongue-Twister Effect Revisited, Reading Research Quarterly, Vol. 26, No. 1 (Winter, 1991), pp. 87-103
Why inferences might be restricted
Inferences are both commonplace and elusive in reading. The key question is: What principles separate the commonplace from the elusive? Although those who argue for online goal‐directed inferences may be correct, the evidence in favor of such inferences is yet not substantial and is open to other interpretations. Higher level inferences may be restricted in part because, unlike syntactic processes, they do not operate in response to simple memory…
Processing components of college‐level reading comprehension
The roles of basic reading processes and prior knowledge to comprehension of expository text were addressed in a study of college readers. According to their performance in the Nelson‐Denny Reading Comprehension Text, 34 college students were divided into groups of above‐average and average readers and had to complete tasks of word and pseudoword vocalization, sentence verification, probe discourse memory, text‐based word recognition and word pre…
A trading relationship between reading skill and domain knowledge in children's text comprehension
Although the concept of general reading skill has been assumed to be the primary contribution to comprehension, a demonstration that reading skill contributes to comprehension independent of domain knowledge has been lacking. This research investigates the relative contribution and trade‐off effects of children's knowledge and reading skill in text comprehension in a single study. Children in Grades 4 through 7, grouped as high or low reading ski…
Sentences, individual differences, and multiple texts
Three mini‐essays review the progress made on two traditional problems and one newer problem in discourse understanding. The first traditional problem is the relationship between individual sentences and discourses. The role of discourse factors on sentence comprehension has received continuing attention, whereas the complementary question of sentences’ contribution to discourse comprehension has been neglected. Recent work may have redressed thi…
The limits of co‐occurrence
The development of new tools such as those described in the articles of this special issue marks an important advance in discourse research. These tools include ways to test competing models and ways to track very large language databases. The former aid the field's ability to demonstrate theoretical progress, and the latter can perform computations beyond what a human expert could do in a lifetime. There is a difference between tools and theory,…
Quick, automatic, and general activation of orthographic and phonological representations in young readers
Second through 6th graders were presented with nonword primes (orthographic, pseudohomophone, and control) and target words displayed for durations (30 and 60 ms) that were brief enough to prevent complete processing. Word reading skills were assessed by 3 word and nonword naming tasks. Good readers exhibited more orthographic priming than poor readers at both durations and more pseudohomophone priming at the short duration only. This suggests th…
Alphabetic and nonalphabetic L1 effects in English word identification
The Universal Grammar of Reading
Reading has universal properties that can be seen across the world's writing systems. The most important one is the universal language constraint: All writing systems represent spoken languages, a universal with consequences for reading processes. These consequences are seen most clearly at the broad principle level: the principle that reading universally requires the reader to make links to language at the phonological and morphemic levels. At t…
The Lexical Constituency Model
The authors examine the implications of research on Chinese for theories of reading and propose the lexical constituency model as a general framework for word reading across writing systems. Word identities are defined by 3 interlinked constituents (orthographic, phonological, and semantic). The implemented model simulates the time course of graphic, phonological, and semantic priming effects, including immediate graphic facilitation followed by …
Reading depends on writing, in Chinese
Language development entails four fundamental and interactive abilities: listening, speaking, reading, and writing. Over the past four decades, a large body of evidence has indicated that reading acquisition is strongly associated with a child's listening skills, particularly the child's sensitivity to phonological structures of spoken language. Furthermore, it has been hypothesized that the close relationship between reading and listening is man…
Less skilled comprehenders’ ERPs show sluggish word-to-text integration processes
We examined the word-to-text integration processes of less skilled comprehenders using ERPs recorded during text reading. The first sentence of each text controlled the accessibility of an antecedent referent for a critical word, which was the first content word of the second sentence. In the explicit condition, the critical word had occurred in the first sentence; in the paraphrase condition, a word or phrase similar in meaning had occurred in t…
Differences between written and spoken input in learning new words
We taught adult learners the meanings of rare words to test hypotheses about modality effects in learning word forms. These hypotheses are that (1) written (orthographic) training leads to a better representation of word form than phonological training, that (2) recognition memory for a word is partly dependent upon congruence between training and testing modality (written vs. spoken) but that (3) skilled learners are less dependent on the episod…
Age of acquisition effects in reading Chinese
Two experiments explored the locus of the age of acquisition (AoA) effects in the processing of Chinese characters and tested the arbitrary mapping hypothesis of AoA effects. In Experiment 1, AoA and predictability from orthography to pronunciation of Chinese characters were manipulated in a naming task. Results showed a larger AoA effect for characters from low‐predictive families than for characters from high‐predictive families. In Experiment …
The Acquisition of Reading Comprehension Skill
This chapter contains sections titled: Introduction: Simple Ideas about Reading Comprehension A Framework for Comprehension Higher-Level Factors in Comprehension The Linguistic-Conceptual Machinery for Comprehension Word Identification, Decoding, and Phonological Awareness Comprehension Instruction Conclusion: A More General View of Comprehension Development Note
Context Variation and Definitions in Learning the Meanings of Words
This article proposes an instance-based theoretical framework to account for the influence of both contexts and definitions on learning new word meanings and reports 2 studies that examine hypotheses about learning from context. One is that variation in contexts is important for allowing core meaning features of a word to emerge. The second is that definitions are effective because they can interact with contexts to communicate core meanings. Bot…
Learning a Tonal Language by Attending to the Tone
Learning the Chinese tone system is a major challenge to students of Chinese as a second or foreign language. Part of the problem is that the spoken Chinese syllable presents a complex perceptual input that overlaps tone with segments. This complexity can be addressed through directing attention to the critical features of a component (tone in this case) within a complex perceptual input stimulus. We tested hypotheses based on this feature-focusi…
Fluency Training in the ESL Classroom
The present study investigates the role of speech repetition in oral fluency development. Twenty-four students enrolled in English-as-a-second-language classes performed three training sessions in which they recorded three speeches, of 4, 3, and 2 min, respectively. Some students spoke about the same topic three times, whereas others spoke about three different topics. It was found that fluency improved for both groups during training but was mai…
Psychology (30 obras) · Linguistics (27 obras) · Computer Science (23 obras) · Reading and Literacy Development (22 obras) · Cognitive psychology (18 obras) · Artificial Intelligence (13 obras) · Neurobiology of Language and Bilingualism (13 obras) · Natural language processing (12 obras) · Cognition (10 obras) · Reading (process (9 obras)