Constructive interaction provides natural thinking-aloud as test subjects collaborate to solve tasks. Since children may face difficulties in following instructions for a standard think-aloud test, constructive interaction has been suggested as evaluation method when conducting usability testing with children. However, the relationship between thinkaloud and constructive interaction is still po...

In this paper, we investigate automatic language proficiency assessment from learners’ utterances generated through shadowing and reading aloud. By increasing the degrees of difficulty of learners’ tasks for each practice, we examine how the automatic scores, the conventional GOP and proposed F-GOP, change according to the cognitive loads posed on learners. We also investigate the effect and si...

When children learn to read, they almost invariably start with oral reading: reading the words and sentences out loud. Experiments have shown that when novices read text aloud, their comprehension is better then when reading in silence. This is attributed to the fact that reading aloud focuses the child’s attention to the text. We hypothesize that reading code aloud could support program compre...

OBJECTIVES To assess whether talking or reading (silently or aloud) could affect heart rate variability (HRV) and to what extent these changes require a simultaneous recording of respiratory activity to be correctly interpreted. BACKGROUND Sympathetic predominance in the power spectrum obtained from short- and long-term HRV recordings predicts a poor prognosis in a number of cardiac diseases....

Lambon Ralph, Sage, and Ellis (1996) described a patient, JO, who had impaired understanding of written words in the presence of normal comprehension of objects and spoken words.She was able to recognise letters and could differentiate written words from nonwords in lexical decision tasks. JO's ability to read aloud all types of words and nonwords was also intact. Although JO's understanding wi...

This study describes how intermediate-level first language English readers of Russian as a second language deploy lexical inferencing and other strategies when reading informational texts. Fifth-semester students of Russian performed think-alouds while reading two texts; one written for the general adult reader, and the other meant for school-age children. Reader think-alouds were transcribed a...

The present study investigated whether lexical frequency, a variable that is known to affect the time taken to utter a verbal response, may also influence articulation. Pairs of words that differed in terms of their relative frequency, but were matched on their onset, vowel, and number of phonemes (e.g., map vs. mat, where the former is more frequent than the latter) were used in a picture nami...

Undergraduates (n = 132) learned about the human respiratory system and then taught what they by explaining aloud on video. Following a 2 × design, students either generated their own words or visuals paper while aloud, viewed instructor-provided aloud. One week after teaching, completed explanation, drawing, transfer tests. Teaching with provided visualizations resulted in significantly higher...