How does the meaning of a word affect how quickly we can recognize it? Accounts of visual word recognition allow semantic information to facilitate performance but have neglected the role of modality-specific perceptual attention in activating meaning. We predicted that modality-specific semantic information would differentially facilitate lexical decision and reading aloud, depending on how pe...

PURPOSE To compare word generation tasks performed silently and aloud as paradigms for functional MR. METHODS Images were obtained at 1.5 T, with echoplanar acquisition in nine subjects performing word generation aloud or silently. Functional images created from the echoplanar images by means of cross-correlation techniques were superimposed on anatomic reference images. The location of activ...

Theories of reading aloud are silent about the role of subphonemic/subsegmental representations in translating print to sound. However, there is empirical evidence suggesting that feature representations are activated in speech production and visual word recognition. In the present study, we sought to determine whether masked primes activate feature representations in reading aloud using a vari...

Think aloud protocols are widely applied in user experience studies. In this paper, the effect of two different applications of the Retrospective Think Aloud (RTA) protocol on the number of user-reported usability issues is examined. To this end, 30 users were asked to use the National Cadastre and Mapping Agency web application and complete a set of tasks, such as measuring the land area of a ...

This paper describes a comparative study of three usability test approaches: concurrent thinkaloud protocols, retrospective think-aloud protocols, and constructive interaction. These three methods were compared by means of an evaluation of an online library catalogue, which involved four points of comparison: number and type of usability problems detected; relevance of the problems detected; ov...

Abstract The concept of historical significance is seen as a key reasoning. Assigning based on criteria and related to the identity who assigns significance. However, little known about reasoning-, reading-, writing processes when students attribute aim this study investigate how experienced history teachers with master’s degree reason, read, write while thinking aloud. We analyzed think-aloud ...