Results for 'reading words'

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  1. (2 other versions)Reading Words Hurts: The impact of pain sensitivity on people’s ratings of pain-related words.Erica Cosentino, Markus Werning & Kevin Reuter - 2015 - In D. C. Noelle, R. Dale, Anne Warlaumont, Jeffrey Yoshimi, T. Matlock, C. D. Jennings & P. P. Maglio, Proceedings of the 37th Annual Conference of the Cognitive Science Society. Cognitive Science Society. pp. 453-458.
    This study explores the relation between pain sensitivity and the cognitive processing of words. 130 participants evaluated the pain-relatedness of a total of 600 two-syllabic nouns, and subsequently reported on their own pain sensitivity. The results demonstrate that pain-sensitive people (based on their self-report) associate words more strongly with pain than less sensitive people. In particular, concrete nouns like syringe, wound, knife, and cactus, are considered to be more pain-related for those who are more pain-sensitive. We discuss our (...)
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  2. On looking and reading: word and image, visual poetics, and comparative arts.M. G. Bal - 1989 - Semiotica 3:283-320.
     
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  3.  35
    Reading Words or Pictures: Eye Movement Patterns in Adults and Children Differ by Age Group and Receptive Language Ability.An Licong, Wang Yifang & Sun Yadong - 2017 - Frontiers in Psychology 8.
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  4. Reading words aloud-a mega study.M. S. Seidenberg & G. S. Waters - 1989 - Bulletin of the Psychonomic Society 27 (6):489-489.
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  5. Practices Without Foundations? Sceptical Readings of Wittgenstein and Goodman: An Investigation Into the Description and Justification of Induction and Meaning at the Intersection of Kripke's "Wittgenstein on Rules and Private Language" and Goodman's "Fact, Fiction and Forecast".Rupert J. Read - 1995 - Dissertation, Rutgers the State University of New Jersey - New Brunswick
    'Practices without foundations' is, in genesis and in effect, a discussion of the following quotation , which serves therefore as an epigraph to it: ;Nelson Goodman's discussion of the 'new riddle of induction' ... deserves comparison with Wittgenstein's work. Indeed ... the basic strategy of Goodman's treatment of the 'new riddle' is strikingly close to Wittgenstein's sceptical arguments .... Although our paradigm of Wittgenstein's problem was formulated for a mathematical problem it ... is completely general and can be applied to (...)
     
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  6.  52
    What 'there can be no such thing as meaning anything by any word' could possibly mean.Rupert Read - 2000 - In Alice Crary & Rupert J. Read, The New Wittgenstein. New York: Routledge.
  7.  21
    Rhyme and Word Placement in Storybooks Support High-Level Verb Mapping in 3- to 5-Year-Olds.Kirsten Read & Jacqueline Quirke - 2018 - Frontiers in Psychology 9.
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  8. Causality, Criticality, and Reading Words: Distinct Sources of Fractal Scaling in Behavioral Sequences.Fermín Moscoso del Prado Martín - 2011 - Cognitive Science 35 (5):785-837.
    The finding of fractal scaling (FS) in behavioral sequences has raised a debate on whether FS is a pervasive property of the cognitive system or is the result of specific processes. Inferences about the origins of properties in time sequences are causal. That is, as opposed to correlational inferences reflecting instantaneous symmetrical relations, causal inferences concern asymmetric relations lagged in time. Here, I integrate Granger-causality with inferences about FS. Four simulations illustrate that causal analyses can isolate distinct FS sources, whereas (...)
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  9.  64
    Wittgenstein and the Illusion of ‘Progress’: On Real Politics and Real Philosophy in a World of Technocracy.Rupert Read - 2016 - Royal Institute of Philosophy Supplement 78:265-284.
    ‘You can’t stop progress’, we are endlessly told. But what is meant by “progress”? What is “progress” toward? We are rarely told. Human flourishing? And a culture? That would be a good start – but rarely seems a criterion for ‘progress’. Rather, ‘progress’ is simply a process, that we are not allowed, apparently, to stop. Or rather: it would be futile to seek to stop it. So that we are seemingly-deliberately demoralised into giving up even trying.Questioning the myth of ‘progress’, (...)
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  10. Completeness and categoricity: Frege, gödel and model theory.Stephen Read - 1997 - History and Philosophy of Logic 18 (2):79-93.
    Frege’s project has been characterized as an attempt to formulate a complete system of logic adequate to characterize mathematical theories such as arithmetic and set theory. As such, it was seen to fail by Gödel’s incompleteness theorem of 1931. It is argued, however, that this is to impose a later interpretation on the word ‘complete’ it is clear from Dedekind’s writings that at least as good as interpretation of completeness is categoricity. Whereas few interesting first-order mathematical theories are categorical or (...)
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  11. Wittgenstein among the sciences: Wittgensteinian investigations into the "scientific method".Rupert J. Read - 2011 - Burlington, VT: Ashgate. Edited by Simon Summers.
    Engaging with the question of the extent to which the so-called human, economic or social sciences are actually sciences, this book moves away from the search for a criterion or definition that will allow us to sharply distinguish the scientific from the non-scientific. Instead, the book favours the pursuit of clarity with regard to the various enterprises undertaken by human beings, with a view to dissolving the felt need for such a demarcation. In other words, Read pursues a ‘therapeutic’ (...)
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  12.  61
    Kripke’s Hume.Rupert Read - 2003 - Graduate Faculty Philosophy Journal 24 (1):103-121.
    The purpose of this paper is to consider whether or not Kripke’s ‘Wittgensteinian’ invocation of “assertibility conditions” and “the community” is a skeptical solution. In other words, this paper relates Kripke’s famous and major book, Wittgenstein on Rules and Private Language, to the key background text for his work—the corpus that forms the backdrop even to his most unusual reading of Wittgenstein: Hume’s works. Through questions of influence and of Kripke’s use of particular terms, the analysis is largely (...)
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  13.  30
    Paul of Venice: Logica Magna: The Treatise on Insolubles.Stephen Read & Barbara Bartocci - 2022 - Bristol. CT: Peeters. Edited by Stephen Read, Barbara Bartocci & Paolo.
    Paul of Venice joined the Austin Friars at an early age and was sent by them from Padua to study at Oxford in 1390. When he returned, full of ideas and laden with books, he began his prodigious writing career with several books on logic, including the Logica Magna, which runs to some half a million words. The current volume contains the final treatise, on insolubles - that is, logical paradoxes. After surveying fifteen previous solutions, Paul develops his own, (...)
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  14. Is ‘what is time?’ A good question to ask?Rupert Read - 2002 - Philosophy 77 (2):193-210.
    Dummett in his recent paper in Philosophy replies in the negative to the question, “Is time a continuum of instants?” But Dummett seems to think that this negative reply entails giving an alternative theoretical account; he nowhere canvasses the possibility that there is something amiss with the question. In other words, Dummett thinks that he still has to reply to the question, “What (then) is time?” I offer no answer whatsover to such ‘questions’. Rather, I ask what it could (...)
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  15.  69
    What does ‘signify’ signify?: A response to Gillett.Rupert Read - 2001 - Philosophical Psychology 14 (4):499-514.
    Gillett argues that there are unexpected confluences between the tradition of Frege and Wittgenstein and that of Freud and Lacan. I counter that that the substance of the exegeses of Frege and Wittgenstein in Gillett's paper are flawed, and that these mistakes in turn tellingly point to unclarities in the Lacanian picture of language, unclarities left unresolved by Gillett. Lacan on language is simply a kind of enlarged/distorted mirror image of the Anglo-American psychosemanticists: where they emphasize information and representation, he (...)
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  16.  40
    How Priming Affects Two Speeded Implicit Tests of Remembering: Naming Colors versus Reading Words.Colin M. MacLeod - 1995 - Consciousness and Cognition 5 (1-2):73-90.
    Three experiments investigated two timed implicit tests of memory—word reading and color naming. Using the study–test procedure, Experiments 1 and 2 showed that studied words caused reliable facilitation in word reading but no interference in color naming relative to unstudied words. Indeed, there was a small amount of facilitation in color naming as well. Experiment 3 further explored the color naming task by alternating shorter study and test intervals and adding control trials consisting of letter strings. (...)
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  17. Effects of Reading Proficiency and of Base and Whole-Word Frequency on Reading Noun- and Verb-Derived Words: An Eye-Tracking Study in Italian Primary School Children.Daniela Traficante, Marco Marelli & Claudio Luzzatti - 2018 - Frontiers in Psychology 9.
    The aim of this study is to assess the role of readers’ proficiency and of the base-word distributional properties on eye-movement behavior. Sixty-two typically developing children, attending 3rd, 4th, and 5th grade, were asked to read derived words in a sentence context. Target words were nouns derived from noun bases (e.g., umorista, ‘humorist’), which in Italian are shared by few derived words, and nouns derived from verb bases (e.g., punizione, ‘punishment’), which are shared by about 50 different (...)
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  18.  8
    Experimental Researches.Gerhard Adler, Michael Fordham & Herbert Read (eds.) - 1956 - Routledge.
    After joining the staff of the Burgholzli Mental Hospital in 1900, Jung developed and applied the word-association tests for studying normal and abnormal psychology. The studies have remained a significant phase in the development of Jung's conceptions and an important contribution to diagnostic psychology and psychiatry. Between 1904 and 1907 he published nine studies on the tests. These studies, together with two lectures on the association method given in 1909 at Clark University and three articles on psychophysical researches from American (...)
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  19.  25
    Word reading skills in autism spectrum disorder: A systematic review.Ana Paula Vale, Carina Fernandes & Susana Cardoso - 2022 - Frontiers in Psychology 13.
    A growing body of research suggests that children with autism spectrum disorder are at risk of reading and learning difficulties. However, there is mixed evidence on their weaknesses in different reading components, and little is known about how reading skills characterize in ASD. Thereby, the current study aimed to systematically review the research investigating this function in children with ASD. To this purpose, we reviewed 24 studies that compared children with ASD and children with typical development in (...)
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  20.  37
    Learning Words Via Reading: Contextual Diversity, Spacing, and Retrieval Effects in Adults.Ascensión Pagán & Kate Nation - 2019 - Cognitive Science 43 (1):e12705.
    We examined whether variations in contextual diversity, spacing, and retrieval practice influenced how well adults learned new words from reading experience. Eye movements were recorded as adults read novel words embedded in sentences. In the learning phase, unfamiliar words were presented either in the same sentence repeated four times (same context) or in four different sentences (diverse context). Spacing was manipulated by presenting the sentences under distributed or non‐distributed practice. After learning, half of the participants were (...)
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  21.  69
    Words of power: a feminist reading of the history of logic.Andrea Nye - 1990 - New York: Routledge.
    Is logic masculine? Is women's lack of interest in the "hard core" philosophical disciplines of formal logic and semantics symptomatic of an inadequacy linked to sex? Is the failure of women to excel in pure mathematics and mathematical science a function of their inability to think rationally? Andrea Nye undermines the assumptions that inform these questions, assumptions such as: logic is unitary, logic is independenet of concrete human relations, and logic transcends historical circumstances as well as gender. In a series (...)
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  22.  17
    Word’s Contextual Predictability and Its Character Frequency Effects in Chinese Reading: Evidence From Eye Movements.Zhifang Liu, Xuanwen Liu, Wen Tong & Fuyin Fu - 2020 - Frontiers in Psychology 11.
    With two eye movements tracking experiments, present study sought to establish whether predictability of target words facilitate characters processing in Chinese reading. Target Words embedded in sentences in both experiments were composed by 2 Chinese characters. Predictability of target words were manipulated in both experiments, beyond that, frequency of targets' first characters were manipulated in Experiment 1, frequency of targets' second characters were manipulated in Experiment 2. Pervasive predictability effects were observed on almost all of eye (...)
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  23.  18
    Reading Derived Words by Italian Children With and Without Dyslexia: The Effect of Root Length.Cristina Burani, Stefania Marcolini, Daniela Traficante & Pierluigi Zoccolotti - 2018 - Frontiers in Psychology 9.
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  24.  15
    Reading Accuracy as a Function of Teaching Strategy, Personality and Word Complexity in Seven‐year‐old Children.R. Riding & E. Rigby Smith - 1984 - Educational Studies 10 (3):263-272.
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  25.  18
    Reading the word should be connected with reading the world: a lesson from Wordsworth and Hardy.Wenjuan Chen * - 2005 - Educational Studies 31 (1):95-101.
    Today's educational environment forms the stage for a host of debates, many of which centre on the use of standardized assessment in the classroom. With this push towards standardization, less time is being devoted to incorporating ?experiential? knowledge, or that knowledge which comes from hands?on, travel, natural and other worldly experiences, into the learning environment. William Wordsworth and Thomas Hardy, two somewhat unlikely sources of educational insight, do have a pertinent message to add to this ongoing educational discussion. The two (...)
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  26. Word selection in reading sentences-preceding versus following context.Mc Potter - 1990 - Bulletin of the Psychonomic Society 28 (6):480-480.
     
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  27. Word Reading.Marie-Josephe Tainturier - 2001 - In Brenda Rapp, The Handbook of Cognitive Neuropsychology: What Deficits Reveal About the Human Mind. Psychology Press/Taylor & Francis. pp. 233.
     
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  28.  21
    Reading Accuracy as a Function of Teaching Strategy, Personality and Word Complexity in Seven‐year‐old Children.R. J. Riding & E. M. Rigby Smith - 1984 - Educational Studies 10 (3):263-272.
    (1984). Reading Accuracy as a Function of Teaching Strategy, Personality and Word Complexity in Seven‐year‐old Children. Educational Studies: Vol. 10, No. 3, pp. 263-272.
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  29.  12
    Word- and Text-Level Processes Contributing to Fluent Reading of Word Lists and Sentences.Sietske van Viersen, Athanassios Protopapas & Peter F. de Jong - 2022 - Frontiers in Psychology 12.
    In this study, we investigated how word- and text-level processes contribute to different types of reading fluency measures. We aimed to increase our understanding of the underlying processes necessary for fluent reading. The sample included 73 Dutch Grade 3 children, who were assessed on serial word reading rate, word-list reading fluency, and sentence reading fluency. Word-level processes were individual word recognition speed and sequential processing efficiency. Text-level processes were receptive vocabulary and syntactic skills. The results (...)
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  30.  28
    Before words: reading western astronomical texts in early nineteenth-century Japan.Yulia Frumer - 2016 - Annals of Science 73 (2):170-194.
    SUMMARYIn 1803, the most prominent Japanese astronomer of his time, Takahashi Yoshitoki, received a newly imported Dutch translation of J. J. Lalande's ‘Astronomie’. He could not read Dutch, yet he dedicated almost a year to a close examination of this massive work, taking notes and contemplating his own astronomical practices. How did he read a book he could not read? Following the clues Yoshitoki left in his notes, we discover that he found meanings not only in words, but also (...)
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  31.  19
    A Rational Model of Word Skipping in Reading: Ideal Integration of Visual and Linguistic Information.Yunyan Duan & Klinton Bicknell - 2020 - Topics in Cognitive Science 12 (1):387-401.
    When we read, we do not fixate on each word! How does that work? By deep theory those sorts of decisions must be the result of complex decisions involving the specific “word,” the linguistic context in which it appears, and visual information. But is reading really all that difficult? After all, simple heuristics models of reading seem to do sort of okay by only considering the additive effects of word and context. Entropy measures do well at predicting word (...)
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  32.  18
    Word complexity modulates the divided-word effect during Chinese reading.Mingzhe Zhang, Xuejun Bai & Sainan Li - 2022 - Frontiers in Psychology 13.
    The present study examined the influence of word complexity on the divided-word effect. By manipulating presentation conditions and visual complexity, we found a significant divided-word effect that the reading times such as gaze duration and total reading time were significantly longer in the divided-word presentation condition than in both the line-final and line-initial presentation conditions. On the measure of total reading time, the marginally significant interaction between the divided-word versus line-final presentation comparison and complexity showed that the (...)
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  33. The words and worlds of literary narrative: the trade-off between verbal presence and direct presence in the activity of reading.Anezka Kuzmicova - 2013 - In Lars Bernaerts, Dirk De Geest, Luc Herman & Bart Vervaeck, Stories and Minds: Cognitive Approaches to Literary Narrative. University of Nebraska Press. pp. 191-231.
    This paper disputes the notion, endorsed by much of narrative theory, that the reading of literary narrative is functionally analogous to an act of communication, where communication stands for the transfer of thought and conceptual information. The paper offers a basic typology of the sensorimotor effects of reading, which fall outside such a narrowly communication-based model of literary narrative. A main typological distinction is drawn between those sensorimotor effects pertaining to the narrative qua verbal utterance (verbal presence) and (...)
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  34.  24
    Word shape, orthographic regularity, and contextual interactions in a reading task.Geoffrey Underwood & Katherine Bargh - 1982 - Cognition 12 (2):197-209.
  35.  32
    Word identification in reading and the promise of subsymbolic psycholinguistics.Guy C. Van Orden, Bruce F. Pennington & Gregory O. Stone - 1990 - Psychological Review 97 (4):488-522.
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  36.  6
    First words, last words: new theories for reading old texts in Sixteenth-Century India.Yigal Bronner - 2021 - New York: Oxford University Press. Edited by Lawrence J. McCrea.
    First Words, Last Words charts an intense "pamphlet war" that took place in sixteenth-century South India. The book explores this controversy as a case study in the dynamics of innovation in early modern India, a time of great intellectual innovation. This debate took place within the traditional discourses of Vedic Hermeneutics, or Mīmāṃsā, and its increasingly influential sibling discipline of Vedānta, and its proponents among the leading intellectuals and public figures of the period. At the heart of this (...)
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  37.  22
    The reading brain extracts syntactic information from multiple words within 50 milliseconds.Joshua Snell - 2024 - Cognition 242 (C):105664.
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  38.  48
    Visual word recognition and oculomotor control in reading.Lynn Huestegge, Jonathan Grainger & Ralph Radach - 2003 - Behavioral and Brain Sciences 26 (4):487-488.
    A central component in the E-Z Reader model is a two-stage word processing mechanism made responsible for both the triggering of eye movements and sequential shifts of attention. We point to problems with both the verbal description of this mechanism and its computational implementation in the simulation. As an alternative, we consider the use of a connectionist processing module in combination with a more indirect form of cognitive eye-movement control.
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  39.  38
    A Connectionist Approach to Word Reading and Acquired Dyslexia: Extension to Sequential Processing.David C. Plaut - 1999 - Cognitive Science 23 (4):543-568.
    A connectionist approach to word reading, based on the principles of distributed representation, graded learning of statistical structure, and interactivity in processing, has led to the development of explicit computational models which account for a wide range of data on normal skilled reading and on patterns of reading impairment due to brain damage. There have, however, been recent empirical challenges to these models, and the approach in general, relating to the influence of orthographic length on the naming (...)
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  40.  35
    How to Read How to Do Things with Words: On Sbisà’s Proof by Contradiction.Jeremy Wanderer & Leo Townsend - 2024 - Philosophia 52 (1):1-15.
    Midway through How to Do Things With Words, J.L. Austin’s announces a “fresh start” in his efforts to characterize the ways in which speech is action, and introduces a new conceptual framework from the one he has been using up to that point. Against a common reading that portrays this move as simply abandoning the framework so far developed, Marina Sbisà contends that the text takes the argumentative form of a proof by contradiction, such that the initial framework (...)
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  41.  62
    Word-Initial Letters Influence Fixation Durations during Fluent Reading.Christopher J. Hand, Patrick J. O’Donnell & Sara C. Sereno - 2012 - Frontiers in Psychology 3.
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  42.  33
    A Review of “Reading, Writing, and Rising Up: Teaching About Social Justice and the Power of the Written Word”. [REVIEW]Amy Darr-Elston - 2010 - Educational Studies: A Jrnl of the American Educ. Studies Assoc 46 (6):611-614.
    (2010). A Review of “Reading, Writing, and Rising Up: Teaching About Social Justice and the Power of the Written Word”. Educational Studies: Vol. 46, No. 6, pp. 611-614.
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  43.  41
    Explaining word recognition, reading, the universe, and beyond: A modest proposal.Jonathan Grainger & Thomas Hannagan - 2012 - Behavioral and Brain Sciences 35 (5):288-289.
    Frost proposes a new agenda for reading research, whereby cross-linguistic experiments would uncover linguistic universals to be integrated within a universal theory of reading. We reveal the dangers of following such a call, and demonstrate the superiority of the very approach that Frost condemns.
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  44.  30
    Word Problem Solving in Contemporary Math Education: A Plea for Reading Comprehension Skills Training.Anton J. H. Boonen, Björn B. de Koning, Jelle Jolles & Menno van der Schoot - 2016 - Frontiers in Psychology 7.
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  45.  45
    Reading spoken words: Orthographic effects in auditory priming.Céline Chéreau, M. Gareth Gaskell & Nicolas Dumay - 2007 - Cognition 102 (3):341-360.
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  46. Space between Words: The Origins of Silent Reading. By Paul Saenger.M. Lyons - 2001 - The European Legacy 6 (5):678-678.
     
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  47.  28
    Experiencing the Word of God: Reading as Wrestling.David Worsley - 2017 - TheoLogica: An International Journal for Philosophy of Religion and Philosophical Theology 1 (1):78-93.
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  48.  33
    Music reading expertise modulates hemispheric lateralization in English word processing but not in Chinese character processing.Sara Tze Kwan Li & Janet Hui-wen Hsiao - 2018 - Cognition 176 (C):159-173.
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  49.  21
    Wrestling with a Wounding Word: Reading the Disjointed Lines of African American Spirituality.Willie James Jennings - 1997 - Modern Theology 13 (1):139-170.
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  50.  21
    Don’t take students’ word for what they do while reading.Sandra J. Phifer & John A. Glover - 1982 - Bulletin of the Psychonomic Society 19 (4):194-196.
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