Switching between reading tasks leads to phase-transitions in reading times in L1 and L2 readers

Reading research uses different tasks to investigate different levels of the reading process, such as word recognition, syntactic parsing, or semantic integration. It seems to be tacitly assumed that the underlying cogni
Reading research uses different tasks to investigate different levels of the reading process, such as word recognition, syntactic parsing, or semantic integration. It seems to be tacitly assumed that the underlying cognitive process that constitute reading are stable across those tasks. However, nothing is known about what happens when readers switch from one reading task to another. The stability assumptions of the reading process suggest that the cognitive system resolves this switching between two tasks quickly. Here, we present an alternative language-game hypothesis (LGH) of reading that begins by treating reading as a softly-assembled process and that assumes, instead of stability, context-sensitive flexibility of the reading process. LGH predicts that switching between two reading tasks leads to longer lasting phase-transition like patterns in the reading process. Using the nonlinear-dynamical tool of recurrence quantification analysis, we test these predictions by examining series of individual word reading times in self-paced reading tasks where native (L1) and second language readers (L2) transition between random word and ordered text reading tasks. We find consistent evidence for phase-transitions in the reading times when readers switch from ordered text to random-word reading, but we find mixed evidence when readers transition from random-word to ordered-text reading. In the latter case, L2 readers show moderately stronger signs for phase-transitions compared to L1 readers, suggesting that familiarity with a language influences whether and how such transitions occur. The results provide evidence for LGH and suggest that the cognitive processes underlying reading are not fully stable across tasks but exhibit soft-assembly in the interaction between task and reader characteristics.
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Metadaten
Author:Sebastian Wallot, Jun Taek Lee, Damian G. Kelty-Stephen
URN:urn:nbn:de:hebis:30:3-488498
DOI:http://dx.doi.org/10.1371/journal.pone.0211502
ISSN:1932-6203
Pubmed Id:http://www.ncbi.nlm.nih.gov/pubmed?term=30721245
Parent Title (English):PLoS one
Publisher:PLoS
Place of publication:Lawrence, Kan.
Contributor(s):Veronica Whitford
Document Type:Article
Language:English
Year of Completion:2019
Date of first Publication:2019/02/05
Publishing Institution:Universitätsbibliothek Johann Christian Senckenberg
Release Date:2019/02/07
Tag:Cognition; Cognitive linguistics; Dynamical systems; Language; Natural language; Psycholinguistics; Semantics; Syntax
Volume:14
Issue:(2): e0211502
Pagenumber:34
First Page:1
Last Page:34
Note:
Copyright: © 2019 Wallot et al. This is an open access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.
HeBIS PPN:446225649
Institutes:Psychologie
MPI für empirische Ästhetik
Dewey Decimal Classification:150 Psychologie
Sammlungen:Universitätspublikationen
Licence (German):License LogoCreative Commons - Namensnennung 4.0

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