Plaut and Booth developed a distributed connectionist model of written word comprehension and evaluated it against empirical findings on individual and developmental differences in semantic priming in visual lexical decision. Borowsky and Besner raised a number of challenges for this model. First, the model was not shown to be capable of…

Adults learned the meanings of rare words (e.g., gloaming) and then made meaning judgments on pairs of words. The 1st word was a trained rare word, an untrained rare word, or an untrained familiar word. Event-related potentials distinguished trained rare words from both untrained rare and familiar words, first at 140 ms and again at 400-600 ms…

Discussion of user problems with navigating large spaces in virtual information environments focuses on a top-down application of semantic knowledge by the user from experiences within the sociocognitive context of information production and consumption. Considers individual differences in studies of interaction; spatial and semantic cues; and…

This article begins with a section that describes cooperative learning and explains eight cooperative learning principles. The second section discusses the interface between cooperative learning and language pedagogy. Next is a section about the why and how of reading aloud by teachers. The heart of the article resides in the last and longest…