Lane, Louise (2008) The Word-Length Effect, Interrupted Reading, and Comprehension. Honours thesis, University of Southern Queensland. (Unpublished)
Abstract
The current study investigated the word-length effect (WLE) in the context of an Interrupted Reading Task (IRT) that seemingly offered no opportunity for rehearsal. Visually presented passages of prose interrupted at critical sentences containing either short (one syllable) or long (two or more syllables) words were presented to 28 participants over two experiments. The variables of number of correct words output and the time of output in seconds and milliseconds were measured in the IRT. A clear WLE was found in both experiments. The average output times for long and short word sentences were not statistically different. The average output time across both word lengths (1.27 seconds for Experiment 1, and 1.28 seconds for Experiment 2) was below the proposed capacity of the phonological loop. The mean number of words output across both word lengths (3.03 for Experiment 1 and 3.33 for Experiment 2) was consistent with Cowan’s embedded processes model (EPM) of working memory, and this model was suggested as the most likely explanation for the findings of the current study. Comprehension of the passages prior to the interruption point, and relating to the critical sentence during silent and oral reading conditions was also investigated. Mean comprehension scores prior to the interruption point resulted in inconsistent findings across the two experiments. Mean comprehension scores of the critical sentences showed consistently better comprehension of short words than long words. Results of aloud versus silent presentation of the critical sentence indicated no statistical difference in mean comprehension scores. A number of limitations in the current study indicated that the comprehension results may not be reliable.
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| Item Type: | Thesis (Non-Research) (Honours) |
|---|---|
| Item Status: | Live Archive |
| Additional Information: | Current UniSQ staff and students can request access to this thesis. Please email research.repository@unisq.edu.au with a subject line of SEAR thesis request and provide: Name of the thesis requested and Your name and UniSQ email address |
| Faculty/School / Institute/Centre: | Historic - Faculty of Sciences - Department of Psychology (Up to 30 Jun 2013) |
| Supervisors: | Liam Hendry |
| Qualification: | Bachelor of Science (Honours) |
| Date Deposited: | 12 Nov 2025 23:25 |
| Last Modified: | 12 Nov 2025 23:25 |
| Fields of Research (2008): | 17 Psychology and Cognitive Sciences > 1799 Other Psychology and Cognitive Sciences > 179999 Psychology and Cognitive Sciences not elsewhere classified |
| Fields of Research (2020): | 52 PSYCHOLOGY > 5299 Other psychology > 529999 Other psychology not elsewhere classified |
| URI: | https://sear.unisq.edu.au/id/eprint/52487 |
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