caa a22 4500 469066938 CHVBK 20180323132911.0 cr unu---uuuuu 170328e19920301xx s 000 0 eng 10.1007/BF01027072 doi (NATIONALLICENCE)springer-10.1007/BF01027072 Assessing the importance of subvocalization during normal silent reading [Elektronische Daten] [Meredyth Daneman, Margaret Newson] A concurrent speaking paradigm was used to assess the importance of subvocalization during the reading of lengthy natural prose passages. Experiment 1 showed that having subjects count aloud while reading interfered with their comprehension and recall of the text's details as well as its gist, but did not affect the durability of the memory trace. Experiment 2 replicated these findings and established the validity of using concurrent speaking as a technique to interfere with speech-specific processes during silent reading. By pitting concurrent speaking against a nonverbal concurrent task, Experiment 2 provided evidence that its detrimental effect on comprehension was due to a competition for speech-related resources rather than a general competition for cognitive resources. Interfering with speech recoding during silent reading led to an average decrement of 10-12% in comprehension performance. However, Experiment 2 also showed that there were substantial individual differences in the magnitude of the speech interference effect and that these differences were systematically related to subjective reports about the concurrent speaking manipulation. Kluwer Academic Publishers, 1992 Articulatory suppression nationallicence Comprehension nationallicence Reading nationallicence Subvocalization nationallicence Working memory nationallicence Daneman Meredyth Department of Psychology, Erindale College, University of Toronto, L5L 1C6, Mississauga, Ont., Canada aut Newson Margaret Department of Psychology, Erindale College, University of Toronto, L5L 1C6, Mississauga, Ont., Canada aut Reading and Writing Kluwer Academic Publishers 4/1(1992-03-01), 55-77 0922-4777 4:1<55 1992 4 11145 https://doi.org/10.1007/BF01027072 text/html Onlinezugriff via DOI 1 research-article jats NATIONALLICENCE 856 40 https://doi.org/10.1007/BF01027072 text/html Onlinezugriff via DOI NATIONALLICENCE 700 1- Daneman Meredyth Department of Psychology, Erindale College, University of Toronto, L5L 1C6, Mississauga, Ont., Canada aut NATIONALLICENCE 700 1- Newson Margaret Department of Psychology, Erindale College, University of Toronto, L5L 1C6, Mississauga, Ont., Canada aut NATIONALLICENCE 773 0- Reading and Writing Kluwer Academic Publishers 4/1(1992-03-01), 55-77 0922-4777 4:1<55 1992 4 11145 Metadata rights reserved Springer special CC-BY-NC licence nationallicence BK010053 XK010053 XK010000 NATIONALLICENCE NATIONALLICENCE NL-springer