Data

Independence of syntactic and phonological deficits in dyslexia

University of New England, Australia
Anton-Mendez, Ines
Viewed: [[ro.stat.viewed]] Cited: [[ro.stat.cited]] Accessed: [[ro.stat.accessed]]
ctx_ver=Z39.88-2004&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Adc&rfr_id=info%3Asid%2FANDS&rft_id=info:doi10.25952/5f727209e5d80&rft.title=Independence of syntactic and phonological deficits in dyslexia&rft.identifier=10.25952/5f727209e5d80&rft.publisher=University of New England&rft.description=The data are from an experiment addressing the question of whether dyslexic children suffer from syntactic deficits that are independent of limitations with phonological processing, and the possible effect of system overload on syntactic processing. The experiment consisted of presenting a complex Noun Phrase (e.g., the owner of the house) that served as a preamble for participants to make a full sentence (e.g., “the owner of the house is away”). The preamble could be presented either visually or aurally, and the number of the two nouns in the NP was systematically varied to create number matched or mismatched preambles (e.g., the owners of the house, or the owner of the houses). Additionally, the second noun could be either a low or high frequency noun. The experiment was implemented using EPrime v2. The excel file contains the merged output of EPrime, the transcribed elicited sentences, and the coding of responses in terms of their validity and type of error (the second tab in the excel file contains a coding key).&rft.creator=Anton-Mendez, Ines &rft.date=2019&rft_rights=Rights holder: Ines Anton-Mendez&rft_subject=Linguistic Processes (incl. Speech Production and Comprehension)&rft_subject=PSYCHOLOGY AND COGNITIVE SCIENCES&rft_subject=COGNITIVE SCIENCE&rft_subject=Expanding Knowledge in Psychology and Cognitive Sciences&rft_subject=EXPANDING KNOWLEDGE&rft_subject=EXPANDING KNOWLEDGE&rft_subject=Psycholinguistics (incl. speech production and comprehension)&rft_subject=Cognitive and computational psychology&rft_subject=PSYCHOLOGY&rft_subject=Expanding knowledge in psychology&rft_subject=Expanding knowledge&rft_subject=EXPANDING KNOWLEDGE&rft.type=dataset&rft.language=English Access the data
Cite Saved to MyRDA Save to MyRDA

Licence & Rights:

view details

Rights holder: Ines Anton-Mendez

Access:

Other view details

Mediated

Contact Information

iantonm2@une.edu.au

Full description

The data are from an experiment addressing the question of whether dyslexic children suffer from syntactic deficits that are independent of limitations with phonological processing, and the possible effect of system overload on syntactic processing.
The experiment consisted of presenting a complex Noun Phrase (e.g., the owner of the house) that served as a preamble for participants to make a full sentence (e.g., “the owner of the house is away”). The preamble could be presented either visually or aurally, and the number of the two nouns in the NP was systematically varied to create number matched or mismatched preambles (e.g., the owners of the house, or the owner of the houses). Additionally, the second noun could be either a low or high frequency noun.
The experiment was implemented using EPrime v2. The excel file contains the merged output of EPrime, the transcribed elicited sentences, and the coding of responses in terms of their validity and type of error (the second tab in the excel file contains a coding key).

Issued: 2019

This dataset is part of a larger collection

Click to explore relationships graph
Help

Related People

Subjects
Cognitive Science | Cognitive and Computational Psychology | Expanding Knowledge | Expanding Knowledge | Expanding Knowledge | Expanding Knowledge in Psychology and Cognitive Sciences | Expanding Knowledge | Expanding Knowledge in Psychology | Linguistic Processes (Incl. Speech Production and Comprehension) | Psychology | Psychology and Cognitive Sciences | Psycholinguistics (Incl. Speech Production and Comprehension) |

User Contributed Tags    

Login to tag this record with meaningful keywords to make it easier to discover

Other Information

doi : https://doi.org/10.1002/dys.1601

Identifiers