It is a received idea that language processing is best characterized as one of interactive activation. Curiously, the central assumption that between level feedback plays an important role in, for example, reading aloud, has received little critical attention. A series of simulations with a prominent model demonstrate that the effect of feedback is (a) remarkably small when present, (b) is not as widespread as generally assumed (various levels produce no effect of feedback on performance), and (c) leads to many errors when feedback strength is increased. We conclude that the field has over-emphasized the importance of feedback when reading aloud.
|Number of pages||1|
|Journal||Canadian journal of experimental psychology = Revue canadienne de psychologie expérimentale|
|Publication status||Published - 2013|
|Event||Annual Meeting of the Canadian Society for Brain, Behaviour, and Cognitive Science - Calgary, Canada|
Duration: 7 Jun 2013 → 9 Jun 2013