Schroeder, Sascha

[["dc.bibliographiccitation.issue","6"],["dc.bibliographiccitation.journal","Developmental Science"],["dc.bibliographiccitation.volume","23"],["dc.contributor.author","Mousikou, Petroula"],["dc.contributor.author","Beyersmann, Elisabeth"],["dc.contributor.author","Ktori, Maria"],["dc.contributor.author","Javourey‐Drevet, Ludivine"],["dc.contributor.author","Crepaldi, Davide"],["dc.contributor.author","Ziegler, Johannes C."],["dc.contributor.author","Grainger, Jonathan"],["dc.contributor.author","Schroeder, Sascha"],["dc.date.accessioned","2021-04-14T08:27:05Z"],["dc.date.available","2021-04-14T08:27:05Z"],["dc.date.issued","2020"],["dc.description.abstract","Abstract The present study investigated whether morphological processing in reading is influenced by the orthographic consistency of a language or its morphological complexity. Developing readers in Grade 3 and skilled adult readers participated in a reading aloud task in four alphabetic orthographies (English, French, German, Italian), which differ in terms of both orthographic consistency and morphological complexity. English is the least consistent, in terms of its spelling‐to‐sound relationships, as well as the most morphologically sparse, compared to the other three. Two opposing hypotheses were formulated. If orthographic consistency modulated the use of morphology in reading, readers of English should show more robust morphological processing than readers of the other three languages, because morphological units increase the reliability of spelling‐to‐sound mappings in the English language. In contrast, if the use of morphology in reading depended on the morphological complexity of a language, readers of French, German, and Italian should process morphological units in printed letter strings more efficiently than readers of English. Both developing and skilled readers of English showed greater morphological processing than readers of the other three languages. These results support the idea that the orthographic consistency of a language, rather than its morphological complexity, influences the extent to which morphology is used during reading. We explain our findings within the remit of extant theories of reading acquisition and outline their theoretical and educational implications."],["dc.description.abstract","Developing readers of four alphabetic orthographies (i.e. English, French, German, Italian) read aloud morphologically structured and non‐morphologically structured nonwords. English is the least consistent language, in terms of its spelling‐to‐sound relationships, and the most morphologically sparse, compared to the other three. English readers showed greater morphological processing than readers of the other three languages, which suggests that the orthographic consistency of a language, and not its morphological complexity, influences the extent to which morphology is used in reading. image"],["dc.description.sponsorship","European Research Council (ERC) Starting Grant"],["dc.description.sponsorship","Deutsche Forschungsgemeinschaft http://dx.doi.org/10.13039/501100001659"],["dc.description.sponsorship","Agence Nationale de la Recherche http://dx.doi.org/10.13039/501100001665"],["dc.description.sponsorship","Australian Research Council http://dx.doi.org/10.13039/501100000923"],["dc.identifier.doi","10.1111/desc.12952"],["dc.identifier.uri","https://resolver.sub.uni-goettingen.de/purl?gro-2/82163"],["dc.language.iso","en"],["dc.notes.intern","DOI Import GROB-399"],["dc.relation.eissn","1467-7687"],["dc.relation.issn","1363-755X"],["dc.rights","This is an open access article under the terms of the Creative Commons Attribution License, which permits use, distribution and reproduction in any medium, provided the original work is properly cited."],["dc.title","Orthographic consistency influences morphological processing in reading aloud: Evidence from a cross‐linguistic study"],["dc.type","journal_article"],["dc.type.internalPublication","yes"],["dspace.entity.type","Publication"]]

[["dc.bibliographiccitation.firstpage","1061"],["dc.bibliographiccitation.issue","4"],["dc.bibliographiccitation.journal","Reading and writing"],["dc.bibliographiccitation.lastpage","1084"],["dc.bibliographiccitation.volume","32"],["dc.contributor.author","Grolig, Lorenz"],["dc.contributor.author","Cohrdes, Caroline"],["dc.contributor.author","Tiffin-Richards, Simon P."],["dc.contributor.author","Schroeder, Sascha"],["dc.date.accessioned","2020-12-10T14:11:50Z"],["dc.date.available","2020-12-10T14:11:50Z"],["dc.date.issued","2018"],["dc.identifier.doi","10.1007/s11145-018-9901-2"],["dc.identifier.eissn","1573-0905"],["dc.identifier.issn","0922-4777"],["dc.identifier.purl","https://resolver.sub.uni-goettingen.de/purl?gs-1/15564"],["dc.identifier.uri","https://resolver.sub.uni-goettingen.de/purl?gro-2/71231"],["dc.language.iso","en"],["dc.notes.intern","DOI Import GROB-354"],["dc.notes.intern","Merged from goescholar"],["dc.rights","CC BY 4.0"],["dc.rights.uri","https://creativecommons.org/licenses/by/4.0"],["dc.title","Effects of preschoolers’ storybook exposure and literacy environments on lower level and higher level language skills"],["dc.type","journal_article"],["dc.type.internalPublication","yes"],["dc.type.version","published_version"],["dspace.entity.type","Publication"]]

[["dc.bibliographiccitation.journal","Frontiers in Psychology"],["dc.bibliographiccitation.volume","11"],["dc.contributor.affiliation","Jacobs, Arthur M.; 1Department of Experimental and Neurocognitive Psychology, Freie Universität Berlin, Berlin, Germany"],["dc.contributor.affiliation","Herrmann, Berenike; 3Digital Humanities Lab, Universität Basel, Basel, Switzerland"],["dc.contributor.affiliation","Lauer, Gerhard; 3Digital Humanities Lab, Universität Basel, Basel, Switzerland"],["dc.contributor.affiliation","Lüdtke, Jana; 1Department of Experimental and Neurocognitive Psychology, Freie Universität Berlin, Berlin, Germany"],["dc.contributor.affiliation","Schroeder, Sascha; 4Educational Psychology, University of Göttingen, Göttingen, Germany"],["dc.contributor.author","Jacobs, Arthur M."],["dc.contributor.author","Herrmann, Berenike"],["dc.contributor.author","Lauer, Gerhard"],["dc.contributor.author","Lüdtke, Jana"],["dc.contributor.author","Schroeder, Sascha"],["dc.date.accessioned","2021-04-14T08:32:37Z"],["dc.date.available","2021-04-14T08:32:37Z"],["dc.date.issued","2020"],["dc.date.updated","2022-02-09T13:22:07Z"],["dc.description.abstract","If the words of natural human language possess a universal positivity bias, as assumed by Boucher and Osgood’s (1969) famous Pollyanna hypothesis and computationally confirmed for large text corpora in several languages (Dodds et al., 2015), then children and youth literature (CYL) should also show a Pollyanna effect. Here we tested this prediction applying an unsupervised vector space model-based sentiment analysis tool called SentiArt (Jacobs, 2019) to two CYL corpora, one in English (372 books) and one in German (500 books). Pitching our analysis at the sentence level, and assessing semantic as well as lexico-grammatical information, both corpora show the Pollyanna effect and thus add further evidence to the universality hypothesis. The results of our multivariate sentiment analyses provide interesting testable predictions for future scientific studies of literature."],["dc.identifier.doi","10.3389/fpsyg.2020.574746"],["dc.identifier.eissn","1664-1078"],["dc.identifier.uri","https://resolver.sub.uni-goettingen.de/purl?gro-2/83967"],["dc.language.iso","en"],["dc.notes.intern","DOI Import GROB-399"],["dc.publisher","Frontiers Media S.A."],["dc.relation.eissn","1664-1078"],["dc.rights","http://creativecommons.org/licenses/by/4.0/"],["dc.rights.uri","http://creativecommons.org/licenses/by/4.0/"],["dc.title","Sentiment Analysis of Children and Youth Literature: Is There a Pollyanna Effect?"],["dc.type","journal_article"],["dc.type.internalPublication","yes"],["dspace.entity.type","Publication"]]