ライフサイエンスコーパス: aloud

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1 judgements), and overt speech tasks (reading aloud).

2 a key role for semantic knowledge in reading aloud.

3 nd Read; physicians advising parents to read aloud.

4 s were asked to name the same set of objects aloud.

5 served, even for words he was unable to read aloud.

6 fects the brain regions activated by reading aloud.

7 cal processing while participants read words aloud.

8 During the control task, they read aloud a story requiring no mental state attribution.

9 o the dyslexics, were scanned whilst reading aloud and during a task where reading was implicit.

10 performed two cognitive tasks, reading nouns aloud and generating appropriate verbs for the same noun

11 n regions that were activated during reading aloud and picture naming in a patient with left putamen

12 s, word meanings contribute to reading words aloud and writing them to dictation.

13 , healthy eyes read Bailey-Lovie word charts aloud, and subsequently, critical print size and optimal

14 ility to recall a word list and a story read aloud, as well as recall items while counting backwards.

15 rson who speaks English and Spanish can read aloud "con once, sin once," going effortlessly from one

16 Many objects that could not be named aloud could be matched to the correct word in patients w

17 Interestingly, during the reading aloud experiment only, there was increased activation fo

18 In the reading aloud experiment, simple words and pseudowords were pres

19 en asking them to recall these clips, either aloud (Experiment 1) or silently while in an MRI scanner

20 These data support the view that reading aloud is underpinned by the joint operation of two neura

21 velope of single words versus sentences read aloud or mentally by the patients.

22 s viewed both words and read the second word aloud, or a "generate" condition, where the second word

23 in their diagnostic process in detail (think-aloud protocol), mark findings relevant to their reasoni

24 Based on the think-aloud protocol, 5 of 6 experts agreed on the same diagno

25 nged their diagnosis compared with the think-aloud protocol.

26 Six normal observers read aloud single, short sentences presented on a computer mo

27 interview techniques were applied: Thinking Aloud (TA) during the assessment and Verbal Probing (VP)

28 t with delayed response times during reading aloud tasks, but not lexical decision tasks.

29 affected the ability to recall a story read aloud, the glucose drink did not reverse this decline.

30 cle describes the evidence about why reading aloud to children is important to help them develop the

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