戻る
「早戻しボタン」を押すと検索画面に戻ります。 [閉じる]

コーパス検索結果 (１語後でソート)

通し番号をクリックするとPubMedの該当ページを表示します
1 judgements), and overt speech tasks (reading aloud).
2 nd Read; physicians advising parents to read aloud.
3 s were asked to name the same set of objects aloud.
4 served, even for words he was unable to read aloud.
5 fects the brain regions activated by reading aloud.
6 a key role for semantic knowledge in 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  decision-making by asking surgeons to think aloud about selected memorable cases and a standardized
10 o the dyslexics, were scanned whilst reading aloud and during a task where reading was implicit.
11 performed two cognitive tasks, reading nouns aloud and generating appropriate verbs for the same noun
12 dict the performance of the model on reading aloud and nonword reading, which assimilated behavioural
13 n regions that were activated during reading aloud and picture naming in a patient with left putamen
14  results clarify the neurobiology of reading aloud and support the existence of a post-semantic impai
15  that semantic processing influences reading aloud and that semantic deficits in the context of seman
16 s, word meanings contribute to reading words aloud and writing them to dictation.
17 , healthy eyes read Bailey-Lovie word charts aloud, and subsequently, critical print size and optimal
18 ility to recall a word list and a story read aloud, as well as recall items while counting backwards.
19 rson who speaks English and Spanish can read aloud "con once, sin once," going effortlessly from one
20         Many objects that could not be named aloud could be matched to the correct word in patients w
21  anterior IFG.SIGNIFICANCE STATEMENT Reading aloud depends on multiple complex cerebral computations:
22 egree of semantic reliance (SR) when reading aloud exception words in adult skilled readers.
23            Interestingly, during the reading aloud experiment only, there was increased activation fo
24                               In the reading aloud experiment, simple words and pseudowords were pres
25 en asking them to recall these clips, either aloud (Experiment 1) or silently while in an MRI scanner
26 cceptability were investigated using a Think Aloud interview and usability questionnaires.
27                                Reading words aloud is a fundamental aspect of literacy.
28     These data support the view that reading aloud is underpinned by the joint operation of two neura
29 recordings in a large cohort while they read aloud known and novel words, to track, across space and
30 ce supporting a dual-route model for reading aloud mediated by the interplay between lexico-semantic
31 velope of single words versus sentences read aloud or mentally by the patients.
32 s viewed both words and read the second word aloud, or a "generate" condition, where the second word
33 dictive and ecological validity of the think aloud paradigm applied to resting state cognition.
34 gnetic resonance imaging study using a think-aloud paradigm, where participants verbalize their unint
35 ght on these mechanisms, we adapted a "think aloud" paradigm to quantify the content and dynamics of
36 in their diagnostic process in detail (think-aloud protocol), mark findings relevant to their reasoni
37                           Based on the think-aloud protocol, 5 of 6 experts agreed on the same diagno
38 nged their diagnosis compared with the think-aloud protocol.
39  46 humans (26 male, 20 female) as they read aloud regular, exception and pseudo-words.
40                                      Reading aloud requires mapping an orthographic form to a phonolo
41 nd, these scenarios were tested during think-aloud simulated encounters with expert PCPs to iterative
42                    Six normal observers read aloud single, short sentences presented on a computer mo
43  interview techniques were applied: Thinking Aloud (TA) during the assessment and Verbal Probing (VP)
44                The model's SR in the reading aloud task was computed.
45 oud their thoughts in real-time (i.e., Think Aloud task), under two conditions varying in the levels
46 t with delayed response times during reading aloud tasks, but not lexical decision tasks.
47  affected the ability to recall a story read aloud, the glucose drink did not reverse this decline.
48 ind's mind form of thinking while describing aloud their memories of specific, past events (Study 1).
49                   First, participants voiced aloud their thoughts in real-time (i.e., Think Aloud tas
50 cle describes the evidence about why reading aloud to children is important to help them develop the
51 nts had the option of having the survey read aloud to them.
52 lable sequence, both whispering and speaking aloud under various listening conditions.
53 icipants listened to questions and responded aloud with answers while we used high-density electrocor
54 d behavioral and neural responses to reading aloud words and pronounceable nonsense words (pseudoword