Menahem Yeari's research while affiliated with Bar Ilan University and other places
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Publications (26)
Numerous studies have examined the positive and negative effects of various types of interactions that occur while children view electronic book (e-book) stories. However, the effects of the different types of interactions have not been compared, and more importantly, the optimal amount and reoccurrence of these interactions on children has not bee...
The present study explored whether poor executive functions (EF) underlying the difficulties of individuals with ADHD in reading comprehension (RC) are general or specific to the textual content they regulate. To address this question, adolescents with and without ADHD answered questions following the reading of texts and completed a series of task...
Background
Previous studies have shown that undergraduates improve their answering and monitoring accuracy when they exclusively practice and expect inferential questions after reading. This study examined whether children with poor comprehension, who struggle particularly with inferential questions, would benefit from similar practice with and wit...
The present study explored (a) whether differences between students with and without ADHD in reading comprehension are explained by their executive functions, and (b) the unique and shared contribution of the various executive functions to reading comprehension ability. To address these questions, ninety-six adolescents with and without ADHD comple...
The present study examined the processing and performance of examinees in reading comprehension (RC) tests, when they read the whole text prior to its questions ( text‐first strategy [TFs]) compared to reading the text while and for answering the questions ( questions‐first strategy [QFs]). Previous studies have been inconclusive regarding the bene...
Multiple text integration is a challenging task, but it is essential for studying and developing digital literacy, and is therefore critical to promote among students. However, the conditions that may support multiple text integration for different reader profiles have not been thoroughly studied. Therefore, based on single text research, the curre...
The present study employed a think-aloud method to explore the origin of a centrality deficit (i.e., poor recall of central ideas) found in poor comprehenders (PC). Moreover, utilizing the diverse think-aloud responses, we examined the overall quality of text processing employed by PC during reading, in order to shed more light on the cognitive und...
The present study employed a think‐aloud method to explore the origin of centrality deficit (i.e., poor recall of central ideas) in individuals with Attention Deficit Hyperactivity Disorder (ADHD). Moreover, utilizing the diverse think‐aloud responses, we examined the overall quality of text processing employed by individuals with ADHD during readi...
This study was designed to examine the ability of poor comprehenders to identify, attend, and remember central and peripheral ideas during and after reading. To address these goals, good and poor comprehenders, matched on reading (word decoding) skills and non-verbal intelligence, read three expository texts, while their eye-movements were monitore...
Introduction: Studies have shown that skilled and disabled readers recall central ideas, which are important to the overall comprehension of the text, to a greater extent than peripheral, less important ideas after reading. However, readers with attention-deficit/hyperactivity disorder (ADHD) recall significantly fewer central ideas than skilled re...
The present study explored the role of working memory (WM) in online activation of bridging and predictive inferences during reading comprehension. Using short narratives and a probe-naming procedure, five hypotheses were examined: Text retention, text reactivation, inference retention, inference activation, and text and inference suppression. In a...
Numerous studies have demonstrated that poor inferential processing underlies the specific deficit of poor comprehenders. However, it is still not clear why poor comprehenders have difficulties in generating inferences while reading and whether this impairment is general or specific to one or more types of inferences. The current study employed an...
Introduction:
Previous studies have demonstrated that students with attention-deficit/hyperactivity disorder (ADHD) struggle particularly with grasping the implicit, inferential level of narratives that is crucial for story comprehension. However, these studies used offline tasks (i.e., after story presentation), used indirect measurements (e.g.,...
It is a well-accepted view that the prior semantic (general) knowledge that readers possess plays a central role in reading comprehension. Nevertheless, computational models of reading comprehension have not integrated the simulation of semantic knowledge and online comprehension processes under a unified mathematical algorithm. The present article...
A controversy has recently developed regarding the hypothesis that developmental dyslexia may be caused, in some cases, by a reduced visual attention span (VAS). To examine this hypothesis, independent of phonological abilities, researchers tested the ability of dyslexic participants to recognize arrays of unfamiliar visual characters. Employing th...
The present study investigated the effect of text highlighting on online processing and memory of central and peripheral information. We compared processing time (using eye‐tracking methodology) and recall of central and peripheral information for three types of highlighting: (a) highlighting of central information, (b) highlighting of peripheral i...
The present study examined the effect of reading goals on the processing and memory of central and peripheral textual information. Using eye-tracking methodology, we compared the effect of four common reading goals—entertainment, presentation, studying for a close-ended (multiple-choice) questions test, and studying for an open-ended questions test...
Results from 2 experiments support the view that, regardless of strength of contextual expectation for utterance nonsalient (ironic) interpretation, (a) salience-based interpretations will not be blocked. Instead, they will be facilitated initially. And, (b) if conducive to the interpretation process, they will not be suppressed, albeit incompatibl...
. This study explored the dynamics of attentional navigation between two hierarchically structured objects. Three experiments examined a Hierarchical Attentional Navigation (HAN) hypothesis, by which attentional navigation between two visual stimuli is constrained to follow the path linking the two stimuli in a hierarchical object-based representat...
The present research adopted a computational approach to explore the extent to which the semantic content of texts constrains the activation of knowledge-based inferences. Specifically, we examined whether textual semantic constraints (TSC) can explain (1) the activation of predictive inferences, (2) the activation of bridging inferences and (3) th...
The role of central-cue discriminability in modulating object-based effects was examined using Egly, Driver, and Rafal's (1994) "double-rectangle" spatial cueing paradigm. Based on the attentional focusing hypothesis (Goldsmith & Yeari, 2003), we hypothesized that highly discriminable central-arrow cues would be processed with attention spread acro...
Text interpretation – the main interest of discourse analysts – is a central component of the text understanding process. In this article we introduce the Landscape Model, which describes the cognitive processes underlying reading comprehension in a detailed and precise manner. Moreover, this model captures the interpretative processes in which the...
Is the focusing of visual attention object-based, space-based, both, or neither? Attentional focusing latencies in hierarchically structured compound-letter objects were examined, orthogonally manipulating global size (larger vs. smaller) and organizational complexity (two-level structure vs. three-level structure). In a dynamic focusing task, part...
Is object-based attention mandatory or under strategic control? In an adapted spatial cuing paradigm, participants focused initially on a central arrow cue that was part of a perceptual group (Experiment 1) or a uniformly connected object (Experiment 2), encompassing one of the potential target locations. The cue always pointed to an opposite, diff...
In R. Egly, J. Driver, and R. D. Rafal's (1994) influential double-rectangle spatial-cuing paradigm, exogenous cues consistently induce object-based attention, whereas endogenous cues generally induce space-based attention. This difference suggests an interdependency between mode of orienting (endogenous vs exogenous) and mode of selection (object...
Citations
... Reading picture books can help satisfy children's imagination of the world, meet their desires for exploring the unknown and establish their cultural identities (Takacs & Bus, 2018;Yamaji et al., 2020). With new technology rapidly evolving, picture books have transitioned from being paper based to various types of digital books (Damayanti & Febrianti, 2020;Furenes et al., 2021;Yeari et al., 2023). In recent years, augmented reality (AR) picture books, as an innovative form of digital picture books, have become popular (ChanLin, 2018;Suryani et al., 2021). ...
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... More specifically, reading comprehension is a dynamic procedure that requires the use of information from a text to build a cohesive and valid interpretation of its meaning hence significant parts of this process are facilitated by working memory and planning while working memory and inhibition facilitate decoding (Nouwens et al., 2021). The study of Ober et al., 2019 revealed that executive functions have separate but overlapping effects on reading ability, while adolescents with low performance in reading comprehension measurements show weaknesses in planning, cognitive flexibility, updating, and monitoring tasks (Avramovich & Yeari, 2023). Regarding the relationship between executive functions and language, attention directs word storage and processing in working memory, and higher-order executive functions, like planning, which is assisted by working memory, serve even more to moderate language learning and use (Berninger, Swanson & Griffin, 2014), instead the coordination of various levels of language so that they cooperate in a certain functional linguistic system, is facilitated by different attentional and executive functioning processes in distinctive ways (Berninger et al., 2017). ...
... Más bien, los estudiantes atienden a una serie de documentos con distintos formatos, propósitos, y en ocasiones, distintos puntos de vista (Rouet, 2006;Segev-Miller, 2004;Castelló et al., 2011;Vega et al., 2013;Granado-Peinado et al., 2019). Así, esta escritura basada en la lectura de múltiples fuentes se denomina escritura de integración (Cerdán & Vidal-Abarca, 2008;Martínez et al., 2015;Primor & Katzir, 2018;Bråten et al., 2020;Primor et al., 2021). Esta escritura de integración, si bien no responde a un propósito comunicativo en específico, es frecuente que se utilice con el fin de demostrar, validar o certificar la capacidad, por un lado, de comprensión de los textos leídos (Bråten & Strømsø, 2011;Vandermeulen et al., 2020), y por otro, de generación de nuevos conocimientos (Chan, 2017;Granado-Peinado et al., 2019). ...
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... The present study explores EFL pre-service teachers' strategic reading acts in Internet settings. It analyzes their verbal reports using five strategy processes: understanding the information problem, using a search engine and finding keywords, scanning, evaluating and selecting information, and integrating the information to formulate an answer (Argelagos & Pifarré, 2012;Dinet et al., 2012;Hinostroza et al., 2018;Tarchi, 2021;Yeari & Lavie, 2021). Specifically, the research questions are elaborated below: ...
... The designs of those studies allowed the research participants to verbalize their limited set of strategic actions because of the narrowed Internet access provided by the researchers through hyperlinks and uploaded reading questions, materials, and sources. Such designs differ from an open-ended Internet reading space, which is more dynamic and involves complex situations such as: defining information, using keywords, scanning and evaluating webpages, processing and answering Internet reading tasks (Argelagos & Pifarré, 2012;Dinet et al., 2012;Hinostroza et al., 2018;Timpe-Laughlin et al., 2021;Yeari & Lantin, 2021). ...
... Of the 14 studies, seven reported their think-aloud protocol activities using closed Internet/hyperlink reading environments (e.g. Anmarkrud et al., 2014;Cho, 2014;Goldman et al., 2012;Kendeou et al., 2011;Salmerón et al., 2017;Yeari & Lev, 2020) except one study by Fisher et al. (2011), digital reading materials using different reading applications (e.g. Altay & Altay, 2017;Argelagos & Pifarré, 2012;Chen, 2015;Coiro & Dobler, 2007;Dinet et al., 2012;Gilbert, 2017;Hinostroza et al., 2018;Li, 2020;Rogne & Gamlem, 2017;Tarchi, 2021). ...
... S týmto zistením korešponduje aj výsledok Roshani et al. (2020), ktorí opísali u študentov s ADHD zhoršenú kognitívnu flexibilitu. Podľa Yeari et al. (2019) ADHD študenti vykazujú tiež tzv. deficit centrality, t.j. ...
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... The existing studies have used different techniques to examine the impact of working memory capacity on predictive language processing. Several behavioural studies, firstly, investigated how working memory capacity affected predictive inference (one type of predictive processing) (Estevez & Calvo, 2000;Linderholm, 2002;Pérez et al., 2014;Yeari, 2017). In these studies, participants were asked to name an inference probe after reading constraining/predictive and control contexts. ...
... Although eye-tracking in reading is often restricted to processes related to local word parsing, there has also been attention paid to how Eye-tracking data can inform us about high-order reading cognition. For example Yeari et al. (2017) utilized eye-tracking methods to find that readers pay more or less attention to peripheral information depending on their reading purpose. Dirix et al. (2020) found that having readers Tywoniw . ...
... Studies that have used this method to measure reading comprehension in ADHD have produced somewhat mixed findings. Several studies have provided evidence to suggest that individuals with ADHD struggle to accurately answer comprehension questions (Alloway et al., 2010;Alvarado et al., 2011;Asberg et al., 2010;Ben-Yehudah & Brann, 2019;Cain & Bignell, 2014;Friedman et al., 2017;Ghelani et al., 2004;Kofler et al., 2019;Lewandowski et al., 2015;Madjar et al., 2020;Samuelsson et al., 2004;Stern & Shalev, 2013;Yeari & Lavie, 2021;Yeari et al., 2017) while a fewer number of studies found performance to be comparable to TD controls (Bental & Tirosh, 2007;Gremillion & Martel, 2012;Lewandowski et al., 2013;Li et al., 2009;Miller et al., 2013Miller et al., , 2015Miranda et al., 2006;Pagirsky et al., 2017;Semrud-Clikeman et al., 2000). To complicate things further, one study reported that participants with ADHD perform worse than TD controls on literal, but not inferential comprehension questions (Miranda et al., 2017). ...
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