title: Error detection in text: do feedback and familiarity help?
abstract: In the present study, the authors examined the extent to which familiarity and feedback (auditory and/or articulatory) might be beneficial to proofreading. Participants proofread unfamiliar and familiar (repeated) passages while (a) concurrently reading either aloud or silently, (b) concurrently listening to the passages being read to them, or (c) reading without either auditory or articulatory feedback. Errors were one-letter changes that transformed function words into contextually inappropriate words. Familiarity improved reading times largely irrespective of feedback, and it enhanced error detection only when auditory feedback was available to participants. Proofreaders' enhanced error detection in familiar text reflected a change in their sensitivity to errors rather than any change in the placement of the response criterion for reporting errors. These findings suggest that familiarity can produce two kinds of functional fluency, one involving speed of processing, which is largely independent of feedback, and the other concerned with accuracy of processing, which relies on feedback.
authors.affiliation: Department of Psychology, Dowling College, Oakdale, NY 11769, USA. pilottim@dowling.edu
authors.forename: Maura
authors.initials: M
authors.lastname: Pilotti
authors.forename: Martin
authors.initials: M
authors.lastname: Chodorow
authors.forename: Kendell C
authors.initials: KC
authors.lastname: Thornton
mesh_terms: D000328:Adult; D001288:Attention; D030141:Feedback, Psychological; D005260:Female; D006801:Humans; D019359:Knowledge; D008297:Male; D008606:Mental Processes; D011932:Reading; D013647:Task Performance and Analysis