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Previous literature has documented the impact of critics on audience choices of movies. We investigate three issues regarding professional critics in the motion picture industry. First we document whether and to what extent critics and their recommendations exhibit a statistical bias toward specific studios. We show that reviews by a number of critics are significantly affected by the film distributor’s identity. A second question is whether audiences are able to distinguish between biased and unbiased critics. We cannot support the view that audiences put less weight on the views of biased critics; in fact, they may listen to them more. Third, we try to characterize critics who are more prone to bias. Surprisingly, but in accord with reputation models, we find that more reputable critics may be more biased; in particular, critics based in L.A. tend to significantly prefer specific studios.
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| Suman BasuroyEmail: |
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The paper examines the role of context in reading unpointed Hebrew, demonstrating the changing nature of reliance on context during the course of reading acquisition. We analyze the reading-aloud of sentences with heterographic-homographic ambiguity, aiming to shed light on the development of ambiguity resolution processes in typically developing schoolaged and adult populations. 171 Hebrew-speaking children and adolescents in seven age/schooling groups (beginning and end of second grade, third, fourth, seventh, and eleventh grade), and a group of adults, participated in the study. Using homographic garden-path and non-Garden-path sentences, we demonstrate the cumulative effect of context as well as processes of monitoring cum reanalysis. Two hypotheses are borne out in the present research: First, context effect is inherent to reading; it is present throughout all age/grade groups, becoming more efficient with age/grade level. Second, monitoring and reanalysis lag far behind context effects, appearing only as age and reading experience increase. 相似文献
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Rachel Schiff Miki Cohen Elisheva Ben-Artzi Ayelet Sasson Dorit Ravid 《Scientific Studies of Reading》2016,20(2):140-154
The aim of the present study is to examine the morphological knowledge of readers with developmental dyslexia compared to chronological age and reading-level matched controls. The study also analyzes the errors dyslexics make and their metamorphological awareness compared to controls. Participants included 31 seventh-grade dyslexic children and two matched control groups of normal readers: 34 seventh graders matched for chronological age and 32 third graders matched for reading age. Two tasks were administered via the auditory modality—morphological priming and morphological analogies task. We also performed error analysis and a metamorphological interview. Our analyses reveal that although dyslexics perform equally to chronological age matched controls on the priming task and similarly to reading-level matched controls on the morphological analogies task, their errors and metamorphological awareness are qualitatively different. 相似文献
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This paper investigates children's developingknowledge of the Hebrew spelling system in view of theclaim that language-specific typology affects the rateand the pattern of development of orthographicspelling. Hebrew is a morphologically syntheticlanguage with a phonologically ``deep' orthography, onthe one hand, and a consistent representation ofmorphology in the spelling system, on the other. Thispaper focuses on the difference between representingcontent words versus grammatical words, and rootsversus morphemic and attached function letters inwritten Hebrew. The paper describes two studies. InStudy 1, compositions from gradeschool children (grade1 through 6) were analyzed for types of spellingerrors; in Study 2, children from grades 2–4 wereadministered a spelling task. Results indicate thatgrammatical words are spelled correctly before contentwords, and that within content words, the correctspelling of function letters precedes that of rootletters. These differences are attributed to factorsof transparency, consistency and frequency, coupledwith gradeschoolers' growing perception ofphonological and morphological patterning in Hebrew. 相似文献
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We studied the relations between English as a foreign language teachers’ grammar knowledge and their in-action mental models (MMs) of children's minds and learning. The grammar knowledge we examined was English wh-constructions. A total of 74 teachers completed an assessment task and were classified to have deep, intermediate or shallow knowledge. Ten teachers (five with deep and five with shallow level) were videotaped teaching wh-questions. The data were analysed qualitatively to determine the teachers’ MM, and then quantitatively to test similarities/differences in their MM's expression. The findings revealed an identical MM among all teachers that is expressed differently as a function of knowledge level. 相似文献
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Roots and patterns in Hebrew language development: evidence from written morphological analogies 总被引：1，自引：0，他引：1
Morphology is one of the organizing principles of the mental lexicon. It is especially important in Hebrew, where word structure expresses a rich array of semantic notions. This study investigated the ability of Hebrew-speaking children to solve written morphological analogies by reading and completing two sets of real and invented root- and pattern-related nouns using a closed set of responses. In the first experiment, 152 gradeschoolers (2nd–6th grade) were administered an analogy task with real words, where they had to read written stimuli and elicit root and pattern components from them. In the second experiment, 148 gradeschoolers were administered a similar reading task with pseudowords. In both experiments, the results clearly indicate an early and robust ability of Hebrew-speaking children to perform morphological analogies using both roots and patterns. Most errors involved the root morpheme rather than the pattern morpheme, but pseudowords elicited more pattern errors. These results are discussed in view of models of morphological processing and morpho-lexical development in Hebrew. 相似文献