{"id":{"repo_id":"buffalo","oai_identifier":"oai:ubir.buffalo.edu:10477/79868"},"canonical_url":"https://search.dev.ndltd.org/etd/buffalo/oai:ubir.buffalo.edu:10477/79868","repository":{"repo_id":"buffalo","name":"Buffalo","base_url":"https://ubir.buffalo.edu/oai/request"},"display":{"title":"Effects of Plausibility and Predictability on Reading: How and Why They Differ","abstract":"Ph.D.","abstract_html":"Ph.D.","abstract_has_math":false,"creators":["Kang, Hong Mo; 0000-0001-8152-3169"],"institution":"State University of New York at Buffalo","degree_name":null,"degree_level":null,"degree_discipline":null,"degree_department":null,"school":null,"contributors":["Koenig, Jean-Pierre","Linguistics"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2019,"date_issued":"2019-07-30T15:10:37Z","date_published":"2019-07-30T15:10:37Z","updated_at":"2026-07-27T19:05:19Z","subjects":["linguistics","psychology","cognitive psychology"],"languages":["eng"],"rights":["Users of works found in University at Buffalo Institutional Repository (UBIR) are responsible for identifying and contacting the copyright owner for permission to reuse. University at Buffalo Libraries do not manage rights for copyright-protected works and cannot assist with permissions.","Copyright retained by author."],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"http://hdl.handle.net/10477/79868","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Koenig, Jean-Pierre","Linguistics"]},{"key":"dc:creator","label":"Author","values":["Kang, Hong Mo; 0000-0001-8152-3169"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2019-07-30T15:10:37Z","2019","2019-03-22 05:03:45"]},{"key":"dc:publisher","label":"Institution","values":["State University of New York at Buffalo"]},{"key":"dc:type","label":"Dc Type","values":["Text","Dissertation"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["linguistics","psychology","cognitive psychology"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["eng"]},{"key":"dc:rights","label":"Dc Rights","values":["Users of works found in University at Buffalo Institutional Repository (UBIR) are responsible for identifying and contacting the copyright owner for permission to reuse. University at Buffalo Libraries do not manage rights for copyright-protected works and cannot assist with permissions.","Copyright retained by author."]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["http://hdl.handle.net/10477/79868"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["Ph.D.","This dissertation is concerned with how world knowledge (plausibility) affects reading beyond how predictable what comes next is. Previous studies have explained the effect of plausibility in terms of probability, either because plausibility is the conditional probability of a role filler given what precedes or because plausibility affects reading through predictability. This thesis proposes that plausibility does not reduce to predictability. Instead, I will argue that the effect of world knowledge on reading can be explained in terms of the semantic similarity between the actual input and other possible words that could have been used.I first show that predictability (as estimated through a cloze task) does not explain plausibility (as estimated via a plausibility judgment task) when a more precise measure of predictability is used and materials have a wider range of predictability scores. Second, I show that plausibility affects reading time later than predictability, suggesting that the mechanism underlying the effect of plausibility on reading differs from the one underlying the effect of predictability. Third, I show that inferred information about how participants in events are socially related can also affect plausibility and reading. Finally, I show that plausibility can be partly explained as how close a participant role filler is to the medoid of the semantic cluster that the input belongs to. Overall, the studies reported in this dissertation show that plausibility is not reducible to predictability and that the plausibility of event descriptions corresponds, in part, to how semantically related what is read is to other event participants in the same ad-hoc semantic domain."]},{"key":"dc:format","label":"Dc Format","values":["application/pdf"]},{"key":"dc:title","label":"Title","values":["Effects of Plausibility and Predictability on Reading: How and Why They Differ"]}]}],"canonical_facts":{"dc:contributor":["Koenig, Jean-Pierre","Linguistics"],"dc:creator":["Kang, Hong Mo; 0000-0001-8152-3169"],"dc:date":["2019-07-30T15:10:37Z","2019","2019-03-22 05:03:45"],"dc:description":["Ph.D.","This dissertation is concerned with how world knowledge (plausibility) affects reading beyond how predictable what comes next is. Previous studies have explained the effect of plausibility in terms of probability, either because plausibility is the conditional probability of a role filler given what precedes or because plausibility affects reading through predictability. This thesis proposes that plausibility does not reduce to predictability. Instead, I will argue that the effect of world knowledge on reading can be explained in terms of the semantic similarity between the actual input and other possible words that could have been used.I first show that predictability (as estimated through a cloze task) does not explain plausibility (as estimated via a plausibility judgment task) when a more precise measure of predictability is used and materials have a wider range of predictability scores. Second, I show that plausibility affects reading time later than predictability, suggesting that the mechanism underlying the effect of plausibility on reading differs from the one underlying the effect of predictability. Third, I show that inferred information about how participants in events are socially related can also affect plausibility and reading. Finally, I show that plausibility can be partly explained as how close a participant role filler is to the medoid of the semantic cluster that the input belongs to. Overall, the studies reported in this dissertation show that plausibility is not reducible to predictability and that the plausibility of event descriptions corresponds, in part, to how semantically related what is read is to other event participants in the same ad-hoc semantic domain."],"dc:format":["application/pdf"],"dc:identifier":["http://hdl.handle.net/10477/79868"],"dc:language":["eng"],"dc:publisher":["State University of New York at Buffalo"],"dc:rights":["Users of works found in University at Buffalo Institutional Repository (UBIR) are responsible for identifying and contacting the copyright owner for permission to reuse. University at Buffalo Libraries do not manage rights for copyright-protected works and cannot assist with permissions.","Copyright retained by author."],"dc:subject":["linguistics","psychology","cognitive psychology"],"dc:title":["Effects of Plausibility and Predictability on Reading: How and Why They Differ"],"dc:type":["Text","Dissertation"]},"updated_at":"2026-07-27T19:05:19Z"}