{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/98209"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/98209","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"Auditory perceptual simulation during silent reading: effects on language processing and comprehension","abstract":"Auditory perceptual simulation (APS) during silent reading refers to situations in which the reader actively simulates the voice of a character or other person depicted in a text. In three eye-tracking studies and one Event-related Potentials (ERP) study, APS effects were investigated as people read utterances attributed to a native English speaker, a non-native English speaker, or no speaker at all. APS effects were measured via online eye movements and offline comprehension probes. Results from Studies 1 and 2 demonstrated that inducing APS during silent reading resulted in observable differences in reading speed when readers simulated the speech of faster compared to slower speakers, and compared to silent reading without APS among native English speakers. Social attitude survey results indicated that readers’ attitudes towards native and non-native speech did not consistently influence APS-related effects. APS of both native speech and non-native speech increased native English speakers’ reading speed, facilitated deeper, less good-enough, sentence processing, and improved comprehension compared to normal silent reading. Study 3 revealed that APS of native and non-native speech affects L2 English speakers’ reading speed similarly to the APS effects among native English speakers in Studies 1 and 2; however, APS of non-native speech decreased L2 English speakers’ comprehension accuracy of implausible sentences. Study 4 showed that when readers engage in APS during silent reading, they had smaller ERP amplitudes than normal silent reading, suggesting that APS requires extra attention and effort. It also demonstrated that APS of native and non-native speech is similar to “listening” to non-native speech, where readers tend to forgive the minor ungrammatical errors (e.g. subject-verb disagreement) when they simulate the non-native speech.","abstract_html":"Auditory perceptual simulation (APS) during silent reading refers to situations in which the reader actively simulates the voice of a character or other person depicted in a text. In three eye-tracking studies and one Event-related Potentials (ERP) study, APS effects were investigated as people read utterances attributed to a native English speaker, a non-native English speaker, or no speaker at all. APS effects were measured via online eye movements and offline comprehension probes. Results from Studies 1 and 2 demonstrated that inducing APS during silent reading resulted in observable differences in reading speed when readers simulated the speech of faster compared to slower speakers, and compared to silent reading without APS among native English speakers. Social attitude survey results indicated that readers’ attitudes towards native and non-native speech did not consistently influence APS-related effects. APS of both native speech and non-native speech increased native English speakers’ reading speed, facilitated deeper, less good-enough, sentence processing, and improved comprehension compared to normal silent reading. Study 3 revealed that APS of native and non-native speech affects L2 English speakers’ reading speed similarly to the APS effects among native English speakers in Studies 1 and 2; however, APS of non-native speech decreased L2 English speakers’ comprehension accuracy of implausible sentences. Study 4 showed that when readers engage in APS during silent reading, they had smaller ERP amplitudes than normal silent reading, suggesting that APS requires extra attention and effort. It also demonstrated that APS of native and non-native speech is similar to “listening” to non-native speech, where readers tend to forgive the minor ungrammatical errors (e.g. subject-verb disagreement) when they simulate the non-native speech.","abstract_has_math":false,"creators":["Zhou, Peiyun"],"institution":"University of Illinois at Urbana-Champaign","degree_name":"Ph.D.","degree_level":"Dissertation","degree_discipline":"Educational Psychology","degree_department":null,"school":null,"contributors":["Christianson, Kiel","Garnsey, Susan","Ionin, Tania","Stine-Morrow, Elizabeth","Watson, Duane"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2017,"date_issued":"2017-09-29T16:38:59Z","date_published":"2017-09-29T16:38:59Z","updated_at":"2026-07-22T22:24:35Z","subjects":["Reading","Auditory perceptual simulation","Relative clause","Plausiblity","P600","Eye-tracking","Event-related potentials (ERPs)"],"languages":["en"],"rights":["Copyright 2017 Peiyun Zhou"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"http://hdl.handle.net/2142/98209","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Christianson, Kiel","Garnsey, Susan","Ionin, Tania","Stine-Morrow, Elizabeth","Watson, Duane"]},{"key":"dc:creator","label":"Author","values":["Zhou, Peiyun"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2017-09-29T16:38:59Z","2019-09-30T09:15:29Z","2017-06-27","2017-08"]},{"key":"dc:type","label":"Dc Type","values":["text"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educational Psychology"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ph.D."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Reading","Auditory perceptual simulation","Relative clause","Plausiblity","P600","Eye-tracking","Event-related potentials (ERPs)"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["en"]},{"key":"dc:rights","label":"Dc Rights","values":["Copyright 2017 Peiyun Zhou"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["http://hdl.handle.net/2142/98209"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["Auditory perceptual simulation (APS) during silent reading refers to situations in which the reader actively simulates the voice of a character or other person depicted in a text. In three eye-tracking studies and one Event-related Potentials (ERP) study, APS effects were investigated as people read utterances attributed to a native English speaker, a non-native English speaker, or no speaker at all. APS effects were measured via online eye movements and offline comprehension probes. Results from Studies 1 and 2 demonstrated that inducing APS during silent reading resulted in observable differences in reading speed when readers simulated the speech of faster compared to slower speakers, and compared to silent reading without APS among native English speakers. Social attitude survey results indicated that readers’ attitudes towards native and non-native speech did not consistently influence APS-related effects. APS of both native speech and non-native speech increased native English speakers’ reading speed, facilitated deeper, less good-enough, sentence processing, and improved comprehension compared to normal silent reading. Study 3 revealed that APS of native and non-native speech affects L2 English speakers’ reading speed similarly to the APS effects among native English speakers in Studies 1 and 2; however, APS of non-native speech decreased L2 English speakers’ comprehension accuracy of implausible sentences. Study 4 showed that when readers engage in APS during silent reading, they had smaller ERP amplitudes than normal silent reading, suggesting that APS requires extra attention and effort. It also demonstrated that APS of native and non-native speech is similar to “listening” to non-native speech, where readers tend to forgive the minor ungrammatical errors (e.g. subject-verb disagreement) when they simulate the non-native speech.","Submission published under a 24 month embargo labeled 'Closed Access', the embargo will last until 2019-08-01","The student, Peiyun Zhou, accepted the attached license on 2017-06-19 at 11:33.","The student, Peiyun Zhou, submitted this Dissertation for approval on 2017-06-19 at 11:34.","This Dissertation was approved for publication on 2017-06-27 at 09:44.","DSpace SAF Submission Ingestion Package generated from Vireo submission #10956 on 2017-09-29 at 11:13:01","Made available in DSpace on 2017-09-29T16:38:59Z (GMT). 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In three eye-tracking studies and one Event-related Potentials (ERP) study, APS effects were investigated as people read utterances attributed to a native English speaker, a non-native English speaker, or no speaker at all. APS effects were measured via online eye movements and offline comprehension probes. Results from Studies 1 and 2 demonstrated that inducing APS during silent reading resulted in observable differences in reading speed when readers simulated the speech of faster compared to slower speakers, and compared to silent reading without APS among native English speakers. Social attitude survey results indicated that readers’ attitudes towards native and non-native speech did not consistently influence APS-related effects. APS of both native speech and non-native speech increased native English speakers’ reading speed, facilitated deeper, less good-enough, sentence processing, and improved comprehension compared to normal silent reading. Study 3 revealed that APS of native and non-native speech affects L2 English speakers’ reading speed similarly to the APS effects among native English speakers in Studies 1 and 2; however, APS of non-native speech decreased L2 English speakers’ comprehension accuracy of implausible sentences. Study 4 showed that when readers engage in APS during silent reading, they had smaller ERP amplitudes than normal silent reading, suggesting that APS requires extra attention and effort. It also demonstrated that APS of native and non-native speech is similar to “listening” to non-native speech, where readers tend to forgive the minor ungrammatical errors (e.g. subject-verb disagreement) when they simulate the non-native speech.","Submission published under a 24 month embargo labeled 'Closed Access', the embargo will last until 2019-08-01","The student, Peiyun Zhou, accepted the attached license on 2017-06-19 at 11:33.","The student, Peiyun Zhou, submitted this Dissertation for approval on 2017-06-19 at 11:34.","This Dissertation was approved for publication on 2017-06-27 at 09:44.","DSpace SAF Submission Ingestion Package generated from Vireo submission #10956 on 2017-09-29 at 11:13:01","Made available in DSpace on 2017-09-29T16:38:59Z (GMT). No. of bitstreams: 2 ZHOU-DISSERTATION-2017.pdf: 2352744 bytes, checksum: 174d29035cc2cb7d1aa11bdd8cdcd571 (MD5) LICENSE.txt: 4208 bytes, checksum: fceb487354bc6bdfdb8a137e2a1146cd (MD5) Previous issue date: 2017-06-27","Embargo set by: Colleen Fallaw for item 103356 Lift date: 2019-09-29T16:39:52Z Reason: Author requested closed access (OA after 2yrs) in Vireo ETD system","Embargo set by: Colleen Fallaw for item 103356 Lift date: 2019-09-29T17:52:45Z Reason: Author requested closed access (OA after 2yrs) in Vireo ETD system","Limited Restriction Lifted for Item 103356 on 2019-09-30T09:15:29Z."],"dc:format":["application/pdf"],"dc:identifier":["http://hdl.handle.net/2142/98209"],"dc:language":["en"],"dc:rights":["Copyright 2017 Peiyun Zhou"],"dc:subject":["Reading","Auditory perceptual simulation","Relative clause","Plausiblity","P600","Eye-tracking","Event-related potentials (ERPs)"],"dc:title":["Auditory perceptual simulation during silent reading: effects on language processing and comprehension"],"dc:type":["text"],"thesis:degree_discipline":["Educational Psychology"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Ph.D."],"thesis:institution_name":["University of Illinois at Urbana-Champaign"]},"updated_at":"2026-07-22T22:24:35Z"}