METHODS: For six weeks, twelve participants performed a masticatory exercise using a NOSICK exerciser device, and thirteen subjects performed daily life without masticatory exercises. OBJECTIVE: This study aimed to evaluate the effects of masticatory exercise on cognitive function in healthy older adults living in the community. The findings are in line with the assumption that the longer words in Dutch do not slow down silent reading relative to English and that the word length effect observed in each language is due to word processing effort and not to low-level, visual factors.īACKGROUND: Mastication improves cognitive function by activating cerebral cortical activity, and it is important to demonstrate the cognitive effects of masticatory training using a variety of different interventions. Texts with an average word length of 4.5 letter will be read at 270 wpm, and texts with an average word length of 6.0 letters will be read at a rate of 202 wpm. The equation predicts that Dutch texts with an average word length of 5.1 letters will be read at a rate of 238 word per minute (wpm). We observed that predictions were close to the best fitting curve as soon as the average English word length was replaced by the average Dutch word length. We collected reading rates of 62 participants reading 12 texts with varying word lengths, and examined which change in the English equation accounts for the Dutch findings. The Dutch language is very similar to English, but words are on average half a letter longer: 5.1 letters per word (in non-fiction) instead of 4.6. In the present study, we investigated whether the same regularity holds for Dutch. Previous research in English has suggested that reading rate predictions can be improved considerably by taking average word length into account. A peak-span model is proposed to integrate the findings into previous research on the word length effect. These results suggest that a balanced distribution of two-syllable digits in a forward digit span tests should theoretically increase the test’s comparability and reduce language-related biases thus increasing the test’s parallel-form reliability. Results suggest that an elimination of two-syllable digits in a digit span test significantly reduced forward span test score (Cohen’s d = 0.36), but had no effect on backward span scores. The study examined the effect of amount of syllables on Norwegian digit span test scores by altering the prevalence of two-syllable digits using three conditions in a repeated measures design ( N = 54). It was hypothesized that this effect can be shown as a connection between the prevalence of digits with two syllables and digit span score. Although the relationship between digit verbal length and digit span has been investigated between languages, it has not been investigated within a language. The word length effect shows a connection between word length and working memory performance.
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