No way. Although our official time has ended, we still have a lot of findings waiting for review, discussion and publication. We are also working on suggestions and recommendations for teachers and practitioners. Stay tuned!
We analysed participants’ capacity to distinguish a p from a b - short sounds with differences in length – while we evaluated their reading skills. We saw no relation between the two. However, after analysing another skill – distinguish between longer (500 ms) intervals between beeps, we did find a relation. See our paper here.
If someone asks you to estimate how long the green traffic light is on and you have no watch, you will probably imagine a beat to do the task. But does it really work? It seems so, at least for longer intervals. and Read our paper here.
We asked people with and without dyslexia to estimate how long objects with and without movement remained visible in the monitor. Those with dyslexia performed worse regardless of the presence of movement. This shows that movement is not the culprit. See our paper here.
When we speak, we use different means to communicate that a phrase is ending and another is starting. We can make a pause, change the pitch, or slow down the rhythm of speech. But does all this actually works? Are all cues always important?? We tried to find out whether slowing-down speech aids understanding the end a phrase, when pauses and pitch are already present. Read the paper here.
Musical training seems to be related to reading ability. But music has a lot of components, like rhythm, melody, timbre, harmony...Which of these matters the most? In our study we compared melody with rhythm for their association with reading. Rhythm won, and it seems that it is important because it helps perceiving speech sounds. Read our paper here.
