Sentence examples for effects on comprehension from inspiring English sources

In a meta-analytic review of whether gestures communicate, Hostetter (2011) identified several moderators of gesture's effects on comprehension.

The current study compared the effects on comprehension and memory of learning via text versus learning via argument map.

This research examined the potential effects on comprehension of dative expressions that exhibited syntactic alternation versus those that were restricted, whether in syntactic construction or through marked semantic differences in construction.

In the case of two more complex labels that a number of patients had difficulty fully understanding, the addition of illustrations had positive and negative effects on comprehension in approximately equal numbers of patients.

In order to bridge an apparent gap in the existing research, we observed the potential effects on comprehension of dative expressions that exhibited syntactic alternation versus those that were restricted, whether in syntactic construction or because of marked semantic differences in construction.

In addition, verbal ability and previous knowledge can have an indirect effect on comprehension, through navigation.

However, it is still unclear whether the familiarity of subtle prosodic cues, such as fundamental frequency, have a facilitative effect on comprehension efficiency.

Taguchi et al. reported, among other things, a positive proficiency effect on comprehension accuracy, an effect of implicature type on comprehension accuracy (e.g., implicatures encoded through indirect refusals were the easiest to comprehend compared with implicatures conveyed through conventionalized linguistic forms and non-conventionalized utterances).

Contrary to expectation, the driver factors of age group, years of active driving, hours of driving, last time driving, driving frequency, and non-local driving experience had no effect on comprehension performance.

Removing word three had significantly less effect on comprehension than removing any other word (to a mean of 72%; Tukey HSD test: p < 0.05).

We used a selected set of medication labels to provide a range of complexity in terms of both text and illustrations; because our choice of labels was non-random, our results may not accurately represent all of the illustrations in use or their effect on comprehension.