On the link between the ability to reproduce rhythm and reading speed: Effects of visual grouping marks
Bibliographic record
Abstract
Studies have revealed a link between a deficient ability to reproduce rhythm and dyslexia. Moreover, a normal ability to reproduce rhythm has been shown to correlate with reading speed. Some associate these findings to effects of neural oscillations and a visual parsing of text input (Vidyasagar, 2013). The present study aimed to clarify the properties of the visual stimuli that support a correlation between rhythm reproduction and reading speed. The experiments were partly based on Tierney and Kraus (2014). Thirty participants were asked to reproduce heard regular (2 beats/sec) and irregular (1-3 beats/sec) rhythms by tapping on a keyboard. Then, the participants had to read out loud, at a fast rate, visually displayed sequences of words and non-words. The sequences contained either no spaces between items (baseline condition) or spaces marking regular and irregular groups. Mean reading speeds were calculated on accurately decoded sequences. Among the significant findings, strong correlations were observed between mean reading speeds of texts containing spaces and the reproduction of certain rhythm patterns. However, no significant correlations appeared for text where there were no spaces separating words and non-words. This supports the view that the ability to reproduce rhythm can link to a visual parsing.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.010 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".