Browsing by Author "Crossley, Jenna"

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    Reversing time: The effects of mirror reading and writing exercises on the mental timeline
    (Stellenbosch : Stellenbosch University, 2018-03) Crossley, Jenna; Bylund, Emanuel; Stellenbosch University. Faculty of Arts and Social Sciences. Dept. of General Linguistics.
    ENGLISH ABSTRACT: This study assessed the influence of experience and embodied cognition on the mental timeline through investigating the effect of exposure to reversed orthography reading and writing exercises. The main research question of this study is “What effect does exposure to reversed orthography have on the mental timeline?”, which is divided into two further questions: “What effect does exposure to reversed orthography reading exercises have on the mental timeline?” and “What effect does exposure to reversed orthography writing exercises have on the mental timeline?”. This study consisted of a total of 257 English/Afrikaans participants, divided across six reading or writing conditions. These conditions were studied in five comparisons, which each assessed the effect of orthography on the mental timeline under different circumstances. The results of this study firstly replicate and expand on previous research that has shown that exposure to reversed orthography reading has an effect on the mental timeline. Further, the study found that exposure to standard orthography reading/writing following reversed orthography reading/writing can have a reverse priming effect on the mental timeline. Another finding of this study was that exposure to reversed orthography writing does not appear to have an effect on the mental timeline. A final comparison isolated writing as the cause of this lack of effect.