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Jackie Alan Giuliano, Ph.D. leads the Center. Dr. Giuliano has created innovative training programs for nearly 15 years. He has develped  professional development programs for NASA, the City of Seattle, and many colleges and universities.

 
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SPEED READING CAN MAKE YOU HAPPY!

No, we aren't crazy. Research shows that when you challenge yourself with programs like ours, you get happier! Read more . . .

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ill titleResearch

The list below contains some of the sources that document research into the positive affects of learning and expanding brain function like we do in our Speed Reading courses on brain health, comprehenison, and memory.

1.      Aaronson, D., & Scarborough , H. S. Performance the­ories for sentence coding: Some quantitative evidence. Journal of Experimental Psychology: Human Per­ception and Performance, 1976, 2, 56-70.

2.      Alderson, J.C. & Urquhart, A.H. (eds.) (1984). Reading in a Foreign Language. London : Longman.

3.      Amabile, T.M. (1979). Effects of external evaluation on artistic creativity. Journal of Personality and Social Psychology, 37, 221–233. 

4.      American Psychiatric Association. (1994). Diagnostic and statistical manual of mental disorders (4th ed.). Washington , DC : Author.  Andreasen , N.C. (1987).

5.      Anderson , R.C., Wilson , P.T., & Fielding, L.G. (1988). Growth in reading and how children spend their time outside of school. Reading Research Quarterly, 23(3) (pp 285-303).

6.      Bakalar, J. and Komaroff, A.L (2005). Old Genes, New Findings. Newsweek 145.3.

7.      Bamford, J. (1984). Extensive Reading by means of graded readers. Reading in a Foreign Language, 2(2), (pp 218-260).

8.      Baron, R.M., & Kenny, D.A. (1986). The moderator-mediator variable distinction in social psychological research: Conceptual, strategic and statistical considerations. Journal of Personality and Social Psychology, 51, 1173–1182.

9.      Bartis, S., Szymanski, K., & Harkins, S. (1988). Evaluation of performance:A two-edged knife. Personality and Social Psychology Bulletin, 14, 242–251.

10.  Bartram, M., & Parry, A. (1989). Penguin Elementary Reading Skills. London :Penguin.

11.  Beck, A.T., Rush, A.J., Shaw, B.F., & Emery, G. (1979). Cognitive therapy of depression. New York : Guilford Press.  Brickman, P., Redfield, J., Harrison, A.A., & Crandall, R. (1972). Drive and predisposition as factors in the attitudinal effects of mere exposure. Journal of Experimental Social Psychology, 8, 31–44.

12.  Bell , T.G. (1998). Extensive Reading : Why? And How? Internet TESL Journal Vol IV, No 12, December 1998. (On-line). Available at http://www.aitech.ac.jp/`iteslj/Articles/Bell-Reading.html

13.  Berkoff, N.A. (1979). Reading skills in extended discourse in English as a Foreign Language. Journal of Research in Reading , 2, (pp 95-107).

14.  Bright, J.A., & McGregor, G.P. (1970). Teaching English as a Second. Language. London :Longman.

15.  Broughton, G., Brumfit, C., Flavell, R., Hill, P. & Pincas, A. (1978). Teaching English as a Foreign Language. London : Routledge & Kegan Paul.

16.  Brown, J.D. (1988). Understanding Research in Second Language Learning. Cambridge : Cambridge University Press.

17.  Brown, P. & Hirst, S.B. (1983). Writing Reading Courses: The Interrelationship Of Theory and Practice. In Brumfit, C.J. (ed) (1983).

18.  Brusch, W. (1991). The role of reading in foreign language acquisition: designing an experimental project. English Language Teaching Journal, 45(2), (pp 156-163).

19.  Byrne, D. (1986). Basic Comprehension Passages. Harlow : Longman.

20.  Caccappolo-van Vliet E, Manly J,Tang MX, Marder K, Bell K, Stern Y.(2003) The neuropsychological profiles of mild Alzheimer’s disease and questionable dementia as compared to age-related cognitive decline. J Int Neuropsych Soc. 9:720–732.

21.  Caccappolo-van Vliet E, Stern Y, and Honig, LS. (2003) A case comparison of corticobasal ganglionic degen­eration and Alzheimer’s disease. Division of Clinical Neuropsychology Newsletter. 40 21(1):3,4,11–16.

22.  Carpenter, P. A., & Daneman, M. Lexical retrieval and error recovery in reading: A model based on eye fix­ations. Journal of Verbal Learning and Verbal Be­havior, 1981, 20, 137-160.

23.  Carpenter, P. A., & Just, M. A. What your eyes do while your mind is reading. In K. Rayner (Ed.), Eye movements in reading: Perceptual and language pro­cesses. New York ; Academic Press, in press.

24.  Champeau de Lopez, C.L. (1993). Developing Reading Speed. English Teaching Forum, 31(1), (pp 50/51).

25.  Clark , D.M. (1983). On the induction of depressed mood in the laboratory: Evaluation and comparison of the Velten and musical procedures. Advances in Behaviour Research and Therapy, 5, 27–49.

26.  Clore, G.L. (1992). Cognitive phenomenology: Feelings and the construction of judgment. In L.L. Martin (Ed.), The construction of social judgments (pp. 133–163). Hillsdale , NJ : Erlbaum. 

27.  Coady, J. (1979). A psycholinguistic model of the ESL reader. In R. Mackay, B. Barkman, & R.R.

28.  Consedine , N.S. , Carol Magai and King, A.R (2004) Deconstructing Positive Affect in Later Life: A Differential Functionalist Analysis of Joy and Interest. International Journal of Aging & Human Development 58.1.

29.  Cooper, M. (1984). Linguistic competence of practiced and unpracticed non-native readers of English. In Alderson & Urquhart (1984).

30.  Cornelius, R. (1995). The Science of Emotion: Research and tradition in the Psychology of Emotion. Prentice-Hall.

31.  Creativity and mental illness: Prevalence rates in writers and their first-degree relatives. American Journal of Psychiatry, 144, 1288–1292.

32.  Daneman, M., & Carpenter, P. A. Individual differ­ences in working memory and reading. Journal of Verbal Learning and Verbal Behavior, 1980,19, 450-466.

33.  Davis HP, Small SA, Stern Y, Mayeux R, Simeon NF, Feldstein SN, Keller FR. (2003) Acquisition, recall, and forgetting of verbal information in long-term memory by young, middle-aged, and elderly indi­viduals. Cortex. 39:1063–1091.

34.  Day, R.R., & Bamford, J. (1998). Extensive reading in the second language classroom. Cambridge : Cambridge University Press.

35.  De Leeuw, E., & De Leeuw, M. (1965). Read better, read faster. London : Penguin.

36.  Deacon, T.W. (1998). The Symbolic Species: the co-evolution of language and the brain. W.W.Norton.

37.  Dee-Lucas, D., Just, M. A., Carpenter, P. A., & Dane­man, M. What eye fixations tell us about the time course of text integration. In R. Groner & P. Fraisse (Eds.), Cognition and eye movements. Amsterdam : North Holland , in press.

38.  Devanand DP, Pelton GH, Marston K, Camacho Y, Roose SP, Stern Y, Sackeim HA. (2003) Sertraline treat­ment of elderly patients with depression and cog­nitive impairment. Int J Ger Psych. 18:123–130.

39.  Doheny, K. (2005). Higher Education Keeps Late-Life Memory Strong. ScoutNews ( Mar 14, 2005 ).

40.  Elley, W.B., & Manghubai, F. (1983). The effect of reading on second language learning. Reading Research Quarterly, 19(1), (pp 53-67).

41.  Emery, C.F., & Blumenthal, J.A. (1991). Effects of physical exercise on psychological and cognitive functioning in older adults. Annals of Behavioral Medicine, 13, 99–107.

42.  Fischetti, M. (2005).Delaying Dementia, Scientific American Mind 16.2.

43.  Forster, K. I. Visual perception of rapidly presented word sequences of varying complexity. Perception & Psychophysics, 1970, 8, 215-221.

44.  Fry, E.B. (1963). Teaching faster reading: a manual. Cambridge : Cambridge University Press.

45.  Fry, E.B. (1977). Fry's readability graph: Clarifications, validity, and extension to level 17. Journal of Reading 21, (pp 242-252).

46.  Gagnon, L., & Peretz, I. (2003). Mode and tempo relative contributions to ‘‘happy-sad’’ judgments in equitone melodies. Cognition & Emotion, 17, 25–40.

47.  Goodwin, F.K., & Jamison, K.R. (1990). Manic-depressive illness. New York : Oxford University Press.

48.  Gosche KM, Mortimer JA, Smith CD, Markesbery WR, Snowdon DA (2002) Hippocampal volume as an index of Alzheimer neuropathology: findings from the Nun Study. Neurology 58: 1476-82

49.  Graesser, A. C, Hoffman, N. L., & Clark, L. F. Struc­tural components of reading time. Journal of Verbal Learning and Verbal Behavior, 1980, 19, 135-151.

50.  Grush, J.E. (1976). Attitude formation and mere exposure phenomena: A nonartifactual explanation of empirical findings. Journal of Personality and Social Psychology, 33, 281–290. 

51.  Hamp-Lyons, E. (1983). Developing a course to teach extensive reading skills to university-bound ESL learners. System 11, (pp 303-312).

52.  Harmon-Jones, E., & Allen, J.J.B. (2001). The role of affect in the mere exposure effect: Evidence from psychophysiological and individual differences approaches. Personality and Social Psychology Bulletin, 27, 889–898.

53.  Harvey, A.G. (2002). A cognitive model of insomnia. Behaviour Research and Therapy, 40, 869–894.

54.  Heatherton, T.F., & Polivy, J. (1991). Development and validation of a scale for measuring self-esteem. Journal of Personality and Social Psychology, 60, 895–910.

55.  Hill, J. (1986). Using Literature in Language Teaching. London : Macmillan.

56.  Hill, J.K. (1981). Effective reading in a foreign language. English Language Teaching Journal, 35, (pp 270-281).

57.  Hino, N. (1988). Yakudoku: Japan 's Dominant Tradition in Foreign Language Learning. JALT Journal, 10 (1/2), (pp 45-55).

58.  Holtzer R,Tang M-X, Devanand DP, Albert SM, Wegesin DJ, Marder K, Bell K, Albert M, Brandt J, Stern Y. (2003) Psychopathological features in Alzheimer’s disease: course and relationship with cognitive status. J Am Geriatric Soc. 51:953–960.

59.  Husain, G., Thompson, W.F., & Schellenberg, E.G. (2002). Effects of musical tempo and mode on arousal, mood, and spatial abilities.  Music Perception, 20, 151–171.

60.  Hyland, K. (1990). Purpose and strategy: Teaching extensive reading skills. English Teaching Forum, 28(2), (pp 14-17, 23).

61.  Inspector Holt - The Bridge, John Tully, Nelson Collins/Nelson English Library, Level Two.

62.  Jamison, K.R. (1993). Touched with fire: Manic-depressive illness and the artistic temperament. New York : Free Press.

63.  Jordon (Eds), Reading in a second language (pp 5-12). Rowley , MA : Newbury House.

64.  Juola, J. F., Ward, N., & McNamara, T. Visual search and reading rapid serial presentations of letter strings, words, and text. Journal of Experimental Psychol­ogy: General, 1982, 111, 208-227.

65.  Just, M. A., & Carpenter, P. A. A theory of reading: From eye fixations to comprehension. Psychological Review, 1980, 87, 329-354.

66.  Just, M. A., & Carpenter, P. A. Inference processes during reading: Reflections from eye fixations. In J. W. Senders, D. F. Fisher, & R. A. Monty (Eds.), Eye movements and the higher psychological func­tions. Hillsdale , N.J. : Erlbaum, 1978.

67.  Kenealy, P.M. (1986). The Velten Mood Induction Procedure: A methodological review. Motivation and Emotion, 10, 315–335.  Kunst-Wilson,W.R.,& Zajonc, R.B. (1980). Affective discrimination of stimuli that cannot be recognized. Science, 207, 557–558. 

68.  Kerecuk, N., & Velloso Ribeiro, O. (1984). The Book Club Project, Modern English Teacher, 12(1) (pp 18-24).

69.  Kieras, D. E. Component processes in the comprehen­sion of simple prose. Journal of Verbal Learning and Verbal Behavior, 1981, 20, 1-23.

70.  Knoblich, G. et al. (2006). The Social Nature of Perception and Action. Current Directions in Psychological Science. Vol. 15, no.3, pages 99-104.

71.  Lai, F.K. (1993). The effect of a summer reading course on reading and writing skills. System, 21, (pp 87-100).

72.  Language Teaching Projects For The Third World . ELT Documents 116. British Council English Teaching Information Centre.

73.  Larsen, R.J., & Sinnett, L.M. (1991). Meta-analysis of experimental manipulations: Some factors affecting the Velten mood induction procedure. Personality and Social Psychology Bulletin, 17, 323–334.

74.  Lawrence, D. H. Two studies of visual search for word targets with controlled rates of presentation. Percep­tion & Psychophysics, 1971, 10, 85-89.

75.  Light, T. (1970). The reading comprehension passage and a comprehensive reading program. English Language Teaching, 24, (pp 120-124).

76.  Lutz , T. (2003). Crying: A natural and cultural history of tears. W.W. Norton.

77.  Maddox, H. (1963). How to study. New York : Fawcett World Library.

78.  Mainwaring, F.M., (1964). Looking at Life, London :Longman.

79.  Manly J,Touradji P,Tang M-X, Stern Y. Literacy and memory decline among ethnically diverse elders. (2003) J Clin Exp Neuropsychol. 5:680–690.

80.  Mayeux R, Honig LS,Tang MX, Manly J, Stern Y, Schupf N, Mehta PD. (2003) Plasma Aß40 and Aß42 and Alzheimer’s Disease: Relation to Age, Mortality, and Risk. Neurology. 61:1185–1190

81.  McCann, I.L., & Holmes, D.S. (1984). Influence of aerobic exercise on depression. Journal of Personality and Social Psychology, 46, 1142–1147.

82.  Meyer, B., & McConkie, G. W. What is recalled after hearing a passage? Journal of Educational Psychol­ogy, 1973, 65, 109-117.

83.  Mitchell, D. C, & Green, D. W. The effects of context and content on immediate processing in reading. Quarterly Journal of Experimental Psychology, 1978, 30, 609-636.

84.  Monahan, J.L., Murphy, S.T., & Zajonc, R.B. (2000). Subliminal mere exposure: Specific, general, and diffuse effects. Psychological Science, 11, 462–466.

85.  Nijstad, B.A., Stroebe, W., & Lodewijkx, H.F.M. (2003). Production blocking and idea generation: Does blocking interfere with cognitive processes? Journal of Experimental Social Psychology, 39, 531–548.

86.  Nuttall, C. (1982). Teaching reading skills in a foreign language. London : Heinemann Educational.

87.  Packer, J. (1975). Sinking For Your Supper, Current 1, CURRENT magazine, Mary Glasgow Publications.

88.  Pressley JC,Trott C,Tang M, Durkin M, and Stern Y. (2003) Dementia in Community-Dwelling Elderly: A Comparison of Survey Data, Medicare Claims, Cognitive Screening, Reported Symptoms and Activity Limitations. J Clin Epidem 56:896–905.

89.  Richard, W. (1982). Improving Reading Speed in Readers of English as a Second Language. JALT Journal, 4, (pp 89-95).

90.  Rigg, M.G. (1940). Speed as a determiner of musical mood. Journal of Experimental Psychology, 27, 566–571.

91.  Riley KP, Snowdon DA, Markesbery WR (2002) Alzheimer's neurofibrillary pathology and the spectrum of cognitive function: findings from the Nun Study. Ann Neurol 51: 567-77

92.  Robb, T.N., & Susser, B. (1989). Extensive Reading vs Skills Building in an EFL context. Reading in a Foreign Language, 5(2), (pp 239-249).

93.  Rosenthal , S.A. , Hooley, J.M., & Steshenko, Y. (2003, February). Distinguishing grandiosity from self-esteem: Development of the State-Trait Grandiosity Scale. Paper presented at the annual meeting of the Society for Personality and Social Psychology, Los Angeles , CA . 

94.  Scarmeas N, Stern Y. (2003) Cognitive reserve and lifestyle. J Clin Exp Neuropsychol. 5:625–633.

95.  Scarmeas N, Zarahn E, Anderson KE, Habeck C, Hilton HJ, Flynn J, Marder KS , Bell K, Sackeim H, Van Heertum R, Moeller JR, Stern Y. (2003) Association of leisure activities with cerebral blood flow in Alzheimer’s disease: Implications for the cognitive reserve hypothesis. Arch Neurol. 60:359–365.

96.  Scarmeas N, Zarahn EA, Anderson KE, Hilton HJ, Flynn J,Van Heertum R, Sackeim HA, Stern Y. (2003) Cognitive reserve modulates functional brain responses during memory tasks: a PET study in healthy young and elderly subjects. Neuroimage. 19:1215–1227.

97.  Schwarz, N. (2004). Meta-cognitive experiences in consumer judgment and decision making. Journal of Consumer Psychology, 14, 332–348.

98.  Schwarz, N., Bless, H., Strack, F., Klumpp, G., Rittenauer-Schatka, H., & Simons, A. (1991). Ease of retrieval as information: Another look at the availability heuristic. Journal of Personality and Social Psychology, 61, 195–202.

99.  Schwarz, N.,&Clore, G.L. (1983). Mood, misattribution, and judgments of well-being: Informative and directive functions of affective states. Journal of Personality and Social Psychology, 45, 513–523. 

100.    Sebanz, N. et al. (2005). Far From Action-Blind: representation of others' actions in individuals with autism. Neuropsychology, Vol. 22, No. 3-4, pages 433-454

101.    Sebanz, N. et al. (2006). Joint Action: Bodies and Minds Moving Together. Trends in cognitive Sciences. Vol 10 No. 2 Pages 70-76.

102.    Snowdon DA, Greiner LH, Mortimer JA, et al. (1997) Brain infarction and the clinical expression of Alzheimer disease. The Nun Study. JAMA 277: 813-7

103.   Snowdon DA, Greiner LH, Mortimer JA, et al. (1997) Brain infarction and the clinical expression of Alzheimer disease. The Nun Study. JAMA 277: 813-7

104.   Snowdon DA, Kemper SJ, Mortimer JA, et al. (1996) Linguistic ability in early life and cognitive function and Alzheimer’s disease in late life: Findings from the Nun Study. JAMA 275: 528-32

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108.    Snowdon , DA (2001). Aging with Grace: What the Nun Study Teaches Us About Leading Longer, Healthier, and More Meaningful Lives. New York  : Bantam Books.  ISBN 0-553-80163-5

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110.   Springer, M.V., McIntosh, A.R., Winocur, G., Grady, C.L. (2005). The Relation Between Brain Activity During Memory Tasks and Years of Education in Young and Older adults. Neuropsychology 19.2.

111.    Susser, B., & Robb, T.N. (1990). EFL Extensive Reading Instruction: Research and Procedure. JALT Journal, 12(2), (pp 161-185).

112.     Thompson, W.F., Schellenberg, E.G., & Husain, G. (2001). Arousal, mood, and the Mozart effect. Psychological Science, 12, 248–251. 

113.     Twomey, A., & Esgate, A. (2002). The Mozart effect may only be demonstrable in nonmusicians. Perceptual and Motor Skills, 95, 1013–1026.

114.     Velten, E.C., Jr. (1968). A laboratory task for induction of mood states. Behaviour Research and Therapy, 6, 473–482. 

115.    Watson, D., Clark, L.A. , & Tellegen, A. (1988). Development and validation of brief measures of positive and negative affect: The PANAS scales. Journal of Personality and Social Psychology, 54, 1063–1070.

116.    Weir, C. (1990). Communicative language testing. Prentice Hall.

117.    Williams, E. (1984). Reading in the language classroom. London : Macmillan.

118.    Winkielman, P., & Cacioppo, J.T. (2001). Mind at ease puts a smile on the face: Psychophysiological evidence that processing facilitation leads to positive affect. Journal of Personality and Social Psychology, 81, 989–1000.

119.     Winkielman, P., Halberstadt, J., Fazendeiro, T., & Catty, S. (2006). Prototypes are attractive because they are easy on the mind. Psychological Science, 17, 799–806.

120.     Winkielman, P., Schwarz, N., Fazendeiro, T., & Reber, R. (2003). The hedonic marking of processing fluency: Implications for evaluative judgment. In J. Musch&K.C. Klauer (Eds.), The psychology of evaluation: Affective processes in cognition and emotion (pp. 189–217). Mahwah , NJ : Erlbaum.

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122.    Young, M.A., Abrams, R., Taylor, M.A., & Meltzer, H.Y. (1983).  Establishing diagnostic criteria for mania. Journal of Nervous and Mental Disease, 171, 676–682.

123.    Zahavi, A. et. al. The Handicap Principle: a missing piece of Darwin 's Puzzle. Oxford University Press

124.    Zajonc, R.B. (1968). Attitudinal effects of mere exposure. Journal of Personality and Social Psychology Monograph Supplement, 9(2, Pt. 2), 1–27.

125.    Zajonc, R.B., Markus, H., & Wilson ,W.R. (1974). Exposure effects and associative learning. Journal of Experimental Social Psychology, 10, 248–263.