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Re:Study: Students did not benefit from studying according t... by stordoff on Sunday May 20, 2018 @09:14PM (#17115607)
I'm largely of the opposite group. Having names that aren't pronounceable helps me read code faster, as I don't try to pronounce it, and can just treat the entire word as a unit rather trying to "read" it.

I do the same in English when reading fast. I distinctly remember reading "Hermione" in Harry Potter as a child, and, because it was a name I hadn't encountered before, just "reading over" it and not thinking about the actual pronunciation. I didn't think about the actual pronunciation until some years later (probably when it was brought up in the books). Even now, if I try to pay attention to my internal monologue whilst reading, it's often words running into each other or being skipped, unless I deliberately slow down, because I'm not actively subvocalising and I'm reading faster than I would pronounce them.

Re:Study: Students did not benefit from studying according t... by rectang on Sunday May 20, 2018 @10:13PM (#17115770)
That makes sense. Then the question in the context of "learning styles" is, if these differences are real, are they actionable -- can we produce measurable differences in outcomes?
Re:Study: Students did not benefit from studying according t... by Kluny on Monday May 21, 2018 @01:07AM (#17116256)
Hermy-own. I stumbled on it every single time.
Re:Study: Students did not benefit from studying according t... by itronitron on Monday May 21, 2018 @12:41AM (#17116181)
that reminds me of reading Huckleberry Finn and having no idea what Jim was referring to when he used the word 'chile' until I actually sounded it out and then everything Jim was saying made sense