Carr’s position in regards to PC vs. Mac, Open Office vs. Microsoft Office

 

Q) Analyze Carr’s position in regards to PC vs. Mac, Open Office vs. Microsoft Office, and Microsoft Powerpoint vs. Tableau.

Q) Do some independent research on Nicholas Carr (the author of “IT Doesn’t Matter”) and explain his current position on the ability of IT to provide competitive advantage.

Q) Review the WebEx website. What features of WebEx would contribute to good collaboration? Compare WebEx with other collaboration tools such as Skype or Google Hangouts?

Sample Solution

Psycholinguistic Model of Reading: The psycholinguistic view of reading is rooted an attempt to understand how language works for carrying meaning (Pearson, 1976). Three types of information need to be processed when readers read some printed information (Goodman, 1969). The first type information is called graphophonic or grapho-phonemic which involves with explicit or implicit phonemic manipulation, phonics generation and phoneme-grapheme correspondence. The second type of information that readers processed is syntactic information, which includes systematic relationships among words and grammatically acceptable sentences (Pearson, 1976). The third kind of information is the semantic information (Goodman, 1969) which refers the knowledge of the relationship between the meaning of word, phrase and sentences and how this meaning is related to each other.

Pearson (1976) argued that for actual reading, these three kinds of information are simultaneously processed. Psycholinguistics approach is also suggested that, skilled or efficient readers gradually maximize their reliance on semantic and syntactic information and minimize the dependency of grapho-phonemic analysis. In addition novice readers are ‘so bound up’ for searching phonemic information because in this stage meaning is not highlighted that much but gradually when they are become skilled their dependency of grapho-phonemic information reduced. This model explains that to become a skilled reader initially phonological awareness and decoding skills (grapho-phonemic information) are necessary, but for mature reader these skills are not minimized.