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1.
The present study tracked the time course of the syllable frequency effect in French visual word recognition, by varying the strength of spreading activation between letters and phonological syllables. The frequency of phonological first syllables and the frequency of orthographic first syllables were conjointly manipulated in two lexical decision tasks. In Experiment 1, word parsing into syllable units was supported by orthographic redundancy. No interaction between orthographic and phonological syllable frequency was found. In Experiment 2, word parsing into syllables was not marked by orthographic redundancy. Results showed an interaction between orthographic and phonological syllable frequency: the syllable frequency effect was inhibitory when orthographic syllable frequency was high, whereas it was facilitatory when orthographic syllable frequency was low. Decreasing the strength of syllable activation (i.e., with orthographic syllables of low frequency and ambiguous syllable boundaries) prevented the activation of lexical competitors before target word recognition, leading to a facilitatory effect of syllable frequency. The present study provides evidence that the net effect of syllable frequency is strongly related to its time course, and that the strength of syllable activation, which depends on orthographic properties, determines the direction of the net effect. 相似文献
2.
Nathalie N. Bélanger Shari R. Baum Rachel I. Mayberry 《Scientific Studies of Reading》2013,17(3):263-285
Deaf people often achieve low levels of reading skills. The hypothesis that the use of phonological codes is associated with good reading skills in deaf readers is not yet fully supported in the literature. We investigated skilled and less skilled adult deaf readers' use of orthographic and phonological codes in reading. Experiment 1 used a masked priming paradigm to investigate automatic use of these codes during visual word processing. Experiment 2 used a serial recall task to determine whether orthographic and phonological codes are used to maintain words in memory. Skilled hearing, skilled deaf, and less skilled deaf readers used orthographic codes during word recognition and recall, but only skilled hearing readers relied on phonological codes during these tasks. It is important to note that skilled and less skilled deaf readers performed similarly in both tasks, indicating that reading difficulties in deaf adults may not be linked to the activation of phonological codes during reading. 相似文献
3.
Greg Decker Greg B. Simpson Mark Yates Lawrence Locker 《Journal of Research in Reading》2003,26(3):280-286
Within the dual‐route framework it is hypothesised that readers exhibit flexibility in their use of lexical and non‐lexical information in word naming. In the present study, participants named high‐ and low‐frequency regular one‐syllable English words embedded within lists of regular or irregular one‐ or two‐syllable English words. A large number of irregular words should bias the reader toward the lexical route, whereas a list consisting exclusively of regular words should allow more efficient use of sublexical information present in the word. Word frequency effects were obtained when the list was dominated by either regular or irregular two‐syllable filler words. Furthermore, there was an interaction between frequency and regularity for the one‐syllable words, indicating that the frequency effect was significantly larger when the fillers were one‐syllable irregular words relative to one‐syllable regular words. These results extend those reported for a shallow orthography, and indicate strategic control over the use of phonological and lexical information in English word recognition. 相似文献
4.
Phonological contribution during visual word recognition in child readers. An intermodal priming study in Grades 3 and 5 
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下载免费PDF全文 Karinne Sauval Séverine Casalis Laetitia Perre 《Journal of Research in Reading》2017,40(Z1):S158-S169
This study investigated the phonological contribution during visual word recognition in child readers as a function of general reading expertise (third and fifth grades) and specific word exposure (frequent and less‐frequent words). An intermodal priming in lexical decision task was performed. Auditory primes (identical and unrelated) were used in order to directly activate phonological codes independently of orthographic processing. Overall, the results revealed a widespread phonological priming effect in both grades. There was a significant interaction between grade, priming condition and frequency, revealing that the impact of frequency on identity priming differed between grades. In third grade, the results indicated that the priming effect was greater for less‐frequent than for frequent words. In fifth grade, priming effects were similar for both frequent and less‐frequent words. These findings indicate that print and speech processing systems are interconnected in young readers. Moreover, phonological codes play an important role in word recognition throughout reading development. 相似文献
5.
Michal Lavidor 《Journal of Research in Reading》2011,34(4):443-454
The research question here was whether whole‐word shape cues might facilitate reading in dyslexia following reports of how normal‐reading children benefit from using this cue when learning to read. We predicted that adults with dyslexia would tend to rely more on orthographic rather than other cues when reading, and therefore would be more affected by word shape manipulations. This prediction was tested in a lexical decision task on words with a flat or a non‐flat outline (i.e. without or with letters with ascending/descending features). We found that readers with dyslexia were significantly faster when reading non‐flat compared with flat words, while typical readers did not benefit from whole‐word shape cues. The interaction of participants' group and word shape was not modulated by word frequency; that is word outline shape facilitated reading for both rare and frequent words. Our results suggest that enhanced sensitivity to orthographic cues is developed in some cases of dyslexia when normal, phonology‐based word recognition processing is not exploited. 相似文献
6.
We report two experiments that investigated whether phonological and/or orthographic shifts in a base word interfere with morphological processing by French 3rd, 4th, and 5th graders and adults (as a control group) along the time course of visual word recognition. In both experiments, prime-target pairs shared four possible relationships: morphological without modification (nuageux-NUAGE), morphological with phonological modification (bergerie-BERGER), morphological with phonological and orthographic modifications (soigneux-SOIN), and orthographic control (fourmi-FOUR). In Experiment 1 (60-ms prime duration), priming effects were only significant in the morphological condition without modification in children but in the three morphological conditions in adults. In Experiment 2 (250-ms prime duration) priming effects were significant in all three morphological conditions in each group, independently of form shifts. These results indicate that allomorphic variation does allow for the lexical activation of base words only in the later stages of word recognition in children, whereas this activation is automatic in adults. 相似文献
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8.
Two lexical decision experiments are reported that investigate whether the same segmentation strategies are used for reading printed English words and fingerspelled words (in American Sign Language). Experiment 1 revealed that both deaf and hearing readers performed better when written words were segmented with respect to an orthographically defined syllable (the Basic Orthographic Syllable Structure [BOSS]) than with a phonologically defined syllable. Correlation analyses revealed that better deaf readers were more sensitive to orthographic syllable representations, whereas segmentation strategy did not differentiate the better hearing readers. In contrast to Experiment 1, Experiment 2 revealed better performance by deaf participants when fingerspelled words were segmented at the phonological syllable boundary. We suggest that English mouthings that often accompany fingerspelled words promote a phonological parsing preference for fingerspelled words. In addition, fingerspelling ability was significantly correlated with reading comprehension and vocabulary skills. This pattern of results indicates that the association between fingerspelling and print for adult deaf readers is not based on shared segmentation strategies. Rather, we suggest that both good readers and good fingerspellers have established strong representations of English and that fingerspelling may aid in the development and maintenance of English vocabulary. 相似文献
9.
This study examined the effects of a syllable-based reading intervention for German second graders who demonstrated difficulties in the recognition of written words. The intervention focused on fostering word reading via syllable segmentation. The materials consisted of the 500 most frequent syllables typically read by 6- to 8-year-old children. The aims were to practice phonological recoding, consolidate orthographic representations of syllables, and routinize the access to these representations. Compared to children randomly assigned to a wait-list group, poor readers in the treatment condition showed significant improvements in standardized measures of phonological recoding, direct word recognition, and text-based reading comprehension after the 24-session intervention. Poor readers in the treatment condition also showed greater improvements in development of word recognition compared to children with efficient word recognition skills. The results provide evidence that a syllable-based reading intervention is a promising approach to increase struggling readers’ word recognition skills, which in turn will improve their reading comprehension. 相似文献
10.
Jane Ashby 《Journal of Research in Reading》2006,29(3):318-333
Recent eye movement experiments offer preliminary evidence that skilled readers activate word‐level prosodic information when silently reading sentences. This paper reviews the role of eye movements during reading as well as the preliminary evidence for prosodic processing. A new experiment examines whether prosodic processing differs for high and low frequency words. Readers' eye movements were monitored while reading target words presented in sentences preceded by parafoveal previews that either contained the exact initial syllable of the target (i.e. the congruent preview condition) or the initial syllable plus the next letter (i.e. the incongruent preview condition). Reading times on high frequency words did not differ in the congruent and incongruent preview conditions, but reading times on low frequency words were faster in the congruent condition. The implications of the present result and previous studies are discussed in terms of phonological hub theory, which is a production‐based theory of word recognition during skilled silent reading. 相似文献
11.
This study aimed at examining whether deaf children process written words on the basis of phonological units. In French, the syllable is a phonologically and orthographically well-defined unit. French deaf children and hearing children matched on word recognition level were asked to copy written words and pseudo-words. The number of glances at the item, copying duration, and the locus of the first segmentation (i.e., after the first glance) within the item were measured. The main question was whether the segments copied by the deaf children corresponded to syllables as defined by phonological and orthographic rules.The results showed that deaf children, like hearing children, used syllables as copying units when the syllable boundaries were marked both by orthographic and phonological criteria. However, in a condition in which orthographic and phonological criteria were differentiated, the deaf children did not perform phonological segmentations while the hearing children did. We discuss two explanatory hypotheses. First, items in this condition were difficult to decode for deaf children; second, orthographic units were probably easier to process for deaf children than phonological units because of a lack of automaticity in their phonological conversion processes for pseudo-words. Finally, incidental observations during the experimental task raised the question of the use of fingerspelled units. 相似文献
12.
Juan L. Luque Miguel López-Zamora Carlos J. Álvarez Soraya Bordoy 《Annals of dyslexia》2013,63(3-4):239-252
This study explores whether activation and inhibition word processes contribute to the characteristic speed deficits found in transparent orthographies (Wimmer, Appl Psycholinguist 14:1–33, 1993). A second and fourth grade sample of normal school readers and dyslexic school readers participated in a lexical decision task. Words were manipulated according to two factors: word frequency (high vs. low) and syllable frequency (high vs. low). It has been repeatedly found that words with high-frequency syllables require extra time for deactivating the lexical syllabic neighbors: the so-called inhibitory effect of positional frequency syllable (Carreiras et al., J Mem Lang 32:766–780, 1993). We hypothesized that dyslexic readers would show a stronger inhibitory effect than normal readers because they are slower decoders and they may also be slower at the activation and inhibition of word representations that are competing (i.e., syllabic candidates). Results indicated an interaction between word and syllable frequency (i.e., a strong inhibitory effect was found in the low-frequency word condition). According to our hypothesis, the inhibitory effect size was almost three times bigger in dyslexics than in the normal readers. This difference shows an alteration, not a developmental lag. Interestingly, the inhibitory effect size did not interact with school grade. Thus, reading experience did not impact the lexical processes involved on the inhibitory effect. Our outcomes showed how activation and/or inhibition of lexical processes can contribute to the lack of speed beyond decoding deficit. 相似文献
13.
An experiment was carried out to compare the time course of the acquisition of two basic spelling mechanisms in Spanish, a shallow system, and French, a deep system. The first was lexical. It relies on the orthographic lexicon, a hypothetical structure containing the orthographic representations of words accessible for word spelling. To evaluate its contribution the participants were asked to spell words of high and low frequency containing phonemes which can take different graphemic values. The second mechanism relies on sub-lexical processes. Its contribution was evaluated asking the participants to spell words containing consistent phoneme-to-grapheme translation pairs which were identical in Spanish and French. Two contrasting predictions were considered, one derived from the Orthographic Depth Hypothesis (ODH, Frost, 2005) and the other from the Self-Teaching Hypothesis (STH, Share, 2004). According to the ODH, the orthographic lexicon should develop more rapidly in French than in Spanish because Spanish spellers can rely on phoneme-to-grapheme translation mechanisms to spell most words, meaning that they do not need to resort to the orthographic lexicon. In contrast, the STH suggests that effective identification of a word gradually generates its orthographic representation. The results revealed that both spelling mechanisms develop far faster in Spanish than in French. The fact that word frequency effects appeared earlier in Spanish than in French, indicating that the orthographic lexicon incorporates words more rapidly in a shallow than in a deep system, is clearly incompatible with the ODH and easier to handle in the context of the STH. 相似文献
14.
Some previous studies of visual word recognition have reported an interaction between visual field and word length (measured by number of letters), such that recognition is affected more by word length for words presented in the left than for words presented in the right visual field. However, when manipulating serial position of letters in words to measure length effects, there are also reports of symmetrical word length effects in the two visual fields. Here we report two experiments, presenting four‐ and seven‐letter words, suggesting that the serial position and length effects in the hemispheres are separable and task dependent. For tasks that rely more heavily on letter‐level processing such as letter search (Experiment 1), performance in both hemifields showed similar effects of serial position; however, when comparing four‐ and seven‐letter words, an effect of word length was evident only in the left visual field, in line with the well‐established interaction between word length and hemifield. An interaction between word length and hemifield was confirmed for the same stimuli when they were employed in a lexical decision task, which forced whole‐word processing (Experiment 2). We conclude that the effects of serial position and number of letters in the two visual fields are separable, and are selectively affected by task type. 相似文献
15.
ABSTRACTSpelling errors are typically thought of as an effect of a word’s weak orthographic representation in an individual mind. What if existence of spelling errors is a partial cause of effortful orthographic learning and word recognition? We selected words that had homophonic substandard spelling variants of varying frequency (e.g., innocent and inocent occur in 69% and 31% of occurrences of the word, respectively). Conventional spellings were presented for recognition either in context (Experiment 1, eye-tracking sentence reading) or in isolation (Experiment 2, lexical decision). Words elicited longer fixation durations and lexical decision latencies if there was more uncertainty (higher entropy) regarding which spelling is a preferred one. The inhibitory effect of frequency was not modulated by spelling or other reading skill. This finding is in line with theories of learning that predict spelling errors to weaken associations between conventional spellings and the word’s meaning. 相似文献
16.
The present study aimed to investigate the development of automatic phonological processes involved in visual word recognition during reading acquisition in French. A visual masked priming lexical decision experiment was carried out with third, fifth graders and adult skilled readers. Three different types of partial overlap between the prime and the target were contrasted: orthographic and phonological overlap (O+P+; ren-RENDRE [give] pronounced /?ɑ?/-/?ɑ?d?/ respectively), orthographic overlap (O+P?; re-RENDRE pronounced /??/-/?ɑ?d?/ respectively), or without orthographic and phonological overlap with the beginning of the target, namely unrelated (UR; pi-RENDRE pronounced /pi/-/?ɑ?d?/, respectively). The number of letters was controlled throughout the priming conditions. The results showed an interaction between grade and priming condition in children. In third graders, the results displayed a masked phonological priming effect (the O+P+ condition was compared to the O+P? condition) but not a masked orthographic priming effect (the O+P? condition was compared to the UR condition). On the contrary, in fifth graders, the results showed a masked orthographic priming effect but not a masked phonological priming effect. Adult skilled readers displayed the same pattern as fifth graders. These results are interpreted in the multiple-route model of reading development. 相似文献
17.
Stress assignment to Italian polysyllabic words is unpredictable, because stress is neither marked nor predicted by rule.
Stress assignment, especially to low frequency words, has been reported to be a function of stress dominance and stress neighbourhood.
Two experiments investigate stress assignment in sixth-grade, skilled and dyslexic, readers. In Experiment 1, skilled readers
were not affected by stress dominance. Dyslexic children, although affected by word frequency, made more stress regularisation
errors on low frequency words. In Experiment 2, stress neighbourhood affected low frequency word reading irrespective of stress
dominance for both skilled and dyslexic readers. Words with many stress friends were read more accurately than words with
many stress enemies. It is concluded that, in assigning stress, typically developing and developmental dyslexic Italian readers
are sensitive to the distributional properties of the language. 相似文献
18.
In two reading level design experiments, matched groups of normal and poor readers were compared with regard to their use of phonological and orthographic information. Experiment 1 used a semantic decision task similar to the task described in the study of Jarvella & Snodgrass (1974). Experiment 1 was aimed to assess the way normal and poor readers, matched on reading level, automatically process phonological and orthographic incongruencies when comparing the singular and plural of nouns. Experiment 2 investigated the automatized processing of uppercase-lowercase letter incongruencies in a same-different task using words and pseudowords. It assessed the role of letter feature cues involved in the initial identification process. Experiment 1 demonstrated that poor readers needed more time for evaluating phonologically incongruent word pairs. No independent effect of orthographic incongruency was found. Experiment 2 showed that, if compared with reading age matched normals, poor readers had more problems with evaluating uppercase-lowercase incongruencies. This orthographic processing problem was particularly prominent when pseudowords were presented. It is concluded that poor readers not only have phonological processing problems, but also have difficulties at the orthographic processing level. 相似文献
19.
We argue that the reading of words and text is fundamentally conditioned by the splitting of the fovea and the hemispheric division of the brain, and, furthermore, that the equitable division of labour between the hemispheres is a characteristic of normal visual word recognition. We report analyses of a representative corpus of the eye fixations of normal readers in the realistic reading of text where we compare hemispheric processing, quantified in terms of uncertainty about the orthographic, phonological and semantic representations of the words of the text. The analyses show that normal reading is accurately understood in terms of an equitable division of labour in the construction of the orthographic identity of the word and that, for English, a semantic division patterns closely with the orthographic division. We infer that impaired inter‐hemispheric co‐ordination of orthographic information may be best compensated for by a reliance on the inter‐hemispheric co‐ordination of semantic information, as in phonological dyslexia. 相似文献
20.
The quality of implicit morphological knowledge in adult Hebrew readers with developmental dyslexia was investigated. The priming paradigm was used to examine whether these adults extract and represent morphemic units similarly to normal readers during online word recognition. The group with dyslexia as a whole did not exhibit priming with visual presentation as opposed to both age- and reading-level controls. Priming was absent when the prime and target words shared a morpheme and even when the prime and the target were identical. Only the students with phonological dyslexia, who exhibited relatively good performance in the orthographic judgment task, exhibited repetition priming but not morphological priming. Strong repetition and morphological priming effects were found for participants with dyslexia when the stimuli were auditory. The implications of the dissociation between visual and auditory priming for the locus of the deficit in morphological processing during word recognition are discussed. 相似文献