scholarly journals A Longitudinal Study of the Development of Automatic Recognition Skills in First Graders

1981 ◽  
Vol 13 (1) ◽  
pp. 57-74 ◽  
Author(s):  
Keith E. Stanovich ◽  
Anne E. Cunningham ◽  
Richard F. West
Keyword(s):  
High Frequency ◽  
First Graders ◽  
Low Frequency ◽  
First Grade ◽  
Testing Period ◽  
School Year ◽  
The Subject ◽  
The Relationship ◽  
Speed And Accuracy ◽  
High Frequency Words

Experiment 1 was a study in which three times during the school year (in September, February, and April) first graders performed a discrete-trial Stroop task in which they named the colors of stimuli that were either letters, high-frequency words, or low-frequency words. The amount of interference caused by these stimuli was assessed by comparing the naming times to a control condition where the subject named a series of X's. In each testing period the interference caused by letters exceeded that caused by high-frequency words. There was also a nonsignificant tendency for interference caused by high-frequency words to exceed that caused by low-frequency words. There was a marked increase in interference between September and February, but very little change between February and April, indicating that the automaticity function had already flattened out by the end of first grade. There was a tendency for better readers to display more interference and to show interference earlier in the year. Experiment 2 replicated the developmental trends displayed in Experiment 1 and explored the relationship between interference and the speed and accuracy with which subjects named the stimuli. The overall pattern of results in the two experiments was reasonably consistent with the automaticity model of reading developed by LaBerge and Samuels (1974).

Memorability, Word Frequency and Negative Recognition

1977 ◽  
Vol 29 (3) ◽  
pp. 461-473 ◽  
Author(s):  
J. Brown ◽  
V. J. Lewis ◽  
A. F. Monk
Keyword(s):  
Word Frequency ◽  
Recognition Test ◽  
High Frequency ◽  
Low Frequency ◽  
Category Rating ◽  
Input List ◽  
Specific Prediction ◽  
The Subject ◽  
Relationship Of ◽  
The Relationship

Brown (1976) has provided an analysis of the effect of the memorability of an item on the confidence with which it is accepted or rejected in a test of recognition or recall. When the subject has no clear recollection of the inclusion of an item in an input list, he is assumed to evaluate its memorability in the context of the experiment before he decides whether to accept or reject it. If the judged memorability is high, the absence of a clear recollection is stronger evidence against the item than if it is low. A specific prediction is that memorable distractors in a recognition test will be more confidently rejected than non-memorable ones. This prediction was tested and confirmed in three experiments in which recognition was tested by 4-category rating. Except in Experiment I, items memorable to individual subjects were identified by administering a questionnaire. For example, in Experiment III forenames of immediate family were assumed to have high memorability. This experiment also included word frequency as a variable. Low-frequency distractors were rejected significantly more firmly than high-frequency distractors: extraction of memorable names enhanced this effect. The relationship of memorability to word frequency is discussed.

scholarly journals The Development of Automatic Word Recognition Skills

1979 ◽  
Vol 11 (3) ◽  
pp. 211-219 ◽  
Author(s):  
Richard F. West ◽  
Keith E. Stanovich
Keyword(s):  
Stroop Task ◽  
High Frequency ◽  
First Graders ◽  
Low Frequency ◽  
Color Naming ◽  
Third Graders ◽  
Developmental Trend ◽  
Discrete Trial ◽  
Older Children ◽  
High Frequency Words

Kindergarteners, first graders, and third graders performed a discrete-trial Stroop task in which they named the colors of stimuli that either matched or did not match items that were being concurrently held in memory. Letters, high-frequency words, and low-frequency words were used as stimuli. There was a developmental trend toward the color being named faster when the stimulus matched the item held in memory. This finding was unexpected. While the color-naming times of the first and third graders did not depend on stimulus type, the kindergarteners named colors slower when the stimuli were letters and showed a tendency to respond slower to high-frequency words than to low-frequency words. Apparently, the kindergarteners had fully automated the recognition of only the letters and were beginning to automate the recognition of high-frequency words. In contrast, the older children had automated the recognition of letters, high-frequency words, and low-frequency words to an equal extent.

Lexical frequency as a scalar variable in explaining variation

2010 ◽  
Vol 55 (1) ◽  
pp. 1-25 ◽  
Author(s):  
Richard J. File-Muriel
Keyword(s):  
Quantitative Analysis ◽  
High Frequency ◽  
Low Frequency ◽  
Categorical Variable ◽  
Lexical Frequency ◽  
Reading Task ◽  
Acoustical Analysis ◽  
Scalar Variable ◽  
The Relationship ◽  
High Frequency Words

AbstractThis study examines the relationship between lexical frequency and s-lenition in Barranquillero Spanish, looking at lexical frequency as a scalar variable. A quantitative analysis of /s/ in words of different lexical frequencies, in which productions from a reading task were submitted to auditory acoustical analysis, reveals that the single most important factor in s-lenition is lexical frequency. Speakers tend towards a full articulation of /s/ in low-frequency words, while weakening it in high-frequency words. This study addresses three questions: Do subtle differences in lexical frequency influence how sounds are produced synchronically? What are the advantages of considering lexical frequency in scalar terms as opposed to a categorical variable (high vs. low-frequency)? What is the relationship between lexical frequency and other linguistic factors?

A Longitudinal Study of the Effects of Word Frequency and Rime-Neighborhood Size on Beginning Readers' Rime Reading Accuracy in Words and Nonwords

2002 ◽  
Vol 34 (1) ◽  
pp. 39-58 ◽  
Author(s):  
J. Anne Calhoon ◽  
Lauren Leslie
Keyword(s):  
Longitudinal Study ◽  
Word Frequency ◽  
Word Learning ◽  
High Frequency ◽  
Low Frequency ◽  
Beginning Readers ◽  
Developmental Model ◽  
Neighborhood Size ◽  
Reading Accuracy ◽  
High Frequency Words

Beginning readers' rime reading accuracy was assessed over three years to examine the influence of word frequency and rime-neighborhood size (the number of single syllable words with the same rime) on words presented in lists and stories. Twenty-seven 1st- and 2nd- grade students read 54 words and 27 nonwords containing rimes from different size neighborhoods. In Year 1, children showed effects of neighborhood size in high frequency words read in stories and in low frequency words read in lists and stories. In Year 2, rimes from large neighborhoods were read more accurately than rimes from medium and small neighborhoods in high- and low-frequency words. In Year 3, no effects of rime-neighborhood size were found for high-frequency words, but effects on low-frequency words continued. These results support Leslie and Calhoon's (1995) developmental model of the effects of rime-neighborhood size and word frequency as a function of higher levels of word learning.

Factorial and Predictive Validity of First Graders' Scores on the Early Reading Screening Instrument

1997 ◽  
Vol 81 (1) ◽  
pp. 207-210 ◽  
Author(s):  
Jan Perney ◽  
Darrell Morris ◽  
Stamey Carter
Keyword(s):  
Reading Comprehension ◽  
Word Recognition ◽  
Predictive Validity ◽  
Reading Skills ◽  
First Graders ◽  
Early Reading ◽  
First Grade ◽  
Screening Instrument ◽  
Moderate Amount ◽  
School Year

The factorial and predictive validity of the Early Reading Screening Instrument was examined for 105 first grade students. Analysis indicated that the test is unidimensional and can predict first grade reading skills at the end of the school year with at least a moderate amount of accuracy. A previous study indicated predictive validity coefficients of .66 and .73 when the criteria were word recognition and reading comprehension. The current study yielded predictive validity coefficients of .67 and .70 for these criteria.

PHONOLOGICAL EVIDENCE FOR EXEMPLAR STORAGE OF MULTIWORD SEQUENCES

2002 ◽  
Vol 24 (2) ◽  
pp. 215-221 ◽  
Author(s):  
Joan Bybee
Keyword(s):  
High Frequency ◽  
Low Frequency ◽  
Phonetic Variation ◽  
Word Boundaries ◽  
High Frequency Words

Phonological evidence supports the frequency-based model proposed in the article by Nick Ellis. Phonological reduction occurs earlier and to a greater extent in high-frequency words and phrases than in low-frequency ones. A model that accounts for this effect needs both an exemplar representation to show phonetic variation and the ability to represent multiword combinations. The maintenance of alternations conditioned by word boundaries, such as French liaison, also provides evidence that multiword sequences are stored and can accrue representational strength. The reorganization of phonetic exemplars in favor of the more frequent types provides evidence for some abstraction in categories beyond the simple registration of tokens of experience.

Word frequency does not moderate the degree to which people can selectively attend to parts of visually presented words

2020 ◽  
pp. 174702182096906
Author(s):  
Todd A Kahan ◽  
Louisa M Slowiaczek ◽  
Ned Scott ◽  
Brian T Pfohl
Keyword(s):  
Word Frequency ◽  
High Frequency ◽  
Congruency Effect ◽  
Response Times ◽  
Test Word ◽  
Low Frequency ◽  
Bigram Frequency ◽  
Capacity Model ◽  
Entire Word ◽  
High Frequency Words

Whether attention is allocated to an entire word or can be confined to part of a word was examined in an experiment using a visual composite task. Participants saw a study word, a cue to attend to either the right or left half, and a test word, and indicated if the cued half of the words (e.g., left) was the same (e.g., TOLD-TONE) or different (e.g., TOLD-WINE). Prior research using this task reports a larger congruency effect for low-frequency words relative to high-frequency words but extraneous variables were not equated. In this study ( N = 33), lexical (orthographic neighbourhood density) and sublexical (bigram frequency) variables were controlled, and word frequency was manipulated. Results indicate that word frequency does not moderate the degree to which parts of a word can be selectively attended/ignored. Response times to high-frequency words were faster than response times to low-frequency words but the congruency effect was equivalent. The data support a capacity model where attention is equally distributed across low-frequency and high-frequency words but low-frequency words require additional processing resources.

Role of Dominance Status in Shock-Stimulated Agonistic Behavior

1971 ◽  
Vol 29 (3) ◽  
pp. 768-770 ◽  
Author(s):  
G. McA. Kimbrell ◽  
D. Chesler
Keyword(s):  
High Frequency ◽  
Agonistic Behavior ◽  
Defensive Behavior ◽  
Low Frequency ◽  
Behavior Patterns ◽  
Dominance Status ◽  
Very Low Frequency ◽  
The Relationship ◽  
Shock Situation

To clarify the relationship between dominance status and frequency of specific sub-classes of agonistic behavior in response to foot shock, 30 mice were selected on the basis of high- or low-dominance status and paired in a foot-shock situation. Dominant pairs exhibit a high frequency of defensive behavior patterns whereas submissive pairs exhibit a very low frequency of defensive patterns.

Masked onset priming effect for high-frequency words: Further support for the speech-planning account

2007 ◽  
Vol 60 (8) ◽  
pp. 1155-1167 ◽  
Author(s):  
Tania Malouf ◽  
Sachiko Kinoshita
Keyword(s):  
Target Word ◽  
High Frequency ◽  
Priming Effect ◽  
Low Frequency ◽  
Alternative View ◽  
Mapping Process ◽  
Speech Planning ◽  
Speech Response ◽  
Target Words ◽  
High Frequency Words

Two experiments investigated whether priming due to a match in just the onset between a masked prime and target is found with high-frequency target words. Forster and Davis (1991, Exp. 5) reported that the masked onset priming effect was absent for high-frequency words and used the finding to argue that the effect has its locus in the grapheme–phoneme mapping process that operates serially within the nonlexical route. Experiment 1 used primes that were unrelated to targets and found a masked onset priming effect of equal size for high-frequency and low-frequency target words. Experiment 2 used form-related primes as used by Forster and Davis, and again found that the effect of onset mismatch was not dependent on target word frequency. These results are interpreted in terms of an alternative view that the masked onset priming effect has its origin in the process of preparing a speech response.

Dynamic relation between global Islamic and conventional sectoral stock and bonds indexes

2020 ◽  
Vol 07 (02) ◽  
pp. 2050006
Author(s):  
Sukriye Tuysuz
Keyword(s):  
High Frequency ◽  
Low Frequency ◽  
Stock Index ◽  
High Frequency Part ◽  
Dynamic Relation ◽  
The Relationship

This paper examines the relationship between 10 Global sectoral conventional and Islamic assets. For each sector, a conventional, an Islamic stock index and a bond are retained. The analyzed relations are done by taking into account diverse investment horizons by using MODWT and GARCH-DCC-type models. Our results indicate that adding bond indexes into a portfolio composed with conventional stock or Islamic stock is efficient. As for the correlations between conventional and Islamic sectoral indexes, they depend on the sector. Relations between returns of securities are quite similar to the relations between high-frequency part of these series and are very volatile at low frequency.

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