Covert phonological recoding in impaired word recognition

1990 ◽  
Vol 39 (4) ◽  
pp. 592-593
Keyword(s):  
Word Recognition ◽  
Phonological Recoding

Test of the Phonological Recoding Hypothesis Using a Letter-Delay Task

2002 ◽  
Vol 95 (2) ◽  
pp. 487-490
Author(s):  
Chang H. Lee
Keyword(s):  
Word Recognition ◽  
Phonological Similarity ◽  
Phonological Recoding ◽  
Leading Role ◽  
Delay Task ◽  
Silent Letter

In some English words is a silent letter in the letter strings, e.g., PSALM, This type of word provides room to manipulate phonological similarity against the words with a nonsilent letter in the corresponding position, e.g., PASTA, to test the phonological recoding hypothesis. Letter strings excluding the silent letter or the sounding letter, e.g., _salm and a phonological condition, _asta as an orthographic condition, were presented. A “psalm-type word” was processed faster than “pasta-type word,” indicating that phonology plays a leading role in word recognition.

The Processing of Printed Language by Aphasic Adults

1982 ◽  
Vol 25 (2) ◽  
pp. 314-319 ◽  
Author(s):  
John L. Locke ◽  
John W. Deck
Keyword(s):  
Word Recognition ◽  
Oral Reading ◽  
Semantic Processing ◽  
Semantic Analysis ◽  
Content Word ◽  
Function Word ◽  
Phonological Recoding ◽  
Reading Theory ◽  
The Face

Eight aphasic and eight brain-damaged nonaphasie patients silently "read" a short passage while performing an internal search for specified consonant letters of varying phonological and syntactic salience. The nonaphasie patients showed the phonological and syntactic effects customarily achieved by normal readers. For example, they were more likely to find a letter if it were pronounced than if it were silent, and they were more likely to find a letter if it were in a content word than in a function word. The aphasics had reliable phonological effects hut no observable syntactic effects. Those aphasics with relatively large phonological effects performed better on a separate task requiring the oral reading of isolated words. For reading theory, the primary message from this study is that phonological recoding may occur between word recognition and the completion of semantic analysis, and that recoding may not by itself be sufficient to reading for meaning. For aphasia theory, the main implication of this study is that aphasics read by applying the appropriate phonological strategies, but that such strategies are limited in the face of ineffective syntactic and semantic processing, as occurs in aphasia.

Dual and Single Route Models for Beginning Readers

2009 ◽  
Vol 217 (3) ◽  
pp. 159-174 ◽  
Author(s):  
Eric Maris ◽  
Rinske de Graaff Stoffers
Keyword(s):  
Word Recognition ◽  
Lexical Decision ◽  
Visual Word Recognition ◽  
Second Step ◽  
Phonological Recoding ◽  
Single Word ◽  
Multinomial Processing Tree ◽  
Single Mechanism ◽  
Dual Route ◽  
Dual Route Model

There has been a lot of attention for the idea that the reading of a single word (visual word recognition) involves a single mechanism only. This mechanism first maps the orthographic input onto a sublexical phonological code via which, in a second step, the lexicon is accessed. This mechanism is called a single route phonological model, and it should be contrasted with a dual route model, which also assumes an orthographic route. This orthographic route maps the orthographic input onto a lexical orthographic code without phonological recoding. In this paper, both the single route phonological and the dual route models were formulated as multinomial processing tree (MPT) models. These two MPT models were applied to the data of two experiments in which the participants (children in Grades 1 and 2) had to give a combined naming and lexical decision response to four types of stimuli (words and three types of nonwords). The dual route model gave a much better explanation of these data than the single route phonological model.

Reading for Meaning: The Effects of Concurrent Articulation

1981 ◽  
Vol 33 (4) ◽  
pp. 415-437 ◽  
Author(s):  
Derek Besner ◽  
Julia Davies ◽  
Shona Daniels
Keyword(s):  
Word Recognition ◽  
Visual Word Recognition ◽  
Lexical Access ◽  
Articulatory Suppression ◽  
Error Rates ◽  
Phonological Recoding ◽  
Suppression Effect ◽  
The Third ◽  
Fourth Experiment ◽  
Whole Word

Six experiments are reported which examine the assertion that phonological recoding for the purpose of lexical access in visual word recognition is prevented or impaired by concurrent articulation (“articulatory suppression”). The first section of this paper selectively reviews the literature, and reports two experiments which fail to replicate previous work. The third experiment contrasts performance with visually presented words and with non-words. Latency measures show an effect of suppression that is specific to words, whilst error rates show an effect common to both words and non-words. The fourth experiment shows that if the task is changed from a judgement of rhyme (BLAME-FLAME) to one of homophony (AIL-ALE), the suppression effect seen in the latency data is eliminated, whilst error effects remain. It is suggested that, in addition to producing error effects that are not easily interpretable, suppression prevents or impairs a phonological segmentation process operating subsequent to the retrieval of whole word phonology (a process that is needed for rhyme judgement but not for one of homophony). Experiment V shows that while suppression has no effect on the time taken to decide if printed non-words sound like real words (e.g. PALLIS), error rates increase. Experiment VI shows that suppression has no effect on either RT or errors in the same task if subjects suppress at a slower rate than in Experiment V. It is suggested that there are at least two different phonological codes. Buffer storage and/or maintenance of phonologically coded information derived from print is affected by suppression; phonological recoding from print for the purpose of lexical access can be carried out without any interference from suppression.

Effects of Phonological Decoding Training on Children's Word Recognition of CVC, CV, and VC Structures

1996 ◽  
Vol 5 (1) ◽  
pp. 67-78 ◽  
Author(s):  
Kenyatta O. Rivers ◽  
Linda J. Lombardino ◽  
Cynthia K. Thompson
Keyword(s):  
Word Recognition ◽  
Multiple Baseline ◽  
Single Subject ◽  
Group Training ◽  
Complex Structures ◽  
Multiple Baseline Design ◽  
Baseline Design ◽  
Phonological Decoding ◽  
The Third ◽  
Letter Sound

The effects of training in letter-sound correspondences and phonemic decoding (segmenting and blending skills) on three kindergartners' word recognition abilities were examined using a single-subject multiple-baseline design across behaviors and subjects. Whereas CVC pseudowords were trained, generalization to untrained CVC pseudowords, untrained CVC real words, untrained CV and VC pseudowords, and untrained CV and VC real words were assessed. Generalization occurred to all of the untrained constructions for two of the three subjects. The third subject did not show the same degree of generalization to VC pseudowords and real words; however, after three training sessions, this subject read all VC constructions with 100% accuracy. Findings are consistent with group training studies that have shown the benefits of decoding training on word recognition and spelling skills and with studies that have demonstrated the effects of generalization to less complex structures when more complex structures are trained.

Does Viotin Activate Violin More Than Viocin?

2014 ◽  
Vol 61 (1) ◽  
pp. 23-29 ◽  
Author(s):  
Manuel Perea ◽  
Victoria Panadero
Keyword(s):  
Word Recognition ◽  
Visual Word Recognition ◽  
Developmental Dyslexia ◽  
Computational Models ◽  
Error Rates ◽  
Visual Word ◽  
Base Word ◽  
Similar Response ◽  
Skilled Readers ◽  
Young Readers

The vast majority of neural and computational models of visual-word recognition assume that lexical access is achieved via the activation of abstract letter identities. Thus, a word’s overall shape should play no role in this process. In the present lexical decision experiment, we compared word-like pseudowords like viotín (same shape as its base word: violín) vs. viocín (different shape) in mature (college-aged skilled readers), immature (normally reading children), and immature/impaired (young readers with developmental dyslexia) word-recognition systems. Results revealed similar response times (and error rates) to consistent-shape and inconsistent-shape pseudowords for both adult skilled readers and normally reading children – this is consistent with current models of visual-word recognition. In contrast, young readers with developmental dyslexia made significantly more errors to viotín-like pseudowords than to viocín-like pseudowords. Thus, unlike normally reading children, young readers with developmental dyslexia are sensitive to a word’s visual cues, presumably because of poor letter representations.

The Sound of Enemies and Friends in the Neighborhood

2011 ◽  
Vol 58 (6) ◽  
pp. 454-463 ◽  
Author(s):  
Diane Pecher ◽  
Inge Boot ◽  
Saskia van Dantzig ◽  
Carol J. Madden ◽  
David E. Huber ◽  
...  
Keyword(s):  
Word Recognition ◽  
Visual Word Recognition ◽  
Neighborhood Effects ◽  
Classification Performance ◽  
Visual Word ◽  
Orthographic Neighborhood ◽  
Semantic Classification ◽  
Semantic Class ◽  
Orthographic Neighbors ◽  
Target Words

Previous studies (e.g., Pecher, Zeelenberg, & Wagenmakers, 2005) found that semantic classification performance is better for target words with orthographic neighbors that are mostly from the same semantic class (e.g., living) compared to target words with orthographic neighbors that are mostly from the opposite semantic class (e.g., nonliving). In the present study we investigated the contribution of phonology to orthographic neighborhood effects by comparing effects of phonologically congruent orthographic neighbors (book-hook) to phonologically incongruent orthographic neighbors (sand-wand). The prior presentation of a semantically congruent word produced larger effects on subsequent animacy decisions when the previously presented word was a phonologically congruent neighbor than when it was a phonologically incongruent neighbor. In a second experiment, performance differences between target words with versus without semantically congruent orthographic neighbors were larger if the orthographic neighbors were also phonologically congruent. These results support models of visual word recognition that assume an important role for phonology in cascaded access to meaning.

Orthography and Word Recognition: A Truncated View

1984 ◽  
Vol 29 (6) ◽  
pp. 473-476
Author(s):  
Harry Singer ◽  
Ovid J. L. Tzeng
Keyword(s):  
Word Recognition
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