The development of the orthographic consistency effect in speech recognition: From sublexical to lexical involvement

Cognition ◽  
2007 ◽  
Vol 105 (3) ◽  
pp. 547-576 ◽  
Author(s):  
Paulo Ventura ◽  
José Morais ◽  
Régine Kolinsky
2021 ◽  
Author(s):  
Alberto Furgoni ◽  
Antje Stoehr ◽  
Clara D. Martin

PurposeIn languages with alphabetical writing systems, the relationship between phonology and orthography is strong. Phonology-to-orthography mappings can be consistent (i.e., one phonological unit corresponds to one orthographic unit) or inconsistent (i.e., one phonological unit corresponds to multiple orthographic units). This study investigates whether the Orthographic Consistency Effect (OCE) emerges at the phonemic level during auditory word recognition, regardless of the opacity of a language’s writing system.MethodsThirty L1-French (opaque language) and 30 L1-Spanish (transparent language) listeners participated in an L1 auditory lexical decision task which included stimuli with either only consistently-spelled phonemes or both consistently-spelled and a number of inconsistently-spelled phonemes. ResultsThe results revealed that listeners were faster at recognizing consistently-spelled words than inconsistently-spelled words. This implies that consistently-spelled words are recognized more easily than inconsistent ones. As for pseudoword processing, there is a numerical trend that might indicate a higher sensibility of French listeners to phoneme-to-grapheme inconsistencies. ConclusionsThese findings have theoretical implications: inconsistent phoneme-to-grapheme mappings, like inconsistencies at the level of the syllable or rhyme, impact auditory word recognition. Moreover, our results suggest that the OCE should occur in all languages with alphabetical writing systems, regardless of their level of orthographic opacity.


2008 ◽  
Vol 100 (2) ◽  
pp. 135-145 ◽  
Author(s):  
Paulo Ventura ◽  
Régine Kolinsky ◽  
Chotiga Pattamadilok ◽  
José Morais

2009 ◽  
Vol 21 (1) ◽  
pp. 169-179 ◽  
Author(s):  
Chotiga Pattamadilok ◽  
Laetitia Perre ◽  
Stéphane Dufau ◽  
Johannes C. Ziegler

Literacy changes the way the brain processes spoken language. Most psycholinguists believe that orthographic effects on spoken language are either strategic or restricted to meta-phonological tasks. We used event-related brain potentials (ERPs) to investigate the locus and the time course of orthographic effects on spoken word recognition in a semantic task. Participants were asked to decide whether a given word belonged to a semantic category (body parts). On no-go trials, words were presented that were either orthographically consistent or inconsistent. Orthographic inconsistency (i.e., multiple spellings of the same phonology) could occur either in the first or the second syllable. The ERP data showed a clear orthographic consistency effect that preceded lexical access and semantic effects. Moreover, the onset of the orthographic consistency effect was time-locked to the arrival of the inconsistency in a spoken word, which suggests that orthography influences spoken language in a time-dependent manner. The present data join recent evidence from brain imaging showing orthographic activation in spoken language tasks. Our results extend those findings by showing that orthographic activation occurs early and affects spoken word recognition in a semantic task that does not require the explicit processing of orthographic or phonological structure.


2009 ◽  
Vol 30 (3) ◽  
pp. 441-462 ◽  
Author(s):  
CHOTIGA PATTAMADILOK ◽  
JOSÉ MORAIS ◽  
OLIVIA DE VYLDER ◽  
PAULO VENTURA ◽  
RÉGINE KOLINSKY

ABSTRACTThe generality of the orthographic consistency effect in speech recognition tasks previously reported for Portuguese beginning readers was assessed in French-speaking children, as the French orthographic code presents a higher degree of inconsistency than the Portuguese one. Although the findings obtained with the French second graders replicated the generalized consistency effect (both for words and pseudowords, in both lexical decision and shadowing) displayed by the Portuguese second to fourth graders, the data obtained with the French third and fourth graders resembled the adult pattern, with the orthographic effect restricted to lexical decision. This suggests that, in the course of literacy acquisition, the overall orthographic inconsistency of the language's orthographic code influences the rate at which orthographic representations will impact on spoken word recognition.


2004 ◽  
Vol 19 (1) ◽  
pp. 57-95 ◽  
Author(s):  
Paulo Ventura ◽  
José Morais ◽  
Chotiga Pattamadilok ◽  
Régine Kolinsky

2008 ◽  
Vol 18 (1) ◽  
pp. 19-24
Author(s):  
Erin C. Schafer

Children who use cochlear implants experience significant difficulty hearing speech in the presence of background noise, such as in the classroom. To address these difficulties, audiologists often recommend frequency-modulated (FM) systems for children with cochlear implants. The purpose of this article is to examine current empirical research in the area of FM systems and cochlear implants. Discussion topics will include selecting the optimal type of FM receiver, benefits of binaural FM-system input, importance of DAI receiver-gain settings, and effects of speech-processor programming on speech recognition. FM systems significantly improve the signal-to-noise ratio at the child's ear through the use of three types of FM receivers: mounted speakers, desktop speakers, or direct-audio input (DAI). This discussion will aid audiologists in making evidence-based recommendations for children using cochlear implants and FM systems.


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