Orthographic analogy use and phonological priming effects in non-word reading

2001 ◽  
Vol 16 (4) ◽  
pp. 951-963 ◽  
Author(s):  
Clare Wood ◽  
Lee Farrington-Flint
Keyword(s):  
Word Reading ◽  
Phonological Priming ◽  
Priming Effects ◽  
Orthographic Analogy

Behavioral and Electrophysiological Study of Phonological Priming between Bisyllabic Spoken Words

2001 ◽  
Vol 13 (1) ◽  
pp. 121-143 ◽  
Author(s):  
Nicolas Dumay ◽  
Abdelrhani Benraïss ◽  
Brian Barriol ◽  
Cécile Colin ◽  
Monique Radeau ◽  
...  
Keyword(s):  
Electrophysiological Study ◽  
Reaction Times ◽  
Event Related Potentials ◽  
Auditory Presentation ◽  
Decision Task ◽  
Phonological Priming ◽  
Priming Effects ◽  
Related Potentials ◽  
N400 Component ◽  
Lexical Processes

Phonological priming between bisyllabic (CV.CVC) spoken items was examined using both behavioral (reaction times, RTs) and electrophysiological (event-related potentials, ERPs) measures. Word and pseudoword targets were preceded by pseudoword primes. Different types of final phonological overlap between prime and target were compared. Critical pairs shared the last syllable, the rime or the coda, while unrelated pairs were used as controls. Participants performed a target shadowing task in Experiment 1 and a delayed lexical decision task in Experiment 2. RTs were measured in the first experiment and ERPs were recorded in the second experiment. The RT experiment was carried out under two presentation conditions. In Condition 1 both primes and targets were presented auditorily, while in Condition 2 the primes were presented visually and the targets auditorily. Priming effects were found in the unimodal condition only. RTs were fastest for syllable overlap, intermediate for rime overlap, and slowest for coda overlap and controls that did not differ from one another. ERPs were recorded under unimodal auditory presentation. ERP results showed that the amplitude of the auditory N400 component was smallest for syllable overlap, intermediate for rime overlap, and largest for coda overlap and controls that did not differ from one another. In both experiments, the priming effects were larger for word than for pseudoword targets. These results are best explained by the combined influences of nonlexical and lexical processes, and a comparison of the reported effects with those found in monosyllables suggests the involvement of rime and syllable representations.

Orthographic Analogy Training with Kindergarten Children: Effects on Analogy Use, Phonemic Segmentation, and Letter-Sound Knowledge

1992 ◽  
Vol 24 (1) ◽  
pp. 109-127 ◽  
Author(s):  
Margareth E. Peterson ◽  
Leonard P. Haines
Keyword(s):  
Word Reading ◽  
Beginning Reading ◽  
Kindergarten Children ◽  
Letter Sound ◽  
Experimental Group ◽  
Orthographic Analogy

This study investigated the effect of teaching children orthographic analogies based on onset and rime units (words that rhyme). Forty-eight kindergarten children were selected for the study and classified as high, middle, or low segmenters based on their performance on the Test of Awareness of Language Segments (TALS) (Sawyer, 1987). Pretraining and posttraining measures consisted of segmentation ability, letter-sound knowledge, and reading words by analogy. Although the experimental group showed significant gains on each measure over no-training controls, analogy training affected children differently depending upon their prior segmentation level. Low segmenters gained most in segmentation ability with small, but significant, effects in letter-sound knowledge. Middle and high segmenters showed greatest improvement in their ability to perform the word reading by analogy task and in their letter-sound knowledge. This study provides support for a role for onset and rime units in beginning reading and may indicate how rhymes contribute to children's awareness of phonemes.

scholarly journals Orthographic and phonological priming effects in the same–different task.

2018 ◽  
Vol 44 (11) ◽  
pp. 1661-1671 ◽  
Author(s):  
Sachiko Kinoshita ◽  
Michael Gayed ◽  
Dennis Norris
Keyword(s):  
Phonological Priming ◽  
Priming Effects

Are Japanese-English Phonological Priming Effects Lexical or Prelexical?

2013 ◽  
Author(s):  
Eriko Ando ◽  
Kazunaga Matsuki ◽  
Heather Sheridan ◽  
Debra Jared
Keyword(s):  
Phonological Priming ◽  
Priming Effects ◽  
Japanese English

scholarly journals Phonological priming in children's picture naming

2000 ◽  
Vol 27 (2) ◽  
pp. 335-366 ◽  
Author(s):  
PATRICIA J. BROOKS ◽  
BRIAN MACWHINNEY
Keyword(s):  
Speech Production ◽  
Picture Naming ◽  
Priming Effect ◽  
Just In Time ◽  
Phonological Priming ◽  
Interference Task ◽  
Priming Effects ◽  
Computer Screen ◽  
Familiar Objects

Two experiments examined phonological priming in children and adults, using a cross-modal picture-word interference task. Pictures of familiar objects were presented on a computer screen, while interfering words (IWs) were presented over headphones. In terms of their relation to target pictures, IWs were either phonologically related, unrelated, neutral (the word go), or identical. Ninety children (30 aged 4;11 to 5;11, 30 aged 6;11 to 7;11, and 30 aged 9;5 to 11;9) and 30 adults were instructed to name the pictures as quickly as possible while ignoring the IWs. In Experiment 1, related IWs shared onset consonants with the names of the pictures. Across ages, participants named pictures faster with related IWs than with unrelated IWs. In Experiment 2, related IWs rhymed with the targets. Here, only the youngest children (five to seven-year-olds) named pictures faster with related IWs than with unrelated IWs. The results indicate that priming effects reach a peak during a time when articulatory information is being consolidated in the output phonological buffer. The disappearance of the rhyme priming effect with age may reflect the gradual emergence of the onset as an organizing structure in speech production. This increased prominence of the onset can be viewed as one component of a just-in-time, incrementalist approach to speech production that allows adults to speak more fluently than children.

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