Phonological priming and the role of phonology in nonnative word recognition

2018 ◽  
Vol 21 (3) ◽  
pp. 437-442 ◽  
Author(s):  
KIRA GOR
Keyword(s):  
Word Recognition ◽  
Lexical Decision ◽  
Lexical Decision Task ◽  
Native Speakers ◽  
Nonnative Speakers ◽  
Decision Task ◽  
Phonological Priming ◽  
Lexical Competition ◽  
Minimal Pairs

Research on nonnative auditory word recognition makes use of a lexical decision task with phonological priming to explore the role of phonological form in nonnative lexical access. In a medium-lag lexical decision task with phonological priming, nonnative speakers treat minimal pairs of words differentiated by a difficult phonological contrast as a repetition of the same word. While native speakers show facilitation in medium-lag priming only for identical word pairs, nonnative speakers also show facilitation for minimal pairs. In short-lag phonological priming, when the prime and the target have phonologically overlapping onsets, nonnative speakers show facilitation, while native speakers show inhibition. This review discusses two possible reasons for facilitation in nonnative phonological priming: reduced sensitivity to nonnative phonological contrasts, and reduced lexical competition of nonnative words with underdifferentiated, or fuzzy phonolexical representations. Nonnative words may be processed sublexically, which leads to sublexical facilitation instead of the inhibition resulting from lexical competition.

The Impact of Reader Skill on Phonological processing in visual Word Recognition

2003 ◽  
Vol 56 (1) ◽  
pp. 63-81 ◽  
Author(s):  
Sara J. Unsworth ◽  
Penny M. Pexman
Keyword(s):  
Word Recognition ◽  
Lexical Decision ◽  
Lexical Decision Task ◽  
Phonological Processing ◽  
Decision Task ◽  
Skilled Readers ◽  
Phonological Activation ◽  
The Impact ◽  
Do So

There has been much debate about the role of phonology in reading. This debate has been fuelled, in part, by mixed findings for phonological effects in lexical decision tasks. In the present research we investigated the impact of reader skill on three phonological effects (homophone, homograph, and regularity effects) in a lexical decision task and in a phonological lexical decision task. In both tasks, the more skilled readers showed different patterns of phonological effects from those of the less skilled readers; in particular, less skilled readers showed regularity effects in both tasks whereas more skilled readers did not. We concluded that more skilled readers activate phonology in these tasks but do so more efficiently, with less spurious phonological activation.

Does stress matter?

2020 ◽  
Vol 15 (3) ◽  
Author(s):  
Athanasios Tsiamas ◽  
Gonia Jarema ◽  
Eva Kehayia
Keyword(s):  
Lexical Decision ◽  
Lexical Decision Task ◽  
Native Speakers ◽  
Naming Task ◽  
Stress Change ◽  
Decision Task ◽  
Linguistic Features ◽  
Modern Greek ◽  
Significant Difference

Abstract This study investigates the effect of stress change during compound processing in Modern Greek. Twenty-five native speakers were tested in a cross-modal lexical decision task and a naming task in order to test for performance differences across stress-change vs. non-stress-change compounds. No statistically significant difference was found for the lexical decision task. However, the naming task showed a significant effect of stress change in compound processing, with the production of non-stress-change compounds showing facilitation. These results indicate that stress change is reflected in compound processing in Greek and underscore the importance of considering the interplay between specific tasks and the computational role of linguistic features.

scholarly journals Phonologic Mediation is Fundamental to Reading: Evidence from Beginning Readers

1996 ◽  
Vol 49 (3) ◽  
pp. 715-744 ◽  
Author(s):  
Anna M. T. Bosman ◽  
Annette de Groot
Keyword(s):  
Word Recognition ◽  
Lexical Decision ◽  
Lexical Decision Task ◽  
Beginning Reading ◽  
Beginning Readers ◽  
Decision Task ◽  
Semantic Categorization ◽  
Skilled Reading ◽  
Advanced Readers

Three tasks were employed to investigate the role of assembled phonology in beginning readers. In two proofreading tasks, children had more trouble finding pseudohomophone misspellings (stimuli with phonology identical to that of a word) than control misspellings (stimuli that do not share their phonology with a word). In a lexical-decision task, they had more trouble deciding that pseudohomophone misspellings were non-words than deciding that control misspellings were non-words. Finally, in a semantic-categorization task, children had more trouble rejecting pseudohomophone misspellings as a member of a designated category than rejecting control misspellings. Differences between more and less advanced readers occurred, but they need not be attributed to differential use of phonology in word recognition. Instead, they were explained in terms of a difference between reader groups in spelling-verification efficiency. The results of the present studies on beginning reading parallel studies on skilled reading by Van Orden et al. (1992). The main conclusion was that assembled phonology plays an important role in word recognition in beginning readers.

EXPRESS: Do both WRAP and TRAP inhibit the recognition of the French word DRAP? Impact of orthographic markedness on cross-language orthographic priming

2021 ◽  
pp. 174702182110487
Author(s):  
Eva Commissaire
Keyword(s):  
Word Recognition ◽  
Lexical Decision ◽  
Lexical Decision Task ◽  
Priming Effect ◽  
Lexical Processing ◽  
Decision Task ◽  
Lexical Competition ◽  
Orthographic Coding ◽  
Orthographic Priming ◽  
Cross Language

We investigated lexical and sub-lexical orthographic coding in bilingual visual word recognition by examining interactions between orthographic neighborhood and markedness. In three experiments, French/English bilinguals performed a masked lexical decision task in French (L1) in which orthographically related prime words could be either marked or unmarked English (L2) words, compared to unrelated primes (e.g., wrap, trap, gift – DRAP, meaning sheet). The results yielded an overall inhibition priming effect, which was unexpectedly more robust in the marked condition than in the unmarked one. This result highlights the need to integrate both lexical competition and orthographic markedness in bilingual models such as BIA/+ and determine how the latter may modulate lexical processing in bilinguals.

The Interaction of Word Frequency and Stimulus Quality in the Lexical Decision Task: Now you See It, Now you Don't

1988 ◽  
Vol 40 (4) ◽  
pp. 757-770 ◽  
Author(s):  
J. M. Wilding
Keyword(s):  
Word Recognition ◽  
Lexical Decision ◽  
Lexical Decision Task ◽  
Word Frequency ◽  
Decision Task ◽  
Stimulus Quality ◽  
Joint Effects ◽  
Two Factors

Two experiments are reported that examined the joint effects of word frequency and stimulus quality in the context of a lexical decision task. In the first experiment the interval between response to a stimulus and onset of the next stimulus was 0.8 sec, and the effect of the two factors was additive. In the second this interval was 3.3 sec, and the effect of reducing stimulus quality was greater for infrequent words than for frequent words. This is similar to the result of Norris (1984). The inability of current models of word recognition to explain this finding is discussed.

Phonological Priming by Masked Nonword Primes in the Lexical Decision Task

1998 ◽  
Vol 39 (4) ◽  
pp. 666-683 ◽  
Author(s):  
Georgije Lukatela ◽  
Stephen J. Frost ◽  
M.T. Turvey
Keyword(s):  
Lexical Decision ◽  
Lexical Decision Task ◽  
Decision Task ◽  
Phonological Priming

Vocabulary skill: single-case assessment of automaticity of word recognition in a timed lexical decision task

1995 ◽  
Vol 11 (2) ◽  
pp. 121-136 ◽  
Author(s):  
Norman Segalowitz ◽  
Vivien Watson ◽  
Sidney Segalowitz
Keyword(s):  
Word Recognition ◽  
Lexical Decision ◽  
Lexical Decision Task ◽  
Response Times ◽  
Single Case ◽  
English Word ◽  
Decision Task ◽  
Vocabulary Assessment ◽  
Processing Mechanisms ◽  
Assessment Research

This study illustrates, in the context of vocabulary assessment research, a procedure for analysing a single subject's variability of response times (RTs) in a simple, timed lexical decision task. Following the interpretation developed in Segalowitz and Segalowitz (1993) for RT variability as reflection of the automatic/controlled nature of underlying processing mechanisms, it was possible to draw conclusions about the extent to which second language English word recognition in this subject was subserved by automatic as opposed to controlled processes. The study also examined the development of automaticity in word recognition skill for a small, selected vocabulary as a function of reading experience during a three-week testing period. The general implications of this methodology for assessing vocabulary skill in a single case are discussed.

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