scholarly journals Specificity of dimension-based statistical learning in word recognition.

2014 ◽  
Vol 40 (3) ◽  
pp. 1009-1021 ◽  
Author(s):  
Kaori Idemaru ◽  
Lori L. Holt
Keyword(s):  
Word Recognition ◽  
Statistical Learning

scholarly journals Development of Phonological Constancy

2009 ◽  
Vol 20 (5) ◽  
pp. 539-542 ◽  
Author(s):  
Catherine T. Best ◽  
Michael D. Tyler ◽  
Tiffany N. Gooding ◽  
Corey B. Orlando ◽  
Chelsea A. Quann
Keyword(s):  
Word Recognition ◽  
Statistical Learning ◽  
Developmental Change ◽  
Reading Acquisition ◽  
Older Children ◽  
Vocabulary Growth ◽  
Fundamental Insight ◽  
Native Dialect

Efficient word recognition depends on detecting critical phonetic differences among similar-sounding words, or sensitivity to phonological distinctiveness, an ability evident at 19 months of age but unreliable at 14 to 15 months of age. However, little is known about phonological constancy, the equally crucial ability to recognize a word's identity across natural phonetic variations, such as those in cross-dialect pronunciation differences. We show that 15- and 19-month-old children recognize familiar words spoken in their native dialect, but that only the older children recognize familiar words in a dissimilar nonnative dialect, providing evidence for emergence of phonological constancy by 19 months. These results are compatible with a perceptual-attunement account of developmental change in early word recognition, but not with statistical-learning or phonological accounts. Thus, the complementary skills of phonological constancy and distinctiveness both appear at around 19 months of age, together providing the child with a fundamental insight that permits rapid vocabulary growth and later reading acquisition.

scholarly journals What canonical online and offline measures of statistical learning can and cannot tell us

2021 ◽  
Author(s):  
Ava Kiai ◽  
Lucia Melloni
Keyword(s):  
Word Recognition ◽  
Statistical Learning ◽  
Target Detection ◽  
Reaction Times ◽  
Recognition Task ◽  
Reaction Time Data ◽  
Individual Performance ◽  
Detection Task ◽  
Time Data ◽  
Target Detection Task

Statistical learning (SL) allows individuals to rapidly detect regularities in the sensory environment. We replicated previous findings showing that adult participants become sensitive to the implicit structure in a continuous speech stream of repeating tri-syllabic pseudowords within minutes, as measured by standard tests in the SL literature: a target detection task and a 2AFC word recognition task. Consistent with previous findings, we found only a weak correlation between these two measures of learning, leading us to question whether there is overlap between the information captured by these two tasks. Representational similarity analysis on reaction times measured during the target detection task revealed that reaction time data reflect sensitivity to transitional probability, triplet position, word grouping, and duplet pairings of syllables. However, individual performance on the word recognition task was not predicted by similarity measures derived for any of these four features. We conclude that online detection tasks provide richer and multi-faceted information about the SL process, as compared with 2AFC recognition tasks, and may be preferable for gaining insight into the dynamic aspects of SL.

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.

Rapid Serial Auditory Presentation

2015 ◽  
Vol 62 (5) ◽  
pp. 346-351 ◽  
Author(s):  
Ana Franco ◽  
Julia Eberlen ◽  
Arnaud Destrebecqz ◽  
Axel Cleeremans ◽  
Julie Bertels
Keyword(s):  
Statistical Learning ◽  
Reaction Times ◽  
Visual Presentation ◽  
Detection Task ◽  
Speech Segmentation ◽  
Auditory Presentation ◽  
Indirect Measure ◽  
Speech Stream ◽  
Adult Participants ◽  
Presentation Procedure

Abstract. The Rapid Serial Visual Presentation procedure is a method widely used in visual perception research. In this paper we propose an adaptation of this method which can be used with auditory material and enables assessment of statistical learning in speech segmentation. Adult participants were exposed to an artificial speech stream composed of statistically defined trisyllabic nonsense words. They were subsequently instructed to perform a detection task in a Rapid Serial Auditory Presentation (RSAP) stream in which they had to detect a syllable in a short speech stream. Results showed that reaction times varied as a function of the statistical predictability of the syllable: second and third syllables of each word were responded to faster than first syllables. This result suggests that the RSAP procedure provides a reliable and sensitive indirect measure of auditory statistical learning.

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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