How do consonant feature values affect the processing of a CVCV structure?

This paper discusses one experiment on the French language which shows that distinctive phonological feature similarity between consonants influences the processing of a C1VC2V pseudo-word during a high demanding reading task. When participants were asked to recall one of the two consonants, they made more errors in recalling the voicing of C2 (but not C1) when C1 and C2 disagreed in voicing than when they agreed, a pattern which is reminiscent of progressive harmony. A similar trend was found for manner similarity. This study confirms that sub-phonemic information about voicing is extracted rapidly in reading and can cause early phonetic priming. The elaboration of lateral inhibitory relations between phoneme detectors during reading acquisition can serve to counter errors from this early phonetic priming.1

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Transformational Phonology and Reading Acquisition

Journal of Reading Behavior ◽

10.1080/10862967509547121 ◽

1975 ◽

Vol 7 (1) ◽

pp. 49-59 ◽

Cited By ~ 4

Author(s):

Herbert D. Simons

Keyword(s):

Paired Associate ◽

Univariate Analysis ◽

Reading Acquisition ◽

Transformational Theory ◽

Reading Task ◽

Learning To Read ◽

The Difference ◽

Internal Lexicon ◽

Grade 3 ◽

English Spelling

This study examined the hypothesis by Chomsky and Halle (1968) and C. Chomsky (1970) that English spelling corresponds to an underlying lexical level of representation rather than to a surface phonetic level, i.e., pronunciation. And that learning to read involves learning the spelling-lexical level correspondences. This hypothesis was tested by comparing the performance of 87 second and third grade Ss on a paired-associate and reading task composed of a morphologically related list of word pairs (REL), e.g., hide—hid and an unrelated (UNR) list of word pairs, e.g., pine—pin. Both sets of pairs exhibit vowel alternations but are stored differently in the internal lexicon. It was predicted that REL would be superior on the tasks to UNR for all Ss and that the difference would be greater for the better readers over poorer readers and the grade 3 Ss over the grade 2 Ss. A multivariate and univariate analysis of the difference scores between the REL and UNR lists on three criterion measures failed with one exception to confirm these predictions. This study did not offer much support for the predictions of transformational theory about reading acquisition.

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Feature economy in sound systems

Phonology ◽

10.1017/s095267570400003x ◽

2003 ◽

Vol 20 (3) ◽

pp. 287-333 ◽

Cited By ~ 66

Author(s):

G. N. Clements

Keyword(s):

Distinctive Feature ◽

General Principle ◽

Sampling Technique ◽

Feature Analysis ◽

Maximal Effect ◽

Major Goal ◽

Phonological Feature ◽

Feature Values ◽

System Feature

Feature economy is a principle of sound systems according to which languages tend to maximise the ratio of sounds over features. The major goal of this study is to confirm the predictions of feature economy at the synchronic level, using an objective sampling technique applied to a genetically and areally balanced sample of the world's languages. It also shows that feature economy can be used as a tool in phonological feature analysis, and offers voiced aspirates, voiceless sonorants and various types of glottalised sounds as illustrations. Feature economy applies not only to distinctive feature values, but to redundant values of features that are distinctive or phonologically active elsewhere in the system. Feature economy cannot be reduced to a purely phonetic principle of gesture economy, but may reflect a general principle of linguistic organisation according to which the active categories of a grammatical system tend to be used to maximal effect.

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French Language and Literature (Including Provençal)

PMLA ◽

10.1017/s0030812900130378 ◽

1935 ◽

Vol 50 (4) ◽

pp. 1295-1299

Author(s):

H. Carrington Lancaster

Keyword(s):

French Language ◽

Language And Literature

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Using Multilinguistic Strategies to Improve Decoding in Older School-Age Students in a Contextualized and Motivational Approach

Perspectives of the ASHA Special Interest Groups ◽

10.1044/persp2.sig1.105 ◽

2017 ◽

Vol 2 (1) ◽

pp. 105-112 ◽

Cited By ~ 2

Author(s):

Ginger Collins ◽

Julie A. Wolter

Keyword(s):

Struggling Readers ◽

Morphological Awareness ◽

Reading Acquisition ◽

Fourth Grade ◽

School Age ◽

Academic Vocabulary ◽

Motivation To Read ◽

Elementary Years

The multilinguistic skills of phonological, orthographic, and morphological awareness codevelop and appear to all be important for reading acquisition in the elementary years. By fourth grade, the academic vocabulary words to which students are exposed become more content-specific and frequently contain multiple morphological units. Struggling readers often lack motivation to read. The purpose of this article is to (a) review the evidence basis for providing multilinguistic instruction, and (b) provide a model for teaching multilinguistic strategies by using Latin and Greek roots within the context of creating superhero comics to promote decoding in an engaging manner.

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A Unique Asymmetrical Stroop Effect in Absolute Pitch Possessors

Experimental Psychology (formerly Zeitschrift für Experimentelle Psychologie) ◽

10.1027/1618-3169/a000153 ◽

2012 ◽

Vol 59 (5) ◽

pp. 272-278 ◽

Cited By ~ 19

Author(s):

Lilach Akiva-Kabiri ◽

Avishai Henik

Keyword(s):

Selective Attention ◽

Stroop Task ◽

Stroop Effect ◽

Congruency Effect ◽

Absolute Pitch ◽

Naming Task ◽

Color Naming ◽

Reading Task ◽

Pitch Processing ◽

Reverse Pattern

The Stroop task has been employed to study automaticity or failures of selective attention for many years. The effect is known to be asymmetrical, with words affecting color naming but not vice versa. In the current work two auditory-visual Stroop-like tasks were devised in order to study the automaticity of pitch processing in both absolute pitch (AP) possessors and musically trained controls without AP (nAP). In the tone naming task, participants were asked to name the auditory tone while ignoring a visual note name. In the note naming task, participants were asked to read a note name while ignoring the auditory tone. The nAP group showed a significant congruency effect only in the tone naming task, whereas AP possessors showed the reverse pattern, with a significant congruency effect only in the note reading task. Thus, AP possessors were unable to ignore the auditory tone when asked to read the note, but were unaffected by the verbal note name when asked to label the auditory tone. The results suggest that pitch identification in participants endowed with AP ability is automatic and impossible to suppress.

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