The processing of lexical stress during visual word recognition: Typicality effects and orthographic correlates

2006 ◽  
Vol 59 (5) ◽  
pp. 920-948 ◽  
Author(s):  
Joanne Arciuli ◽  
Linda Cupples
Keyword(s):  
Word Recognition ◽  
Visual Word Recognition ◽  
Word Reading ◽  
Visual Word ◽  
Lexical Stress ◽  
Single Word ◽  
Stress Assignment ◽  
Word Level ◽  
Disyllabic Words ◽  
Single Word Reading

Many studies that have examined reading at the single-word level have been restricted to the processing of monosyllabic stimuli, and, as a result, lexical stress has not been widely investigated. In the experiments reported here, we used disyllabic words and nonwords to investigate the processing of lexical stress during visual word recognition. In Experiments 1 and 2, we found an effect of stress typicality in naming and lexical decision. Typically stressed words (trochaic nouns and iambic verbs) elicited fewer errors than atypically stressed words (iambic nouns and trochaic verbs). In Experiment 3, we carried out an analysis of 340 word endings and found clear orthographic correlates of both grammatical category and lexical stress in word endings. In Experiment 4, we demonstrated that readers are sensitive to these cues in their processing of nonwords during two tasks: sentence construction and stress assignment. We discuss the implications of these findings with regard to psycholinguistic models of single-word reading.

scholarly journals Form–meaning links in the development of visual word recognition

2009 ◽  
Vol 364 (1536) ◽  
pp. 3665-3674 ◽  
Author(s):  
Kate Nation
Keyword(s):  
Word Recognition ◽  
Visual Word Recognition ◽  
Word Reading ◽  
Explicit Instruction ◽  
Reading Development ◽  
Good Deal ◽  
Visual Word ◽  
Learning To Read ◽  
Related Information

Learning to read takes time and it requires explicit instruction. Three decades of research has taught us a good deal about how children learn about the links between orthography and phonology during word reading development. However, we have learned less about the links that children build between orthographic form and meaning. This is surprising given that the goal of reading development must be for children to develop an orthographic system that allows meanings to be accessed quickly, reliably and efficiently from orthography. This review considers whether meaning-related information is used when children read words aloud, and asks what we know about how and when children make connections between form and meaning during the course of reading development.

scholarly journals Is RoAsT tougher than StEAk?: The effect of case mixing on perception of multi-letter graphemes

Psihologija ◽  
2010 ◽  
Vol 43 (1) ◽  
pp. 103-116 ◽  
Author(s):  
Jelena Havelka ◽  
Clive Frankish
Keyword(s):  
Word Recognition ◽  
Lexical Decision ◽  
Visual Word Recognition ◽  
Word Reading ◽  
Response Times ◽  
Visual Word ◽  
Decision Task ◽  
Response Latencies ◽  
Visual Segmentation ◽  
Word Shape

Case mixing is a technique that is used to investigate the perceptual processes involved in visual word recognition. Two experiments examined the effect of case mixing on lexical decision latencies. The aim of these experiments was to establish whether different case mixing patterns would interact with the process of appropriate visual segmentation and phonological assembly in word reading. In the first experiment, case mixing had a greater effect on response times to words when it led to visual disruption of the multi-letter graphemes (MLGs) as well as the overall word shape (e.g. pLeAd), compared to when it disrupted overall word shape only (e.g. plEAd). A second experiment replicated this finding with words in which MLGs represent either the vowel (e.g. bOaST vs. bOAst) or the consonant sound (e.g. sNaCK vs. sNAcK). These results confirm that case mixing can have different effect depending on the type of orthographic unit that is broken up by the manipulation. They demonstrate that graphemes are units that play an important role in visual word recognition, and that manipulation of their presentation by case mixing will have a significant effect on response latencies to words in a lexical decision task. As such these findings need to be taken into account by the models of visual word recognition.

scholarly journals Early markers of lexical stress in visual word recognition

2017 ◽  
Vol 45 (8) ◽  
pp. 1398-1410 ◽  
Author(s):  
Simone Sulpizio ◽  
Lucia Colombo
Keyword(s):  
Word Recognition ◽  
Visual Word Recognition ◽  
Visual Word ◽  
Lexical Stress ◽  
Early Markers

Do Spanish Children Use the Syllable in Visual Word Recognition in Learning to Read?

2010 ◽  
Vol 13 (1) ◽  
pp. 63-74 ◽  
Author(s):  
Juan E. Jiménez ◽  
Eduardo García ◽  
Isabel O'Shanahan ◽  
Estefanía Rojas
Keyword(s):  
Word Recognition ◽  
Reading Instruction ◽  
Visual Word Recognition ◽  
Word Reading ◽  
First Grade ◽  
Visual Word ◽  
First Year ◽  
Learning To Read ◽  
Initial Syllable ◽  
Second Year

The purpose of this study was to investigate whether Spanish children that are learning to read use the syllable unit in word reading. We used a visual version of the syllable monitoring technique (Mehler, Dommerges, Freavenfelder & Seguí, 1981). For Experiment I, we selected first grade readers at the end of the first year of reading instruction. In the Experiment II we selected second grade readers at the middle of the second year of reading instruction. Participants responded whenever the structure of the target string (e.g., bal) appeared at the beginning of a subsequently presented printed word (e.g., bala). The target was either a consonant-vowel (CV) or consonant-vowel-consonant (CVC) structure and either did or did not correspond to the initial syllable of the target-bearing word. At the end of the first year of reading instruction, children showed significant effects of syllable compatibility (faster detection times when the targets correspond to the initial syllable of target-bearing words than when they did not). When we tested children of the second year of reading instruction, they also showed a syllable compatibility effect. These results suggest that Spanish children use syllabic units at the beginning of reading instruction in the visual word recognition.

Eye movements and visual word recognition

2007 ◽  
pp. 88-106
Author(s):  
Richard Shillcock
Keyword(s):  
Eye Movements ◽  
Word Recognition ◽  
Lexical Decision ◽  
Visual Word Recognition ◽  
Visual Word ◽  
Single Word ◽  
Frequency Effects ◽  
Normal Reading ◽  
Isolated Word ◽  
The Relationship

This article examines the relationship between eye movements and word recognition, moving from what we know about isolated word recognition to the reading of text. There are clear points of contact between behaviour in laboratory tasks with isolated words and word recognition in text; for instance, Schilling et al. (1998) have shown consistent word frequency effects in naming, lexical decision, and fixation times in silent reading. However, there are also major differences between these two domains. Radach and Kennedy (2004) cite “integration with work on single word recognition” as an issue for future reading research. Equally, though, research on isolated visual word recognition can benefit from a consideration of normal reading; when a word is processed in isolation, its normal context has been replaced by a “null” context. The article concentrates on some of the anatomical and computational principles governing access to the mental lexicon. First, it considers eye movements in reading isolated words and then explores how fixation in word recognition is controlled. Finally, the article discusses the issues raised by binocularity.

Letter connectedness and Arabic visual word recognition

2020 ◽  
Vol 73 (10) ◽  
pp. 1660-1674
Author(s):  
Ibrahim Alluhaybi ◽  
Jeffrey Witzel
Keyword(s):  
Word Recognition ◽  
Lexical Decision ◽  
Lexical Decision Task ◽  
Visual Word Recognition ◽  
Visual Word ◽  
Decision Task ◽  
Processing Times ◽  
Word Level ◽  
Processing Cost ◽  
Identity Priming

This study investigates the processing consequences of letter connectedness during Arabic visual word recognition. Specifically, this study examined (a) whether there is a processing cost associated with letter connectedness during word-level reading and (b) whether this factor modulates form-level activation among words during lexical access. Experiment 1 tested one-, two-, and three-chunk Arabic words and nonwords in a lexical decision task with masked identity priming. Experiment 2 tested the same stimuli in a lexical decision task with masked form priming, in which prime–target pairs differed by a letter associated with the morphological root. In both experiments, there was a clear processing cost for letter connectedness—one-chunk words had longer processing times than two-chunk words, which had longer processing times than three-chunk words. Comparable processing time differences were also found for nonwords, suggesting that letter connectedness influences Arabic word recognition at a prelexical orthographic processing stage. Furthermore, although reliable priming was found in both the experiments, there was a suggestion that letter connectedness modulated form priming effects (Experiment 2), with the strongest effect for three-chunk word targets. These findings are taken to indicate that letter connectedness is an important factor that should be considered—and controlled for—in examinations of Arabic visual word recognition.

Lexical and Phonological Processing in Visual Word Recognition by Stuttering Children: Evidence from Spanish

2014 ◽  
Vol 17 ◽  
Author(s):  
Carlos J. Álvarez ◽  
Janeth Hernández-Jaramillo ◽  
Juan A. Hernández-Cabrera
Keyword(s):  
Word Recognition ◽  
Visual Word Recognition ◽  
Phonological Processing ◽  
Low Frequency ◽  
Visual Word ◽  
Decision Task ◽  
Facilitation Effect ◽  
Syllable Frequency ◽  
Transparent Orthography ◽  
Word Level

AbstractA number of studies have pointed out that stuttering-like disfluencies could be the result of failures in central and linguistic processing. The goal of the present paper is to analyze if stuttering implies deficits in the lexical and phonological processing in visual word recognition. This study compares the performance of 28 children with and without stuttering in a standard lexical decision task in a transparent orthography: Spanish. Word frequency and syllable frequency were manipulated in the experimental words. Stutterers were found to be considerably slower (in their correct responses) and produced more errors than the non- stutterers (χ(1) = 36.63, p < .001, η2 = .60). There was also a facilitation effect of syllable frequency, restricted to low frequency words and only in the stutterers group (t1(10) = 3.67, p < .005; t2(36) = 3.10, p < .001). These outcomes appear to suggest that the decoding process of stutterers exhibits a deficit in the interface between the phonological-syllabic level and the word level.

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.

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