Replicating syllable frequency effects in Spanish in German: One more challenge to computational models of visual word recognition

2004 ◽  
Vol 19 (3) ◽  
pp. 1-1
Author(s):  
Markus Conrad ◽  
Arthur Jacobs
Keyword(s):  
Word Recognition ◽  
Visual Word Recognition ◽  
Computational Models ◽  
Visual Word ◽  
Syllable Frequency ◽  
Frequency Effects

Syllable-frequency effects in visual word recognition: evidence from ERPs

Neuroreport ◽  
2004 ◽  
Vol 15 (3) ◽  
pp. 545-548 ◽  
Author(s):  
Horacio Barber ◽  
Marta Vergara ◽  
Manuel Carreiras
Keyword(s):  
Word Recognition ◽  
Visual Word Recognition ◽  
Visual Word ◽  
Syllable Frequency ◽  
Frequency Effects

scholarly journals Syllable frequency effects in French visual word recognition: An ERP study

2006 ◽  
Vol 1115 (1) ◽  
pp. 121-134 ◽  
Author(s):  
Jeremy Goslin ◽  
Jonathan Grainger ◽  
Phillip J. Holcomb
Keyword(s):  
Word Recognition ◽  
Visual Word Recognition ◽  
Visual Word ◽  
Syllable Frequency ◽  
Frequency Effects

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.

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