Facilitation and inhibition of word recognition in skilled reading: effects of different neutral contexts

1987 ◽  
Vol 10 (2) ◽  
pp. 113-121 ◽  
Author(s):  
Jorma Tommola
Keyword(s):  
Word Recognition ◽  
Skilled Reading

scholarly journals Keeping an Eye on Effort: A Pupillometric Investigation of Effort and Effortlessness in Visual Word Recognition

2020 ◽  
pp. 095679762095863 ◽  
Author(s):  
Adi Shechter ◽  
David L. Share
Keyword(s):  
Word Recognition ◽  
Visual Word Recognition ◽  
Word Reading ◽  
Response Times ◽  
Sixth Graders ◽  
Cognitive Effort ◽  
Skill Learning ◽  
Peak Latency ◽  
Pupillary Responses ◽  
Skilled Reading

Rapid and seemingly effortless word recognition is a virtually unquestioned characteristic of skilled reading, yet the definition and operationalization of the concept of cognitive effort have proven elusive. We investigated the cognitive effort involved in oral and silent word reading using pupillometry among adults (Experiment 1, N = 30; Experiment 2, N = 20) and fourth through sixth graders (Experiment 3, N = 30; Experiment 4, N = 18). We compared multiple pupillary measures (mean, peak, and peak latency) for reading familiar words (real words) and unfamiliar letter strings (pseudowords) varying in length. Converging with the behavioral data for accuracy and response times, pupillary responses demonstrated a greater degree of cognitive effort for pseudowords compared with real words and stronger length effects for pseudowords than for real words. These findings open up new possibilities for studying the issue of effort and effortlessness in the field of word recognition and other fields of skill learning.

A Connectionist Modeling Approach to Word Recognition and Dyslexia

1993 ◽  
Vol 4 (5) ◽  
pp. 299-304 ◽  
Author(s):  
Mark S. Seidenberg
Keyword(s):  
Word Recognition ◽  
Computational Modeling ◽  
Simulation Model ◽  
Essential Role ◽  
First Generation ◽  
Generation Model ◽  
Learning To Read ◽  
Modeling Approach ◽  
Connectionist Modeling ◽  
Skilled Reading

Word recognition plays an essential role in learning to read, skilled reading, and dyslexia. The goal of the research I describe is to develop a theory of word recognition that is realized as a connectionist simulation model. Experience with a first-generation model suggests that the approach can reveal general principles underlying word recognition and its impairments. Although computational modeling introduces new problems of method and interpretation, it contributes in an essential way to understanding reading and other aspects of cognition.

Morphological Development in Normal and Clinical Populations

2019 ◽  
Vol 4 (6) ◽  
pp. 1250-1258
Author(s):  
Joanna Morris
Keyword(s):  
Word Recognition ◽  
Recognition System ◽  
Review Article ◽  
Morphological Processing ◽  
Morphological Development ◽  
Lexical Representations ◽  
Language Difficulties ◽  
Skilled Reading ◽  
English Speaking ◽  
Clinical Populations

Purpose The goal of this review article is to summarize what is currently known about morphological processing in both normal and clinical populations in order to present unexplored opportunities to focus remediation efforts for children with language difficulties. Method Existing evidence was collected via a computerized database search, and the data were summarized in a narrative review. Conclusions Strong, precise lexical representations are key to skilled reading and writing performance, and the available evidence suggests that, in order to become efficient readers, English-speaking children must acquire a rapid and flexible word recognition system that can accommodate the quasiregular morpho-orthographic to semantic mappings that characterize English. Individual differences may affect how easily children are able to discover these regularities on the basis of linguistic experience and make use of sublexical morphemic constituents in visual word recognition.

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.

Visual word recognition

2007 ◽  
pp. 70-88 ◽  
Author(s):  
Kathleen Rastle
Keyword(s):  
Word Recognition ◽  
Visual Word Recognition ◽  
Neighborhood Effects ◽  
Scientific Discipline ◽  
Specific Aspect ◽  
Visual Word ◽  
System P ◽  
Skilled Reading ◽  
The Subject ◽  
Reading System

Understanding the mechanisms underlying skilled reading is at the center of modern psycholinguistics, and has been a topic of considerable interest since the beginnings of psychology as a scientific discipline. This article considers some of the theoretical and empirical issues that have shaped our understanding of one specific aspect of skilled reading—the recognition of single printed words—focusing in particular on aspects of this problem which are the subject of significant recent inquiry. It begins with a term used in early psycholinguistic theories to denote a mental dictionary thought to package together all of the orthographic (spelling), semantic (meaning), and phonological (pronunciation) information about known words: the mental lexicon. After discussing a theory of visual word recognition that consists of multiple levels of orthographic representation, the article looks at the interactive-activation model, neighborhood effects, masked form priming effects, and word recognition and the reading system.

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.

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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