scholarly journals The Omission of Accent Marks Does Not Hinder Word Recognition: Evidence From Spanish

2021 ◽  
Vol 12 ◽  
Author(s):  
Ana Marcet ◽  
María Fernández-López ◽  
Melanie Labusch ◽  
Manuel Perea
Keyword(s):  
Word Recognition ◽  
Lexical Decision ◽  
Lexical Decision Task ◽  
Response Times ◽  
Word Identification ◽  
Decision Task ◽  
Similar Response ◽  
Opposite Pattern ◽  
Semantic Categorization ◽  
Blocked Design

Recent research has found that the omission of accent marks in Spanish does not produce slower word identification times in go/no-go lexical decision and semantic categorization tasks [e.g., cárcel (prison) = carcel], thus suggesting that vowels like á and a are represented by the same orthographic units during word recognition and reading. However, there is a discrepant finding with the yes/no lexical decision task, where the words with the omitted accent mark produced longer response times than the words with the accent mark. In Experiment 1, we examined this discrepant finding by running a yes/no lexical decision experiment comparing the effects for words and non-words. Results showed slower response times for the words with omitted accent mark than for those with the accent mark present (e.g., cárcel < carcel). Critically, we found the opposite pattern for non-words: response times were longer for the non-words with accent marks (e.g., cárdil > cardil), thus suggesting a bias toward a “word” response for accented items in the yes/no lexical decision task. To test this interpretation, Experiment 2 used the same stimuli with a blocked design (i.e., accent mark present vs. omitted in all items) and a go/no-go lexical decision task (i.e., respond only to “words”). Results showed similar response times to words regardless of whether the accent mark was omitted (e.g., cárcel = carcel). This pattern strongly suggests that the longer response times to words with an omitted accent mark in yes/no lexical decision experiments are a task-dependent effect rather than a genuine reading cost.

Vocabulary skill: single-case assessment of automaticity of word recognition in a timed lexical decision task

1995 ◽  
Vol 11 (2) ◽  
pp. 121-136 ◽  
Author(s):  
Norman Segalowitz ◽  
Vivien Watson ◽  
Sidney Segalowitz
Keyword(s):  
Word Recognition ◽  
Lexical Decision ◽  
Lexical Decision Task ◽  
Response Times ◽  
Single Case ◽  
English Word ◽  
Decision Task ◽  
Vocabulary Assessment ◽  
Processing Mechanisms ◽  
Assessment Research

This study illustrates, in the context of vocabulary assessment research, a procedure for analysing a single subject's variability of response times (RTs) in a simple, timed lexical decision task. Following the interpretation developed in Segalowitz and Segalowitz (1993) for RT variability as reflection of the automatic/controlled nature of underlying processing mechanisms, it was possible to draw conclusions about the extent to which second language English word recognition in this subject was subserved by automatic as opposed to controlled processes. The study also examined the development of automaticity in word recognition skill for a small, selected vocabulary as a function of reading experience during a three-week testing period. The general implications of this methodology for assessing vocabulary skill in a single case are discussed.

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.

scholarly journals Meditation affects word recognition of meditation novices

2021 ◽  
Author(s):  
Larissa Lusnig ◽  
Ralph Radach ◽  
Markus J. Hofmann
Keyword(s):  
Word Recognition ◽  
Lexical Decision ◽  
Lexical Decision Task ◽  
Mindfulness Meditation ◽  
Response Times ◽  
Emotional Valence ◽  
Attentional Focus ◽  
Decision Task ◽  
Affective Valence ◽  
Loving Kindness

AbstractThis work represents one of the first attempts to examine the effects of meditation on the processing of written single words. In the present longitudinal study, participants conducted a lexical decision task and rated the affective valence of nouns before and after a 7-week class in mindfulness meditation, loving-kindness meditation, or a control intervention. Both meditation groups rated the emotional valence of nouns more neutral after the interventions, suggesting a general down-regulation of emotions. In the loving-kindness group, positive words were rated more positively after the intervention, suggesting a specific intensification of positive feelings. After both meditation interventions, response times in the lexical decision task accelerated significantly, with the largest facilitation occurring in the loving-kindness group. We assume that meditation might have led to increased attention, better visual discrimination, a broadened attentional focus, and reduced mind-wandering, which in turn enabled accelerated word recognition. These results extend findings from a previous study with expert Zen meditators, in which we found that one session of advanced meditation can affect word recognition in a very similar way.

scholarly journals Lateralızatıon of Non-Word Processıng in Monolınguals

2020 ◽  
Vol 15 ◽  
pp. 185-190
Author(s):  
Filiz Mergen ◽  
Gulmira Kuruoglu
Keyword(s):  
Lexical Decision ◽  
Lexical Decision Task ◽  
Left Hemisphere ◽  
Word Processing ◽  
Lexical Processing ◽  
Response Times ◽  
Hemispheric Dominance ◽  
Decision Task ◽  
Visual Hemifield ◽  
Overwhelming Evidence

A great bulk of research in the psycholinguistic literature has been dedicated to hemispheric organization of words. An overwhelming evidence suggests that the left hemisphere is primarily responsible for lexical processing. However, non-words, which look similar to real words but lack meaningful associations, is underrepresented in the laterality literature. This study investigated the lateralization of Turkish non-words. Fifty-three Turkish monolinguals performed a lexical decision task in a visual hemifield paradigm. An analysis of their response times revealed left-hemispheric dominance for non-words, adding further support to the literature. The accuracy of their answers, however, were comparable regardless of the field of presentation. The results were discussed in light of the psycholinguistic word processing views.

The Interaction of Word Frequency and Stimulus Quality in the Lexical Decision Task: Now you See It, Now you Don't

1988 ◽  
Vol 40 (4) ◽  
pp. 757-770 ◽  
Author(s):  
J. M. Wilding
Keyword(s):  
Word Recognition ◽  
Lexical Decision ◽  
Lexical Decision Task ◽  
Word Frequency ◽  
Decision Task ◽  
Stimulus Quality ◽  
Joint Effects ◽  
Two Factors

Two experiments are reported that examined the joint effects of word frequency and stimulus quality in the context of a lexical decision task. In the first experiment the interval between response to a stimulus and onset of the next stimulus was 0.8 sec, and the effect of the two factors was additive. In the second this interval was 3.3 sec, and the effect of reducing stimulus quality was greater for infrequent words than for frequent words. This is similar to the result of Norris (1984). The inability of current models of word recognition to explain this finding is discussed.

Morpheme frequency effects in Dutch complex word reading: A developmental perspective

2011 ◽  
Vol 32 (3) ◽  
pp. 483-498 ◽  
Author(s):  
LUDO VERHOEVEN ◽  
ROB SCHREUDER
Keyword(s):  
Lexical Decision ◽  
Lexical Decision Task ◽  
Word Reading ◽  
Word Identification ◽  
Low Frequency ◽  
Decision Task ◽  
Word Form ◽  
Word Forms ◽  
Grade 3 ◽  
Complex Words

ABSTRACTThis study examined to what extent advanced and beginning readers, including dyslexic readers of Dutch, make use of morphological access units in the reading of polymorphemic words. Therefore, experiments were carried out in which the role of singular root form frequency in reading plural word forms was investigated in a lexical decision task with both adults and children. Twenty-three adult readers, 37 8-year-old children from Grade 3, 43 11-year-old children from Grade 6, and 33 11-year-old dyslexic readers were presented with a lexical decision task in which we contrasted plural word forms with a high versus low frequency of the singular root form. For the adults, it was found that the accuracy and speed of lexical decision is determined by the surface frequency of the plural word form. The frequency of the constituent root form played a role as well, but in the low-frequency plural words only. Furthermore, a strong developmental effect regarding the accuracy and speed of reading plural word forms was found. An effect of plural word form frequency on word identification was evidenced in all groups. The singular root form frequency also had an impact of the reading of the plural word forms. In the normal reading and dyslexic children, plurals with a high-frequency singular root form were read more accurately and faster than plurals with a low singular root frequency. It can be concluded that constituent morphemes have an impact on the reading of polymorphemic words. The results can be explained in the light of a word experience model leaving room for morphological constituency to play a role in the lexical access of complex words as a function of reading skill and experience and word and morpheme frequency.

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.

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