Configural sensitivity to inter-letter spacing in visual word perception

The word superiority effect refers to the phenomenon that people have better recognition of letters presented within words as compared to recognition of isolated letters. Although many previous research on how the spatial relations between letters in words affect the perceptual processing through the inversion paradigm, a significant amount of effort goes into setting the default inter-letter spacing when designing new fonts. Our current research examines the effect of manipulating letter spacing on the processing efficiency, as a measure of the word superiority effect. First, we tested multiple different words instead of fixed word stimuli to show that measures of efficiency can be generalized; second, we disrupted default inter-letter spacing by increasing, decreasing, and randomizing letter spacing to explore the extent to which the efficiency was sustained with the assessment functions. Our results indicate that participants are limited capacity only in the extreme spacing scenario. Additionally, the principle component (PC) analysis shows that highest PC values occur at normal spacing with degradation with increased disruption—spreading or narrowing. These results appear to confirm the configural nature of perceptual processing with normally-spaced words between identifiable tracking and kerning boundaries, and agree well with the ideas about optimal spacing by type designers and typographers implicit in general notion of "rhythmic spacing''. This work is also notable in that we demonstrate the use of assessment functions as a standardized tool for assessing the capacity benefits and efficiency of configural processing.

Word superiority effect for native Chinese readers and low-proficiency Chinese learners

ABSTRACTWritten word recognition in Chinese links the perception of individual characters with whole words. With experience in reading, a high-quality word representation can provide top-down influence on the perception of its constituent characters, thus producing a word superiority effect (WSE). In experiments using the Reicher–Wheeler paradigm, we examined the WSE in two-character words for native Chinese readers (Experiment 1) and low-proficiency adult Chinese learners with Thai (Experiment 2a) and Indonesian (Experiment 2b) as native language backgrounds. For native Chinese readers, the WSE was smaller for high-frequency than low-frequency characters, reflecting rapid access to more frequently experienced characters and a consequent reduction of top-down word-level effects. Learners of Chinese, however, showed a strong WSE for both low-frequency and high-frequency characters, reflecting less well-established character representations combined with word-level knowledge sufficient to support character recognition. The results suggest that native Chinese readers develop strong representations at both the character and the word level, while low-proficiency Chinese learners are more dependent on the word level. We discuss the possibility that a word-level emphasis Chinese foreign language instruction is one reason for this pattern.

Audiovisual vowel monitoring and the word superiority effect in children

The goal of this study was to explore whether viewing the speaker’s articulatory gestures contributes to lexical access in children (ages 5–10) and in adults. We conducted a vowel monitoring task with words and pseudo-words in audio-only (AO) and audiovisual (AV) contexts with white noise masking the acoustic signal. The results indicated that children clearly benefited from visual speech from age 6–7 onwards. However, unlike adults, the word superiority effect was not greater in the AV than the AO condition in children, suggesting that visual speech mostly contributes to phonemic—rather than lexical—processing during childhood, at least until the age of 10.