The impact of analogical effects and social factors on the spelling of partially homophonous verb forms in informal social media writing

The present study examines unintentional spelling errors on past participles produced by Flemish teenagers in private online writing. Previous psycholinguistic research on verb spelling errors in Dutch mainly focused on identical homophones (Bosman 2005; Frisson & Sandra 2002; Sandra et al. 1999). The present study, however, deals with past participles that are only partially homophonous with other forms in the inflectional paradigm and investigates whether the spelling of these verbs is affected by whole-word frequency, paradigmatic and bigram support for the correct spelling and the token frequency of the past participles’ morphological family. The error rates reflect the effect of both paradigmatic and bigram support. Moreover, the unique database makes it possible to analyze the impact of three social factors (Gender, Educational track and Age). Our results reveal an effect on the error rates of all social variables. Finally, these social factors do not interact with paradigmatic and bigram support.

Can’t See the Words for the Letters: Whole Word Processing in Adolescents and a Novel “Visual” Intervention for Dyslexia

<p>Individuals with developmental dyslexia, considered as a group, perform poorly on tasks that involve phonological analysis, such as applying sight-sound rules to read new words, or analysing words into their component sounds (De Groot, Huettig, & Olivers, 2016; Temple & Marshall, 1983). However, dyslexia is also associated with other types of difficulties. For example, in some individuals, reading latencies increase disproportionately with the length of the word (De Luca, Barca, Burani, & Zoccolotti, 2008; Spinelli et al., 2005) suggesting they may have difficulties recognising familiar words as whole units (“whole word” processing). This thesis examined the relationship between the word length effect and overall reading proficiency in a diverse sample of 49 adolescents. We found that the length effect was a unique predictor of reading proficiency, even after factoring out variance in phonological skills (measured using a nonword reading task). We also tested the recent hypothesis that visual attention span - the number of letters a reader can capture in a single glance - is important for efficient whole word reading (Bosse, Tainturier, & Valdois, 2007). Contrary to this hypothesis, we found no association between the word length effect and scores on a standard measure of visual attention span (a partial report task). We also explored whether reading-delayed adolescents could benefit from an intervention targeting their specific cognitive profile. Five cases demonstrating a selective difficulty with either “phonological” or “whole word” skills completed two interventions. One targeted phonological skills: participants were trained to recognise and apply common sight-sound correspondences. The other targeted whole word skills: we reasoned that training participants to recognise commonly-occurring letter redundancies (e.g. ogue: rogue, synagogue, dialogue) could reduce the load on parallel letter processing. Only one of the five cases showed greater improvement in (untrained) word reading accuracy following their “target” intervention. However, four of the five showed intervention-specific improvements in reading latency. These results suggest that it could be valuable to consider heterogeneity when treating reading delay.</p>

Can’t See the Words for the Letters: Whole Word Processing in Adolescents and a Novel “Visual” Intervention for Dyslexia

<p>Individuals with developmental dyslexia, considered as a group, perform poorly on tasks that involve phonological analysis, such as applying sight-sound rules to read new words, or analysing words into their component sounds (De Groot, Huettig, & Olivers, 2016; Temple & Marshall, 1983). However, dyslexia is also associated with other types of difficulties. For example, in some individuals, reading latencies increase disproportionately with the length of the word (De Luca, Barca, Burani, & Zoccolotti, 2008; Spinelli et al., 2005) suggesting they may have difficulties recognising familiar words as whole units (“whole word” processing). This thesis examined the relationship between the word length effect and overall reading proficiency in a diverse sample of 49 adolescents. We found that the length effect was a unique predictor of reading proficiency, even after factoring out variance in phonological skills (measured using a nonword reading task). We also tested the recent hypothesis that visual attention span - the number of letters a reader can capture in a single glance - is important for efficient whole word reading (Bosse, Tainturier, & Valdois, 2007). Contrary to this hypothesis, we found no association between the word length effect and scores on a standard measure of visual attention span (a partial report task). We also explored whether reading-delayed adolescents could benefit from an intervention targeting their specific cognitive profile. Five cases demonstrating a selective difficulty with either “phonological” or “whole word” skills completed two interventions. One targeted phonological skills: participants were trained to recognise and apply common sight-sound correspondences. The other targeted whole word skills: we reasoned that training participants to recognise commonly-occurring letter redundancies (e.g. ogue: rogue, synagogue, dialogue) could reduce the load on parallel letter processing. Only one of the five cases showed greater improvement in (untrained) word reading accuracy following their “target” intervention. However, four of the five showed intervention-specific improvements in reading latency. These results suggest that it could be valuable to consider heterogeneity when treating reading delay.</p>

Influence of the Pandemic on Change of Everyday Practices of Volgograd Residents: Gender Differences (Based on the Results of Applied Sociological Research)

The coronavirus pandemic (COVID-19), which swept the whole, at the very beginning of its spread (early 2020) created an almost experimental situation in which "border practices" were fully revealed, demonstrating the attitude of the population to issues of morality and law. The COVID-19 pandemic that swept the whole word is viewed by us a factor provoking human behavior. The article presents the results of an applied sociological study of changes in the daily practices of Volgograd residents. The results of a sociological study conducted among the residents of Volgograd are presented. Information gathering method – focus group discussion. The main technical parameters of the study are indicated. The formulated conclusions make it possible not only to record the change in the habitual practices of townspeople, but also to present the socioeconomic situation as a whole. Similarities and differences in the behavior of men и women are indicated. So women are more inclined to demonstrate behavior, which can be described as "everything doubtful is prohibited", while men are inclined to a different model – "much controversial is acceptable". Citizens assess the pandemic as a non-standard, undetermined situation, contradictory and inconsistent decisions are made in this case. citizens describe the situation of the pandemic in a negative aspect: distrust of the authorities through the refusal to view the news, violation of personal space, difficulties of interaction and communication in a confined space of the home, fighting their own fears, spending on the purchase of medical devices, antiviral drugs, paying for the Internet. Passive survival models are common, these models are aimed at saving money, more rational spending of the family budget. Active models are not involved due to the lack of jobs in the city. The most unexpected conclusion was that the biggest fear that haunts the city dwellers are the fear of lack of money, which even supplants the fear of contracting the COVID-19.

Speech-Language Pathologists' Ratings of Speech Accuracy in Children With Speech Sound Disorders

Purpose: Forming accurate and consistent speech judgments can be challenging when working with children with speech sound disorders who produce a large number and varied types of error patterns. Rating scales offer a systematic approach to assessing the whole word rather than individual sounds. Thus, these scales can be an efficient way for speech-language pathologists (SLPs) to monitor treatment progress. This study evaluated the interrater reliability of an existing 3-point rating scale using a large group of SLPs as raters. Method: Utilizing an online platform, 30 SLPs completed a brief training and then rated single words produced by children with typical speech patterns and children with speech sound disorders. Words were closely balanced across the three rating categories of the scale. The interrater reliability of the SLPs ratings to a consensus judgment was examined. Results: The majority of SLPs (87%) reached substantial interrater reliability to a consensus judgment using the 3-point rating scale. Correct productions had the highest interrater reliability. Productions with extensive errors had higher agreement than those with minor errors. Certain error types, such as vowel distortions, were especially challenging for SLPs to judge. Conclusions: This study demonstrated substantial interrater reliability to a consensus judgment among a large majority of 30 SLPs using a 3-point rating. The clinical implications of the findings are discussed along with proposed modifications to the training procedure to guide future research.

Comparison of Effectiveness of Phonological and Whole-Word Treatment Programmes within Two Dyslexia Subtypes

<p>This thesis compares the effectiveness of two reading treatment programmes, each developed to address the key difficulties of two subtypes of developmental dyslexia - phonological and surface dyslexia, respectively. Previous cognitive neuropsychological research has commonly administered a single tailored treatment programme to each individual. However, this research administers both programmes to individuals from each subtype, and compares their effectiveness. In Experiment 1, a large group of reading-delayed children was screened, and, using Coltheart and Leahy's (1996) criteria, three children were identified as surface dyslexic and seven as phonological dyslexic. All were aged between 9 and 13 years. Following completion of a range of background tests to assess cognitive abilities potentially correlated with dyslexia, each child received two treatment programmes: 1) a phonologically-based programme training grapheme-to-phoneme correspondences (based on Broom and Doctor, 1995b) and 2) a whole-word programme (specifically designed for the current research), with pre- and post-tests throughout. Results indicated that all children significantly improved their reading of the trained words following both training programmes, regardless of subtype. For both subtypes, generalisation to untrained words was observed following the Phonological Programme, but not the Whole-word Programme. In Experiment 2, a second, more case-based investigation was conducted, focussing on one phonological dyslexic and one surface dyslexic, who were selected following extensive screening. Both were aged 10 years 11 months. Experiment 2 also examined the effectiveness of specific whole-word techniques. Results indicated a clear distinction between the responsiveness of the two participants, with each favouring their target treatment programme: the Phonological Programme was more effective for the phonological dyslexic than the Whole-word Programme, and vice versa for the surface dyslexic. The implications are discussed, with particular reference to suggestions for remediating reading disorders.</p>

Comparison of Effectiveness of Phonological and Whole-Word Treatment Programmes within Two Dyslexia Subtypes

<p>This thesis compares the effectiveness of two reading treatment programmes, each developed to address the key difficulties of two subtypes of developmental dyslexia - phonological and surface dyslexia, respectively. Previous cognitive neuropsychological research has commonly administered a single tailored treatment programme to each individual. However, this research administers both programmes to individuals from each subtype, and compares their effectiveness. In Experiment 1, a large group of reading-delayed children was screened, and, using Coltheart and Leahy's (1996) criteria, three children were identified as surface dyslexic and seven as phonological dyslexic. All were aged between 9 and 13 years. Following completion of a range of background tests to assess cognitive abilities potentially correlated with dyslexia, each child received two treatment programmes: 1) a phonologically-based programme training grapheme-to-phoneme correspondences (based on Broom and Doctor, 1995b) and 2) a whole-word programme (specifically designed for the current research), with pre- and post-tests throughout. Results indicated that all children significantly improved their reading of the trained words following both training programmes, regardless of subtype. For both subtypes, generalisation to untrained words was observed following the Phonological Programme, but not the Whole-word Programme. In Experiment 2, a second, more case-based investigation was conducted, focussing on one phonological dyslexic and one surface dyslexic, who were selected following extensive screening. Both were aged 10 years 11 months. Experiment 2 also examined the effectiveness of specific whole-word techniques. Results indicated a clear distinction between the responsiveness of the two participants, with each favouring their target treatment programme: the Phonological Programme was more effective for the phonological dyslexic than the Whole-word Programme, and vice versa for the surface dyslexic. The implications are discussed, with particular reference to suggestions for remediating reading disorders.</p>

Reading Development, Word Length and Frequency Effects: An Eye-Tracking Study with Slow and Fast Readers

Research on reading development attempts to explain differences in the reading patterns of adults and children. Previous studies, which typically analyzed word length and frequency effects in developing readers, often focused on dyslexic or dysfluent readers. Similar to previous studies, we investigated the effects of word length and word frequency on the eye movements of children and added several novel aspects: We tested 66 typically developing German-speaking children. Children’s oral reading fluency was used as measure of reading ability. Only fast readers (n = 34, mean age 10.9 ± 0.9 years) and slow readers (n = 32, 11.2 ± 0.9 years) participated in an eye-tracking experiment and silently read an age-appropriate original narrative text from a children’s book. The analysis of silent reading of the entire text confirmed the earlier group classification. To analyze word length and frequency, we selected 40 nouns as target words in the text. We found significant effects of word length and word frequency for all children in the expected direction. For fast readers, we detected significant interactions of word length and frequency in first fixation duration, gaze duration, and total reading time. These revealed a frequency effect for long, but not short words. This suggests lexical whole-word processing with a fast activation of the word’s lexical entry for shorter words and an application of the nonlexical route of the dual route cascaded model (DRC) with a slower lexical access to whole word forms for long words. Slow readers demonstrated a strong sensitivity to word length, indicating a slower or delayed lexical access to orthographic word forms. Additionally, they exhibited weaker word frequency effects. These findings suggest a developmental view of reading in typically developing children in accordance with the DRC, with nonlexical serial decoding as the seemingly prominent reading strategy of slow readers and lexical whole-word recognition as the prominent reading strategy of fast readers.

Processing Mandarin Tone 3 Sandhi at the Morphosyntactic Interface: Reduplication and Lexical Compounds

Mandarin tone 3 sandhi is a phonological alternation in which the initial tone 3 (i.e., low tone) syllable changes to a tone 2 (i.e., rising tone) when followed by another tone 3. The present study used a cross-modal syllable-morpheme matching experiment to examine how native speakers process the sandhi sequences derived from verb reduplication and compounding, respectively. Embedded in a visually-presented sentential context, a disyllabic sequence containing a sandhi target was displayed simultaneously with a monosyllabic audio, either a tone 1 (i.e., high-level tone), tone 2 (i.e., rising tone) or tone 3 (i.e., low tone), and participants judged whether the audio syllable matched the visual morpheme. Results showed that the tone 3 sandhi was processed differently in the two constructions. The underlying tone and the surface tone were co-activated and competed with each other in sandhi compounds whereas predominant activation of the underlying tone, over the surface tone, was observed in reduplication. The processing of tone 3 sandhi offers support for distinctive morphological structures: a lexical compound is represented both as a whole-word unit and as a combination of two individual morphemes whereas a verb reduplication is represented and accessed as a monomorphemic unit in the mental lexicon.

Electrophysiological Correlates of Character Transposition in the Left and Right Visual Fields

This study examined the brain activity elicited by the hemispheric asymmetries and morpheme transposition of two-character Chinese words (canonical and transposed word) and pseudowords using event-related potentials (ERPs) with a dual-target rapid serial visual presentation (RSVP) task. Electrophysiological results showed facilitation effects for canonical words with centrally presented visual field (CVF) and right visual field (RVF) presentations but not with left visual field (LVF) presentations, as reflected by less negative N400 amplitudes. Moreover, more positive late positive component (LPC) amplitudes were observed for both canonical words and transposed words irrespective of the visual fields. More importantly, transposed words elicited a more negative N400 amplitude and a less positive LPC amplitude compared with the amplitudes elicited by canonical words for CVF and RVF presentations. For LVF presentations, transposed words elicited a less negative N250 amplitude compared with canonical words, and there was no significant difference between canonical words and transposed words in the N400 effect. Taken together, we concluded that character transposition facilitated the mapping of whole-word orthographic representation to semantic information in the LVF, as reflected by the N250 component, and such morpheme transposition influenced whole-word semantic processing in CVF and RVF presentations, as reflected by N400 and LPC components.