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1.
Elisabeth Beyersmann Eddy Cavalli Séverine Casalis Pascale Colé 《Scientific Studies of Reading》2016,20(3):220-230
Previous research has repeatedly revealed evidence for morpho-orthographic priming effects in suffixed words. However, evidence for the morphological chunking of prefixed words is sparse and ambiguous. The goal of the present study was to directly contrast the processing of prefixed and suffixed pseudowords within the same experiment. We carried out a masked primed lexical decision experiment, in which the same target (AMOUR [LOVE]) was preceded by a prefixed (préamour [prelove]), a nonprefixed (brosamour [broslove]), a suffixed (amouresse [lovedom]), and a nonsuffixed (amourugne [lovedel]) prime. The results revealed significant priming across all four conditions. Moreover, priming was modulated by individual differences in reading proficiency. High-proficiency readers showed evidence for embedded stem priming effects, independent of whether stems occurred in combination with a real affix or a nonaffix. This finding is of relevance to recent morphological processing theories, suggesting that embedded stems represent salient activation units during the reading of complex pseudowords. 相似文献
2.
Elisabeth Beyersmann Johannes C. Ziegler Jonathan Grainger 《Scientific Studies of Reading》2015,19(5):360-373
A letter-search task was used to test the hypothesis that affixes are chunked during morphological processing and that such chunking might operate differently for prefixes and suffixes. Participants had to detect a letter target that was embedded either in a prefix or suffix (e.g., ‘R’ in propoint or filmure) or in a non-prefix beginning or non-suffix ending (e.g., ‘R’ in cropoint or filmire). Prefixed and suffixed letter-strings comprised real stems and affixes but never formed a real word. Effects of letter cluster frequency were also investigated by manipulating the frequency of non-affix beginnings and endings. Letter search took longer in suffixes compared with non-suffix endings but not for prefixes compared with non-prefix beginnings. Moreover, performance was not affected by letter cluster frequency. We interpret our findings in the light of recent accounts of morpho-orthographic segmentation and the different function of prefixes and suffixes. 相似文献
3.
Ann Champion 《Annals of dyslexia》1997,47(1):29-55
The present study was undertaken to measure and compare reading disabled and nondisabled readers’ semantic and syntactic knowledge
about derivational suffixes as a function of modality (reading versus listening) and as a function of the “neutrality” of
the derivative (neutral versus nonneutral). In the present study, neutrality refers to how straightforward and productive
is the relationship between the root and derived form, with “completeness” qualifying as a neutral derivative and “completion”
a nonneutral derivative. Two experimental tests were designed for the study. The Semantics test measured ability to extract
lexical-semantic information from suffixed words, and the Syntax test measured knowledge regarding the part-of-speech contribution
of derivational suffixes. In each test the target words were divided equally between neutral and nonneutral derivatives and
between items that were either read or listened to. Participants included 20 sixth-grade reading disabled students (6RD),
20 fourth-grade normal readers (4N), and 20 sixth-grade normal readers (6N).
In both the Semantics test and the Syntax test all groups scored better on neutral than on nonneutral derivatives while listening
and reading, and the RD students were no more affected by neutrality than the nondisabled readers. In the Semantics test all
groups scored better in listening than in reading, but the RD group showed the greatest oral-reading difference. The RD group
also scored better in listening than reading in the Syntax test (real words), whereas the two nondisabled groups scored better
in reading than in listening. Thus, the RD students were better able to demonstrate their knowledge of suffixed words in oral
language measures than in reading measures. 相似文献
4.
The aim of this study was to investigate the role of the syllable in visual recognition of French words in Grade 6. To do so, the syllabic congruency effect was examined in the lexical decision task combined with masked priming. Target words were preceded by pseudoword primes sharing the first letters that either corresponded to the syllable (congruent condition) or not (incongruent condition). A reliable syllable congruency was found. Children were faster to recognize words when the prime matched for the first syllable. These results are discussed in interactive activation models including syllables and in the dual-route approach. 相似文献
5.
This study investigates the relative roles of internal and external letter features in word recognition. In Experiment 1 the efficacy of outer word fragments (words with all their horizontal internal features removed) was compared with inner word fragments (words with their outer features removed) as primes in a forward masking paradigm. These forward masked primes were followed by a word to be read aloud. Outer word primes presented for longer durations produced significantly faster naming responses than inner primes. Outer parts of words appear to provide more relevant information for lexical access at an earlier stage than inner fragments. In Experiment 2 words with only external features were named correctly on 96% of occasions compared with 52% of words with only their inner features presented. This indicates much greater information content in the periphery of a word (despite having a reduced area of print available: 45% compared to 55%). Multiple regression analyses controlling for ‘guessability’ (from data in Experiment 2) still produced significantly faster reaction times in the outer relative to the inner priming condition for longer prime durations. These experiments demonstrate that first, the most informative letter features are concentrated in the peripheral region of words; and second, even controlling for this effect, readers appear to have a bias towards analysing outer features of a word before inner features. 相似文献
6.
Meredith McKague Chris Davis Chris Pratt Michael B. Johnston 《Journal of Research in Reading》2008,31(1):55-76
Skilled readers were trained to recognise either the oral (n=44) or visual form (n=40) of a set of 32 novel words (oral and visual instantiation, respectively). Training involved learning the ‘meanings’ for the instantiated words and was followed by a visual lexical decision task in which the instantiated words were mixed with real English words and untrained pseudowords, and the instantiated words were to be considered as words. The phonology‐to‐orthography consistency (feedback consistency) of the instantiated words was manipulated to investigate the role of feedback from phonology in orthographic learning. Masked consonant and vowel‐preserving form primes were used in the lexical decision task as probes of orthographic learning. Feedback‐consistent instantiated words were recognised significantly faster in lexical decision than feedback‐inconsistent instantiated words, and facilitation was significantly greater from consonant‐preserving than vowel‐preserving primes for orally but not visually instantiated words. The results support the hypothesis that orthographic representations based on a consonant frame can be generated from the speech signal before encountering the printed forms, and that feedback from phonology is involved in the early stages of orthographic learning. 相似文献
7.
In Greek orthography, stress position is marked with a diacritic. We investigated the developmental course of processing the stress diacritic in Grades 2 to 4. Ninety children read 108 pseudowords presented without or with a diacritic either in the same or in a different position relative to the source word. Half of the pseudowords resembled the words they were derived from. Results showed that lexical sources of stress assignment were active in Grade 2 and remained stronger than the diacritic through Grade 4. The effect of the diacritic increased more rapidly and approached the lexical effect with increasing grade. In a second experiment, 90 children read 54 words and 54 pseudowords. The pattern of results for words was similar to that for nonwords suggesting that findings regarding stress assignment using nonwords may generalize to word reading. Decoding of the diacritic does not appear to be the preferred option for developing readers. 相似文献
8.
Three experiments investigated whether production of low-frequency spellings could be influenced by other words containing
those spellings. Participants saw visually-presented primes (Experiment 1) or heard primes presented auditorily and produced
their spelling (Experiments 2 and 3). Primes either shared both orthography and phonology (e.g., chapl
ai
n) or only orthography (e.g., ord
ai
n) with the target word (e.g., porcel
ai
n). Following the primes, participants attempted to produce the correct spellings of auditorily-presented target words containing
low-frequency spellings, such as the ai in porcelain. Participants correctly spelled the targets’ low-frequency spelling more often when preceded by either type of prime, relative
to unprimed targets. Furthermore, priming only occurred when the prime’s spelling was produced correctly; primes spelled incorrectly
reduced the correct production of target spellings. These results suggest that unlike the priming of nonwords, the basis of
lexical priming of real words is orthographic, resulting from the priming of specific graphemes that increases the probability
of reactivating the same spelling pattern in the target.
相似文献
| Lise AbramsEmail: |
9.
Background
In languages with lexical stress, reading aloud must include stress assignment. Stress information sources across languages include word‐final letter sequences. Here, we examine whether such sequences account for stress assignment in Greek and whether this is attributable to absolute rules involving accenting morphemes or to probabilistic lexical information.Methods
Pseudowords were constructed to not resemble particular words and were suffixed with derivational morphemes associated with specific stress patterns, to be read aloud, presented either without a stress diacritic or with a diacritic congruent or incongruent with the suffix. Morphemes differed in whether or not there were stress competitors ending in the same letter sequences.Results
Stress was assigned consistent with the suffix in the absence of the diacritic, more so when there were no stress competitors in the lexicon.Conclusions
Results suggest a lexically based probabilistic mechanism taking into account pattern distributions rather than absolute rules based on the morphological accenting. 相似文献10.
The study examined children and adolescents’ ability to improve root spelling in Hebrew words by paying attention to phonological, semantic and orthographic properties of priming roots. One hundred and fifty 8, 9, 10, 11 and 15-year olds were administered two spelling tests in Hebrew. The same 40 target words were used in both tests, each word containing a root with at least one homophonous letter. Target words were matched one-to-one with 40 priming words containing the same root. The pool of prime-target word pairs was classified into two major groups:Words containing genuine root primes, and words containing false root primes. In the first test, participants had to spell the 40 target words. In the second test they had to spell the same words, each primed by its written genuine or false match. Results showed that unprimed spelling improved with age. Priming – both genuine and false – improved spelling performance significantly, especially in younger grades, but genuine priming was more effective. Spellers were able to overcome phonological opacity in root primes and to take root semantics into account. This finding testifies to the robustness of the root as a unified morphological entity in Hebrew and to children’s ability to make use of their knowledge of lexical and morphological organization in learning to spell.We thank Dominiek Sandra, Harald Baayen and an anonymous reviewer for their important and constructive comments on an earlier version of this paper. 相似文献
11.
向筑英 《贵阳学院学报(社会科学版)》2004,(3)
单词教学在初中英语教学中既是一个重点 ,又是一个难点。为了能有效地带领学生突破这一重难点 ,教师应该设计形式各异 ,生动活泼的教学方法 ,激起学生的学习兴趣 ,缩短学习、理解、掌握和运用词汇阶段所需的时间 ,同时又能迅速有效地扩展他们的单词储存量。这些方法是 :1.WHEREANDWHAT ;2 .极限联想法 ;3.字头 +归类法 ;4 .点———线———面法 ;5 .随意构词法 ;6 .画蛇添足法等等 相似文献
12.
与汉语相比较,侗语名物有新信息居后,旧信息居前;乏类词居前,具指词居后的特点.侗语合成名词的主谓式结构一般转换为述宾结构,附加式合成词一般只有前加式,而且有两个类前加词缀“?o23”和“tuo23”.这些构词规则受到语用、认知及信息传接的影响和约限. 相似文献
13.
Raphiq Ibrahim 《Reading and writing》2006,19(6):563-586
The goal of the present study was to explore the pattern of lexical connections between translation equivalents represented in the cognitive system of an Arabic-Hebrew bilingual. To achieve this goal, repetition priming effects (reaction times (RTs) and accuracy measures) were compared between translation equivalents in the two forms of Arabic, Spoken Arabic (SA) and Literary Arabic (LA), with those between translation equivalents in Hebrew and LA, in native Arabic students living in Israel. While these students master Hebrew as well as they master LA, they consider it as a second language. LA targets were preceded by cognate and non-cognate translation equivalents in SA or Hebrew either immediately (Lag 0) or separated by four unrelated words (Lag 4), in a lexical decision task. The participants were requested to make a word/non-word decision regardless of language. Across languages, morpho-phonemic similarities augmented the repetition priming effects. At Lag 0 this effect was larger when the primes were in Hebrew than when they were in SA. At Lag 4, however, the priming effect between Hebrew and LA was significantly reduced (and even absent for non-cognates). In contrast, the priming effect between Spoken and Literary Arabic was only slightly attenuated. The conclusion was that, despite the intensive daily use and psychological proximity, Spoken and Literary Arabic are represented as first and second languages in the cognitive system of the native Arabic reader, entertaining distinct lexica. However, the strength of the lexical associations between translation equivalents is influenced by the frequency of concomitant use. 相似文献
14.
Daniela Traficante Marco Marelli Claudio Luzzatti Cristina Burani 《Reading and writing》2014,27(7):1303-1326
Several studies on children and adults with and without linguistic impairment have reported differences between verb and noun processing. The present study assessed whether noun and verb bases affect differently children’s reading of derived words. Thirty-six Italian good readers and 18 poor readers, all 4th or 5th graders, were asked to read aloud nouns derived from either a noun base (e.g., artista, artist) or a verb base (e.g., punizione, punishment). Word and base frequency affected latencies only for deverbal nouns, while an effect of word length emerged for denominal nouns and an inhibitory effect of suffix length was found for both types of stimuli. A high base frequency and a high whole-word frequency both led to higher levels of accuracy. Verb bases led to higher error rates than noun bases. Poor readers, although slower and less accurate than good readers, showed a pattern of results similar to that of typically developing readers. Data confirm that in 4th and 5th graders morphological decomposition may affect reading aloud of long complex words, and that the grammatical class of the base can modulate this effect. 相似文献
15.
周文华 《暨南大学华文学院学报》2013,(4):35-43
“在＋处所”短语在句中可作状语、补语和定语,占据五种句法位：主语前、谓语动词前（无主语）、主语后谓语动词前、谓语动词后以及定语中心语前。对韩国学生来说,几种句法位中以谓语动词后的句法位最难,其使用规则也影响学生对其他句法位的习得,应加强“在＋处所”短语后置于谓语动词的规则教学。另外,几乎所有句法位都存在方位词的误代、误加和遗漏,“在”的遗漏及与其他相关介词的误代;主语前和主语后动词前两种句法位存在较多错序：定语中心语前“的”的遗漏较严重。这些在对韩汉语教学中都应加以注意。 相似文献
16.
韩国的汉语外来词表记 总被引：1，自引：0，他引：1
吕昭君 《黑龙江教育学院学报》2011,30(1):160-162
近年来,韩国在用韩文表记汉语外来词时,汉语原音与汉字音混用的现象非常普遍,这严重影响了韩国语的交际功效。针对这一问题,在对韩国汉语外来词表记史进行回顾的基础上,对韩国学者的有关观点进行梳理与分析,指出韩国现行汉语外来词表记法存在的问题并提出修改建议。 相似文献
17.
Awareness of the structure and meaning of morphologically complex words: Impact on reading 总被引：3，自引：1，他引：2
Many new words middle school children encounter in books they read are relatively transparent derived forms whose meanings might be figured out through analysis of the word parts. Of importance is whether students can not only read and recognize the structure of morphologically complex words but also determine their meanings. This issue was addressed by investigating the relationship of third and fifth graders' awareness of the structure and meanings of derived words and the relationship of these forms of morphological awareness to word reading and reading comprehension. The results showed that awareness of structure was significantly related to the ability to define morphologically complex words; some aspects were also significantly related to the reading of derived words. The three morphology tasks accounted for significant variance in reading comprehension at both grade levels, but the contribution was stronger for the fifth than the third grade. It may be educationally noteworthy that morphological analysis contributed significantly to reading comprehension for the third graders because they are presumably just beginning to learn to read and understand morphologically complex words. 相似文献
18.
A large battery of reading related skills were orally administered to 111 4-year old and 118 5-year old Korean kindergartners,
who were also tested on reading of regular and irregular Korean Hangul words. In regression equations, speeded naming was
uniquely associated with reading of both regular and irregular words. In contrast, only the three measures of phonological
awareness at the levels of phoneme onset, coda, and syllable uniquely explained Hangul regular word recognition, whereas only
morphological awareness consistently explained irregular word recognition. Results suggest somewhat different cognitive demands
for reading of regular and irregular words, based on the dual-route model, in Korean Hangul. 相似文献
19.
Matthew K. Burns Heather Kwoka Becky Lim Melissa Crone Katherine Haegele David C. Parker Shawna Petersen Sarah E. Scholin 《Psychology in the schools》2011,48(2):124-132
The current study examined the relationship between oral reading fluency (ORF) and reading comprehension for students in second grade. A total of 84 participants were randomly assigned to one of four conditions that involved reading a grade‐appropriate passage with either 0%, 10%, 20%, or 30% scrambled words and answering subsequent comprehension questions. The correlation coefficient between ORF and the number of comprehension questions correctly answered was r = .54. Receiver operating characteristics were then used to empirically derive a minimum ORF score necessary for comprehension, indicating that when these students read 63 words correct per minute they successfully comprehended what they read. Finally, the diagnostic accuracy of the derived criterion of 63 words read correctly per minute was tested and resulted in overall correct classification of .80. © 2010 Wiley Periodicals, Inc. 相似文献
20.
法律英语是一种英语言语变体,属于专门用途英语之一,具有自身独有的特点。法律英语中的there-under等古体词具有以下特点：一是这些古体词是由here、there、where加常用介词构成的复合词。二是here-要指代“本”文件、文书、合同、协定等,即法律文件本身,there-虽然有时也可表示“本”文件（在这个意义上,here-与there-的区别主要体现在话语者的心理距离上）,但通常多指代前面提到的单词和词组,where-常指代前面所说的整个句子或词组等。三是此类词语语义重点在here-、there-、where-复合词的第二部分,因为这部分都是常用介词．词义比较明确、具体。四是here-、there-类复合词一般为副词;而where-类复合词既可作副词,也可作从属连词．偶尔亦可作名词。 相似文献