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1.
The present study tracked the time course of the syllable frequency effect in French visual word recognition, by varying the strength of spreading activation between letters and phonological syllables. The frequency of phonological first syllables and the frequency of orthographic first syllables were conjointly manipulated in two lexical decision tasks. In Experiment 1, word parsing into syllable units was supported by orthographic redundancy. No interaction between orthographic and phonological syllable frequency was found. In Experiment 2, word parsing into syllables was not marked by orthographic redundancy. Results showed an interaction between orthographic and phonological syllable frequency: the syllable frequency effect was inhibitory when orthographic syllable frequency was high, whereas it was facilitatory when orthographic syllable frequency was low. Decreasing the strength of syllable activation (i.e., with orthographic syllables of low frequency and ambiguous syllable boundaries) prevented the activation of lexical competitors before target word recognition, leading to a facilitatory effect of syllable frequency. The present study provides evidence that the net effect of syllable frequency is strongly related to its time course, and that the strength of syllable activation, which depends on orthographic properties, determines the direction of the net effect. 相似文献
2.
The present study addressed the issue of syllable activation during visual recognition of French words. In addition, it was investigated whether word orthographic information underlies syllable effects. To do so, words were selected according to the frequency of their first syllable (high versus low) and the frequency of the orthographic correspondence of this syllable (high versus low). For example, the high-frequency syllable /ã/ is frequently transcribed by the orthographic cluster an, but infrequently transcribed by han in French. A lexical decision task was performed by skilled readers (Experiment 1) and beginning readers in Grade 5 (Experiment 2). Results yielded an inhibitory effect of syllable frequency in both experiments. Moreover, the reliable interaction between syllable frequency and orthographic correspondence frequency indicated that the syllable frequency effect was influenced by orthographic characteristics of syllables. Finally, data showed that the interaction between phonological and orthographic variables was modified with reading experience. The results are discussed in current models of visual word recognition. 相似文献
3.
Greg Decker Greg B. Simpson Mark Yates Lawrence Locker 《Journal of Research in Reading》2003,26(3):280-286
Within the dual‐route framework it is hypothesised that readers exhibit flexibility in their use of lexical and non‐lexical information in word naming. In the present study, participants named high‐ and low‐frequency regular one‐syllable English words embedded within lists of regular or irregular one‐ or two‐syllable English words. A large number of irregular words should bias the reader toward the lexical route, whereas a list consisting exclusively of regular words should allow more efficient use of sublexical information present in the word. Word frequency effects were obtained when the list was dominated by either regular or irregular two‐syllable filler words. Furthermore, there was an interaction between frequency and regularity for the one‐syllable words, indicating that the frequency effect was significantly larger when the fillers were one‐syllable irregular words relative to one‐syllable regular words. These results extend those reported for a shallow orthography, and indicate strategic control over the use of phonological and lexical information in English word recognition. 相似文献
4.
Multisyllabic words have been neglected in determining the relationship between spelling and sound in reading development. In a preliminary exploration of this topic, sensitivity to the phonological and orthographic composition of multisyllabic words and nonwords is examined amongst a group of English‐speaking 11‐year‐olds. The nature of the English language suggests that the syllable structure and stress pattern of words may influence the acquisition of higher‐order reading skills. A phonological awareness task confirms that syllable boundaries are ambiguous in certain English words. Furthermore, accuracy at reading multisyllabic words and nonwords appears sensitive to this ambiguity as a small advantage emerges for stimuli with more stable syllable structures. Nonword but not word reading is affected by syllable length, and nonwords are assigned stress patterns which appear to be related to the lexical syllables that were used to construct these items. These findings are related to current connectionist models of word recognition. 相似文献
5.
Alan J. Parkin 《Journal of Research in Reading》1985,8(2):116-126
In this study subjects were presented with a series of letter strings and required to either make a lexical decision about each one or to judge the number of syllables present. The factors manipulated were lexicality (word/nonword), word frequency (high/low), syllables (one/two), and array length (4, 5, 6 letters). The results showed that neither task was affected by number of syllables. Lexical decision times were influenced by word frequency and lexicality but not affected by array length or number of syllables. Syllable judgments were found to be significantly quicker for four- and six-letter words compared with five-letter words. Implications of these results in relation to the processing demands of lexical decision and syllable judgment tasks are discussed. 相似文献
6.
Two lexical decision experiments are reported that investigate whether the same segmentation strategies are used for reading printed English words and fingerspelled words (in American Sign Language). Experiment 1 revealed that both deaf and hearing readers performed better when written words were segmented with respect to an orthographically defined syllable (the Basic Orthographic Syllable Structure [BOSS]) than with a phonologically defined syllable. Correlation analyses revealed that better deaf readers were more sensitive to orthographic syllable representations, whereas segmentation strategy did not differentiate the better hearing readers. In contrast to Experiment 1, Experiment 2 revealed better performance by deaf participants when fingerspelled words were segmented at the phonological syllable boundary. We suggest that English mouthings that often accompany fingerspelled words promote a phonological parsing preference for fingerspelled words. In addition, fingerspelling ability was significantly correlated with reading comprehension and vocabulary skills. This pattern of results indicates that the association between fingerspelling and print for adult deaf readers is not based on shared segmentation strategies. Rather, we suggest that both good readers and good fingerspellers have established strong representations of English and that fingerspelling may aid in the development and maintenance of English vocabulary. 相似文献
7.
Phonological contribution during visual word recognition in child readers. An intermodal priming study in Grades 3 and 5 
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下载免费PDF全文 Karinne Sauval Séverine Casalis Laetitia Perre 《Journal of Research in Reading》2017,40(Z1):S158-S169
This study investigated the phonological contribution during visual word recognition in child readers as a function of general reading expertise (third and fifth grades) and specific word exposure (frequent and less‐frequent words). An intermodal priming in lexical decision task was performed. Auditory primes (identical and unrelated) were used in order to directly activate phonological codes independently of orthographic processing. Overall, the results revealed a widespread phonological priming effect in both grades. There was a significant interaction between grade, priming condition and frequency, revealing that the impact of frequency on identity priming differed between grades. In third grade, the results indicated that the priming effect was greater for less‐frequent than for frequent words. In fifth grade, priming effects were similar for both frequent and less‐frequent words. These findings indicate that print and speech processing systems are interconnected in young readers. Moreover, phonological codes play an important role in word recognition throughout reading development. 相似文献
8.
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
9.
This study investigated the status of phonological representations in French dyslexic children (DY) compared with reading
level- (RL) and chronological age-matched (CA) controls. We focused on the syllable’s role and on the impact of French linguistic
features. In Experiment 1, we assessed oral discrimination abilities of pairs of syllables that varied as a function of voicing,
mode or place of articulation, or syllable structure. Results suggest that DY children underperform controls with a ‘speed-accuracy’
deficit. However, DY children exhibit some similar processing than those highlighted in controls. As in CA and RL controls,
DY children have difficulties in processing two sounds that only differ in voicing, and preferentially process obstruent rather
than fricative sounds, and more efficiently process CV than CCV syllables. In Experiment 2, we used a modified version of
the Colé, Magnan, and Grainger's (Applied Psycholinguistics 20:507–532, 1999) paradigm. Results show that DY children underperform
CA controls but outperform RL controls. However, as in CA and RL controls, data reveal that DY children are able to use phonological
procedures influenced by initial syllable frequency. Thus, DY children process syllabically high-frequency syllables but phonemically
process low-frequency syllables. They also exhibit lexical and syllable frequency effects. Consequently, results provide evidence
that DY children performances can be accounted for by laborious phonological syllable-based procedures and also degraded phonological
representations. 相似文献
10.
Phonological awareness is a strong predictor of children's progress in literacy acquisition. There are different ways of segmenting words into sound sequences – syllables, phonemes, onset-rime – and little is known about whether these different levels of segmentation vary in their contribution to reading and writing. Does one of them – for example, phoneme awareness – play the major role in learning to read and spell making the other phonological units irrelevant to the prediction of reading? Or do different levels of analysis make independent contributions to reading and spelling?
Our study investigated whether syllable and phoneme awareness make independent contributions to reading and spelling in Greek. Four measures were used: syllable awareness, phoneme awareness, reading and spelling. Analyses of variance showed that Greek speaking children found it easier to analyse words into syllables than phonemes, irrespective of the influence of task variables such as position of the phonological element, word length, and placement of stress in the word. Regression analyses showed that syllable and phoneme awareness make significant and independent contributions to learning written Greek. We conclude that phonological awareness is a multidimensional phenomenon and that the different dimensions contribute to reading and writing in Greek.
相似文献11.
Miguel López-Zamora Carlos J. Álvarez Pedro L. Cobos 《Scientific Studies of Reading》2013,17(5):443-456
This article examines the relationship between individual differences in speech perception and sublexical/phonological processing in reading. We used an auditory phoneme identification task in which a?/ba/-/pa/?syllable continuum measured sensitivity to classify participants into three performance groups: poor, medium, and good categorizers. A lexical decision task manipulated syllable and word frequency. We found that the two tasks were associated. Poor categorizers did not present the typical syllable frequency effect; however, the other groups were sensitive to phonological information to differing degrees and showed the inhibitory syllable frequency effect only for low-frequency words. These results suggest that auditory phoneme identification efficiency may be related to the sublexical processes involved in reading words. 相似文献
12.
13.
孙丹陵 《安庆师范学院学报(社会科学版)》2009,28(2):51-53
英汉分属于两种不同的语言体系,其音节结构也各有不同。通过对汉语普通话中英语外来词的音节结构分析,验证了普通话是赞同并遵循最小节首音满足原则的。 相似文献
14.
Jarkko Hautala Mikko Aro Kenneth Eklund Marja-Kristiina Lerkkanen Heikki Lyytinen 《Reading and writing》2013,26(6):845-864
The role of letters and syllables in typical and dysfluent second grade reading in Finnish, a transparent orthography, was assessed by lexical decision and naming tasks. Typical readers did not show reliable word length effects in lexical decision, suggesting establishment of parallel letter processing. However, there were small effects of word syllable structure in both tasks suggesting the presence of some sublexical processing also. Dysfluent readers showed large word length effects in both tasks indicating decoding at the letter-phoneme level. When lexical access was required in a lexical decision task, dyslexics additionally chunked the letters into syllables. Response duration measure revealed that dysfluent readers even sounded out the words in phoneme-by-phoneme fashion, depending on the task difficulty. This letter-by-letter decoding is enabled by the transparent orthography and promoted by Finnish reading education. 相似文献
15.
Margaret L. Stanback 《Annals of dyslexia》1992,42(1):196-221
A frequency-based vocabulary of 17,602 words was compiled and analyzed in order to group words with recurring syllable and
rime patterns for teaching reading. The role of the rime unit (e.g.,ite inkite andinvite) in determining vowel pronunciation was central to the analysis because of the difficulty that the ambiguity of English vowel
spelling presents to children who do not learn to read words easily. Vowel pronunciation in each orthographic rime was examined,
both for its consistency in all words in which the rime occurs and for regularity, defined as conformity to the most frequent
pronunciation for each vowel spelling in each of six orthographic syllable types.
Of the 824 different orthographic rimes, 616 occur in rime families as the building blocks of almost all the 43,041 syllables
of the words. These rimes account for a striking amount of patterning in the orthography: 436 are both regular and consistent
in pronunciation (except where a single exception word occurs); another 55 are consistent but not regular. Of the remaining
125, only 86 have less than a 90 percent level of consistency. The high order of congruence of orthographic and phonological
rimes suggests their usefulness as units for teaching reading. 相似文献
16.
Prelinguistic babbling often seems remarkably speech-like, not because it has recognizable words but because it seems to have adult-like prosody. To quantify this impression, we compared disyllabic sequences from five infants and five adults in terms of the use of frequency, intensity, and duration to mark stress. Significantly larger values for the three acoustic variables were observed on stressed than on unstressed syllables independent of syllable position for both groups. Adults showed the correlates of utterance final syllables--lower f0, lower intensity, and longer duration; infants showed only decrease in intensity. Ratios for stressed to unstressed syllables and participation of the three variables in stress production in individual disyllables were highly similar in both groups. No bias toward the English lexical trochaic stress pattern was observed. We conclude that infants in English environments produce adult-like stress patterns before they produce lexical items, which specify stress. Acoustic and perceptual analyses are used to explore stress marking by prelinguistic infants in an English language environment. Results show that infants employ the three acoustic correlates of stress in individual syllables in a manner largely similar to that of adult speakers, although they do not show second-syllable declination effects or an English language trochaic stress bias. 相似文献
17.
Fernando Cuetos 《Reading and writing》1993,5(1):17-28
The aim of this study was to find out if the spelling models proposed to account for performance in languages with a deep orthography are applicable to a shallow orthography such as Spanish. For this reason, two experiments were carried out, one of lexical decision (in which subjects heard words and nonwords but only wrote down the nonwords) and the other a dictation in which the variables of grapheme frequency and lexical priming were manipulated. The results coincide with those found in the English language as in both experiments the two variables produced significant effects: the variable of grapheme frequency, which indicates the existence of a process of phonological spelling and the variable of lexical priming which indicates the existence of a lexical process. 相似文献
18.
Juan L. Luque Miguel López-Zamora Carlos J. Álvarez Soraya Bordoy 《Annals of dyslexia》2013,63(3-4):239-252
This study explores whether activation and inhibition word processes contribute to the characteristic speed deficits found in transparent orthographies (Wimmer, Appl Psycholinguist 14:1–33, 1993). A second and fourth grade sample of normal school readers and dyslexic school readers participated in a lexical decision task. Words were manipulated according to two factors: word frequency (high vs. low) and syllable frequency (high vs. low). It has been repeatedly found that words with high-frequency syllables require extra time for deactivating the lexical syllabic neighbors: the so-called inhibitory effect of positional frequency syllable (Carreiras et al., J Mem Lang 32:766–780, 1993). We hypothesized that dyslexic readers would show a stronger inhibitory effect than normal readers because they are slower decoders and they may also be slower at the activation and inhibition of word representations that are competing (i.e., syllabic candidates). Results indicated an interaction between word and syllable frequency (i.e., a strong inhibitory effect was found in the low-frequency word condition). According to our hypothesis, the inhibitory effect size was almost three times bigger in dyslexics than in the normal readers. This difference shows an alteration, not a developmental lag. Interestingly, the inhibitory effect size did not interact with school grade. Thus, reading experience did not impact the lexical processes involved on the inhibitory effect. Our outcomes showed how activation and/or inhibition of lexical processes can contribute to the lack of speed beyond decoding deficit. 相似文献
19.
《Scientific Studies of Reading》2013,17(1):31-54
Orthographic consistency in different languages is likely to have an effect on phonological recoding skills, which are basic to the acquisition of reading. To explore this issue, we investigated word and nonword reading in German- and English-speaking 7- to 12-year-old children. Comparability of the stimuli across the 2 languages was strictly controlled: The German and English words used were common to both languages. Nonwords were derived by exchanging consonantal onsets between short words and by recombining syllables in long words. An identical set of CVCVCV nonwords was also presented to both language groups. At ages 7, 8, and 9, English-speaking children made a higher proportion of errors than their German-speaking peers when reading nonwords and words of low frequency. This was the case even when word-recognition ability was equated between the 2 language groups. By age 12, both groups had equally fast nonword-recognition latencies, but English-speaking readers were still less accurate when recoding long and complex nonwords. Only the younger English-speaking readers made substantial numbers of errors with CVCVCV nonwords. Vowels, which are the most inconsistent feature of English orthography, were often mispronounced in English but hardly ever in German, where they are consistent. Word-substitution errors occurred more frequently in English than in German. We suggest that low orthographic consistency, as in English, necessitates the use of complex and error-prone strategies in phonological recoding, whereas high consistency, as in German, allows phonological recoding into syllables on-line. This makes the teaching of phonological recoding relatively straightforward and allows the acquisition of basic reading skills to proceed at a faster pace. Differences in the teaching of reading might in turn contribute to differences in recoding skills. 相似文献
20.
This study aimed at examining whether deaf children process written words on the basis of phonological units. In French, the syllable is a phonologically and orthographically well-defined unit. French deaf children and hearing children matched on word recognition level were asked to copy written words and pseudo-words. The number of glances at the item, copying duration, and the locus of the first segmentation (i.e., after the first glance) within the item were measured. The main question was whether the segments copied by the deaf children corresponded to syllables as defined by phonological and orthographic rules.The results showed that deaf children, like hearing children, used syllables as copying units when the syllable boundaries were marked both by orthographic and phonological criteria. However, in a condition in which orthographic and phonological criteria were differentiated, the deaf children did not perform phonological segmentations while the hearing children did. We discuss two explanatory hypotheses. First, items in this condition were difficult to decode for deaf children; second, orthographic units were probably easier to process for deaf children than phonological units because of a lack of automaticity in their phonological conversion processes for pseudo-words. Finally, incidental observations during the experimental task raised the question of the use of fingerspelled units. 相似文献