2,245 research outputs found
The influence of orthography on phonemic knowledge: An experimental investigation on German and Persian
This study investigated whether the phonological representation of a word is modulated by its orthographic representation in case of a mismatch between the two representations. Such a mismatch is found in Persian, where short vowels are represented phonemically but not orthographically. Persian adult literates, Persian adult illiterates, and German adult literates were presented with two auditory tasks, an AX-discrimination task and a reversal task. We assumed that if orthographic representations influence phonological representations, Persian literates should perform worse than Persian illiterates or German literates on items with short vowels in these tasks. The results of the discrimination tasks showed that Persian literates and illiterates as well as German literates were approximately equally competent in discriminating short vowels in Persian words and pseudowords. Persian literates did not well discriminate German words containing phonemes that differed only in vowel length. German literates performed relatively poorly in discriminating German homographic words that differed only in vowel length. Persian illiterates were unable to perform the reversal task in Persian. The results of the other two participant groups in the reversal task showed the predicted poorer performance of Persian literates on Persian items containing short vowels compared to items containing long vowels only. German literates did not show this effect in German. Our results suggest two distinct effects of orthography on phonemic representations: whereas the lack of orthographic representations seems to affect phonemic awareness, homography seems to affect the discriminability of phonemic representations
Saliency or template? ERP evidence for long-term representation of word stress
The present study investigated the event-related brain potential (ERP) correlates of word stress processing. Previous results showed that the violation of a legal stress pattern elicited two consecutive Mismatch Negativity (MMN) components synchronized to the changes on the first and second syllable. The aim of the present study was to test whether ERPs reflect only the detection of salient features present on the syllables, or they reflect the activation of long-term stress related representations.
We examined ERPs elicited by pseudowords with no lexical representation in two conditions: the standard having a legal stress patterns, and the deviant an illegal one, and the standard having an illegal stress pattern, and the deviant a legal one. We found that the deviant having an illegal stress pattern elicited two consecutive MMN components, whereas the deviant having a legal stress pattern did not elicit MMN. Moreover, pseudowords with a legal stress pattern elicited the same ERP responses irrespective of their role in the oddball sequence, i.e., if they were standards or deviants.
The results suggest that stress pattern changes are processed relying on long-term representation of word stress. To account for these results, we propose that the processing of stress cues is based on language-specific, pre-lexical stress templates
Metalinguistic awareness in L2 vocabulary acquisition : which factors influence learners’ motivations of form-meaning connections?
Research has shown that prompting learners to elaborate on the appropriateness of form-meaning links can be an efficient vocabulary learning exercise (Deconinck, Boers & Eyckmans, 2017). In this paper we wish to shed more light on the mental processes that occur during this specific elaborative task by investigating the influence of individual learner variables pertaining to prior linguistic knowledge and a number of word-specific features. To this end fifty Dutch-speaking EFL learners rated the congruency they perceived between the form and meaning of 24 English words on a 6-point Likert scale. The motivation of their scores was elicited by means of a think-aloud protocol, the transcriptions of which were analysed with regard to the type of elaborations made. Vocabulary size tests and a language background questionnaire provided us with additional information about the learners. We identified five types of elaborations: cross-lexical associations, sound-symbolic associations, word-form comparisons, morphological associations, and idiosyncratic associations. The data also reveal that the individual learner variables and word-specific features examined in the present study have an influence on the number of elaborations made by the learners. Pedagogical implications and suggestions for further research are discussed
Mixing the stimulus list in bilingual lexical decision turns cognate facilitation effects into mirrored inhibition effects
To test the BIA+ and Multilink models’ accounts of how bilinguals process words with different degrees of cross-linguistic orthographic and semantic overlap, we conducted two experiments manipulating stimulus list composition. Dutch-English late bilinguals performed two English lexical decision tasks including the same set of cognates, interlingual homographs, English control words, and pseudowords. In one task, half of the pseudowords were replaced with Dutch words, requiring a ‘no’ response. This change from pure to mixed language list context was found to turn cognate facilitation effects into inhibition. Relative to control words, larger effects were found for cognate pairs with an increasing cross-linguistic form overlap. Identical cognates produced considerably larger effects than non-identical cognates, supporting their special status in the bilingual lexicon. Response patterns for different item types are accounted for in terms of the items’ lexical representation and their binding to ‘yes’ and ‘no’ responses in pure vs mixed lexical decision
The development of reading tests for use in a regularly spelled language.
Data are presented on the development of tests of reading skill in rural Tanzanian primary school pupils. Instruction in these schools is in Kiswahili, a regularly spelt language. Using a translation of a standard reading test, children could read aloud all words once they had learnt sound-letter correspondences, regardless of comprehension. In addition, children can appear to pass traditional comprehension tasks by decoding only some of the words. Three graded tests were developed which allow testing of children who either have only some letter knowledge, can read single words, or are proficient readers. The tests require children to both decode and understand the reading material in order to achieve high scores. The tests correlated well with scores on other educational achievement tests, and showed age and school grade differences. It is suggested that these tests are useful measures of reading development in a regularly spelt language. Adaptation to English and validation against standardised instruments is planned
The role of the posterior fusiform gyrus in reading
Studies of skilled reading [Price, C. J., & Mechelli, A. Reading and reading disturbance. Current Opinion in Neurobiology, 15, 231–238, 2005], its acquisition in children [Shaywitz, B. A., Shaywitz, S. E., Pugh, K. R., Mencl, W. E., Fulbright, R. K., Skudlarski, P., et al. Disruption of posterior brain systems for reading in children with developmental dyslexia. Biological Psychiatry, 52, 101–110, 2002; Turkeltaub, P. E., Gareau, L., Flowers, D. L., Zeffiro, T. A., & Eden, G. F. Development of neural mechanisms for reading. Nature Neuroscience, 6, 767–773, 2003], and its impairment in patients with pure alexia [Leff, A. P., Crewes, H., Plant, G. T., Scott, S. K., Kennard, C., & Wise, R. J. The functional anatomy of single word reading in patients with hemianopic and pure alexia. Brain, 124, 510–521, 2001] all highlight the importance of the left posterior fusiform cortex in visual word recognition. We used visual masked priming and functional magnetic resonance imaging to elucidate the specific functional contribution of this region to reading and found that (1) unlike words, repetition of pseudowords (“solst-solst”) did not produce a neural priming effect in this region, (2) orthographically related words such as “corner-corn” did produce a neural priming effect, but (3) this orthographic priming effect was reduced when prime-target pairs were semantically related (“teacher-teach”). These findings conflict with the notion of stored visual word forms and instead suggest that this region acts as an interface between visual form information and higher order stimulus properties such as its associated sound and meaning. More importantly, this function is not specific to reading but is also engaged when processing any meaningful visual stimulus
Auditory perception modulated by word reading
Theories of embodied cognition positing that sensorimotor areas are indispensable during language comprehension are supported by neuroimaging and behavioural studies. Among others, the auditory system has been suggested to be important for understanding sound-related words (visually presented) and the motor system for action-related words. In this behavioural study, using a sound detection task embedded in a lexical decision task, we show that in participants with high lexical decision performance sound verbs improve auditory perception. The amount of modulation was correlated with lexical decision performance. Our study provides convergent behavioural evidence of auditory cortex involvement in word processing, supporting the view of embodied language comprehension concerning the auditory domain
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