Masked phonological priming effects in English: Are they real? Do they matter?

For over 15 years, masked phonological effects have been offered as evidence that phonology plays a leading role in visual word recognition. the existence of these effects - along with their theoretical implications - has, however, been disputed. The authors present three sources of evidence relevant to an assessment of the existence and implications of these effects. first, they present an exhaustive meta-analytic literature review, in which they evaluate the strength of the evidence for masked phonological priming effects on English visual word processing. Second, they present two original experiments that demonstrate a small but significant masked priming effect on English visual lexical decision, which persists in conditions that may discourage phonological recoding. finally, they assesss the theory of visual word recognition offered by the DRC model (Coltheart, Rastle, Perry, Langdon, & Ziegler, 2001) in the context of their empirical data. Through numerous simulations with this model, they argue that masked phonological priming effects might best be captured by a weak phonological (i.e.,dual-access) theory in which lexical decisions are made on the basis of phonological information

Masked suffix priming and morpheme positional constraints

Although masked stem priming (e.g., dealer\u2013DEAL) is one of the most established effects in visual word identification (e.g., Grainger et al., 1991), it is less clear whether primes and targets sharing a suffix (e.g., kindness\u2013WILDNESS) also yield facilitation (Giraudo & Grainger, 2003; Du\uf1abeitia et al., 2008). In a new take on this issue, we show that prime nonwords facilitate lexical decisions to target words ending with the same suffix (sheeter\uac\u2013TEACHER) compared to a condition where the critical suffix was substituted by another one (sheetal\u2013TEACHER) or by an unrelated non\u2013morphological ending (sheetub\u2013 TEACHER). We also show that this effect is genuinely morphological, as no priming emerged in non\u2013complex items with the same orthographic characteristics (sportel\u2013BROTHEL vs. sportic\u2013BROTHEL vs. sportur\u2013BROTHEL). In a further experiment, we took advantage of these results to assess whether suffixes are recognized in a position\u2013specific fashion. Masked suffix priming did not emerge when the relative order of stems and suffixes was reversed in the prime nonwords\u2014ersheet did not yield any time saving in the identification of teacher as compared to either alsheet or obsheet. We take these results to show that \u2013er was not identified as a morpheme in ersheet, thus indicating that suffix identification is position specific. This conclusion is in line with data on interference effects in nonword rejection (Crepaldi, Rastle, & Davis, 2010), and strongly constrains theoretical proposals on how complex words are identified. In particular, because these findings were reported in a masked priming paradigm, they suggest that positional constraints operate early, most likely at a pre\u2013lexical level of morpho\u2013orthographic analysi

Relationship Between Resting State Functional Connectivity and Reading-Related Behavioural Measures in 69 Adults

In computational models of reading, written words can be read using print-to-sound and/or print-to-meaning pathways. Neuroimaging data associate dorsal stream regions (left posterior occipitotemporal cortex, intraparietal cortex, dorsal inferior frontal gyrus [dIFG]) with the print-to-sound pathway and ventral stream regions (left anterior fusiform gyrus, middle temporal gyrus) with the print-to-meaning pathway. In 69 typical adults, we investigated whether resting state functional connectivity (RSFC) between the visual word form area (VWFA) and dorsal and ventral regions correlated with phonological (nonword reading, nonword repetition, spoonerisms), lexical-semantic (vocabulary, sensitivity to morpheme units in reading), and general literacy (word reading, spelling) skills. VWFA activity was temporally correlated with activity in both dorsal and ventral reading regions. In pre-registered whole-brain analyses, spoonerisms performance was positively correlated with RSFC between the VWFA and left dorsal regions (dIFG, superior parietal and intraparietal cortex). In exploratory region-of-interest analyses, VWFA-dIFG connectivity was also positively correlated with nonword repetition, spelling, and vocabulary. Connectivity between the VWFA and ventral stream regions was not associated with performance on any behavioural measure, either in whole-brain or region-of-interest analyses. Our results suggest that tasks such as spoonerisms and spellings, which are both complex (i.e., involve multiple subprocesses) and have high between-subject variability, provide greater opportunity for observing resting-state brain-behaviour associations. However, the complexity of these tasks limits the conclusions we can draw about the specific mechanisms that drive these associations. Future research would benefit from constructing latent variables from multiple tasks tapping the same reading subprocess.</p

Processing differences across regular and irregular inflections revealed through ERPs

Research strongly suggests that printed words are recognized in terms of their constituent morphemes, but researchers have tended to consider the recognition of derivations and inflections in separate theoretical debates. Recently, Crepaldi et al. (2010) proposed a theory that claims to account for the recognition of both derivations and inflections. We investigated brain potentials in the context of masked priming to test two key predictions of this theory: (a) that regular inflections should prime their stems to a greater degree than irregular inflections should prime their stems; and (b) that priming for regular inflections should arise earlier in the recognition process than priming for irregular inflections. Significant masked priming effects were observed for both regular and irregular inflections, though these effects were greater for regular inflections. ERP data further suggested that masked priming effects for regular and irregular inflections had different time courses. Priming for regular but not irregular inflections emerged in a time window reflecting processing up to 250 ms post target onset, and while priming for regular and irregular inflections was observed in a time window reflecting processing 400-600 ms post target onset, these effects arose earlier and were of greater magnitude for the regular inflections. These findings support a form-then-meaning characterisation of the visual word processing system such as that proposed by Crepaldi et al. (2010) and raise challenges for alternative approache

The relationships between oral language and reading instruction: Evidence from a computational model of reading

Reading acquisition involves learning to associate visual symbols with spoken language. Multiple lines of evidence indicate that instruction on the relationship between spellings and sounds may be particularly important.However, it is unclear whether the effectiveness of this form of instruction depends on pre-existing oral language knowledge.To investigate this issue, we developed a series of computational models of reading incorporating orthographic, phonological and semantic processing to simulate bothartificialand natural orthographic learning conditions in adults and children. We exposed the models to instruction focused on spelling-sound or spelling-meaning relationships, and tested the influence of the models' oral language proficiency on the effectiveness of these training regimes. Overall, the simulations indicated thatoral language proficiency is a vital foundation for reading acquisition, and may modulate the effectiveness of reading instruction. These results provide a computational basis for the Simple View of Reading,and emphasise the importance of both oral language knowledge and spelling-sound instructionin the initial stages of learning to read

Masked phonological priming effects in English: Are they real? Do they matter?

For over 15 years, masked phonological effects have been offered as evidence that phonology plays a leading role in visual word recognition. the existence of these effects - along with their theoretical implications - has, however, been disputed. The authors present three sources of evidence relevant to an assessment of the existence and implications of these effects. first, they present an exhaustive meta-analytic literature review, in which they evaluate the strength of the evidence for masked phonological priming effects on English visual word processing. Second, they present two original experiments that demonstrate a small but significant masked priming effect on English visual lexical decision, which persists in conditions that may discourage phonological recoding. finally, they assesss the theory of visual word recognition offered by the DRC model (Coltheart, Rastle, Perry, Langdon, & Ziegler, 2001) in the context of their empirical data. Through numerous simulations with this model, they argue that masked phonological priming effects might best be captured by a weak phonological (i.e.,dual-access) theory in which lexical decisions are made on the basis of phonological information

Distinct neural specializations for learning to read words and name objects

Understanding the neural systems that underpin reading acquisition is key if neuroscientific findings are to inform educational practice. We provide a unique window into these systems by teaching 19 adults to read 24 novel words written in unfamiliar letters and to name 24 novel objects while in an MRI scanner. Behavioral performance on trained items was equivalent for the two stimulus types. However, componential letter-sound associations were extracted when learning to read, as shown by correct reading of untrained words, whereas object-name associations were holistic and arbitrary. Activity in bilateral anterior fusiformgyri was greater during object name learning than learning to read, and ROI analyses indicated that left mid-fusiform activity was predictive of success in object name learning but not in learning to read. In contrast, activity in bilateral parietal cortices was predictive of success for both stimulus types but was greater during learning and recall of written word pronunciations relative to object names. We argue that mid-to-anterior fusiform gyri preferentially process whole items and contribute to learning their spoken form associations, processes that are required for skilled reading. In contrast, parietal cortices preferentially process componential visual-verbal mappings, a process that is crucial for early reading development

Comparing and Validating Methods of Reading Instruction Using Behavioural and Neural Findings in an Artificial Orthography

There is strong scientific consensus that emphasizing print-to-sound relationships is critical when learning to read alphabetic languages. Nevertheless, reading instruction varies across English-speaking countries, from intensive phonic training to multicuing environments that teach sound- and meaning-based strategies. We sought to understand the behavioral and neural consequences of these differences in relative emphasis. We taught 24 English-speaking adults to read 2 sets of 24 novel words (e.g., /buv/, /sig/), written in 2 different unfamiliar orthographies. Following pretraining on oral vocabulary, participants learned to read the novel words over 8 days. Training in 1 language was biased toward print-to-sound mappings while training in the other language was biased toward print-to-meaning mappings. Results showed striking benefits of print–sound training on reading aloud, generalization, and comprehension of single words. Univariate analyses of fMRI data collected at the end of training showed that print–meaning relative to print–sound relative training increased neural effort in dorsal pathway regions involved in reading aloud. Conversely, activity in ventral pathway brain regions involved in reading comprehension was no different following print–meaning versus print–sound training. Multivariate analyses validated our artificial language approach, showing high similarity between the spatial distribution of fMRI activity during artificial and English word reading. Our results suggest that early literacy education should focus on the systematicities present in print-to-sound relationships in alphabetic languages, rather than teaching meaning-based strategies, in order to enhance both reading aloud and comprehension of written words