Effets de l'âge d'acquisition et de la fréquence objective en production verbale orale et écrite de mots isolés

CLERMONT FD-BCIU Lettr./Sci.Hum. (631132101) / SudocSudocFranceF

Are age-of-acquisition effects on object naming due simply to differences in object recognition? Comments on Levelt (2002)

Levelt (2002) argued that apparent effects of word frequency and age of acquisition (AoA) reported in recent picture naming studies might actually be confounded effects operating at the level of object recognition, rather than relevant to theories of lexical retrieval. In order to investigate this issue, AoA effects were examined in an object recognition memory task (Experiments 1 and 2) and a word-picture verification task (Experiment 3) and compared with those found in naming tasks using the same pictures. Contrary to Levelt's concerns, the results of the three experiments show that the AoA effect on picture naming has a lexical origin and does not simply result from a possible confound of object identification times. Copyright 2006 Psychonomic Society, Inc

The influence of age of acquisition in word reading and other tasks: A never ending story?

This paper concerns the influence of age of acquisition (AoA) in word reading and other tasks, and attempts to develop a number of issues raised by Zevin and Seidenberg (2002). Analyses performed on both rated and objective measures of AoA show that the frequency trajectory of words is a reliable predictor of their order of acquisition, which validates its use as a variable to examine age-limited learning effects. We report a large-scale multiple regression study of French word reading which shows that controlling for cumulative frequency (derived from child and adult frequency counts) does not result in the removal of an effect of AoA in reading aloud French words, but there was no effect of frequency trajectory. We also report some re-analyses of previous published data which show that frequency trajectory has a reliable influence on spoken and written object naming latencies and lexical decision times, but not on spelling-to-dictation or word reading latencies. Cumulative frequency has a reliable effect in all tasks. The methodological and theoretical implications of these findings are discussed. © 2004 Elsevier Inc. All rights reserved