10. Would you rather 'embert a cudsert' or 'cudsert an embert'? How spelling patterns at the beginning of English disyllables can cue grammatical category

Arciuli, Joanne; Cupples, Linda

doi:10.1075/slcs.93.12arc

Cited by 27 publications

(25 citation statements)

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“…For the end of the word cue, we took the nucleus and coda of the last syllable of the word (for penguin, we used /In/, and for ant, we used /aent/). We chose the first and last few phonemes as participants have been found to be sensitive to the first phoneme for grammatical categorization (Arciuli & Cupples, 2007), and the first and last two letters of words have been shown to reflect stress patterns that in turn reflect grammatical category (Arciuli & Cupples, 2006). There were 566 distinct word beginnings and 537 endings for English, and there were 455 beginnings and 167 endings for French.…”

Section: Methodsmentioning

confidence: 99%

The arbitrariness of the sign: Learning advantages from the structure of the vocabulary.

Monaghan

Christiansen

Fitneva

2011

Journal of Experimental Psychology: General

105

152

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Recent research has demonstrated that systematic mappings between phonological word forms and their meanings can facilitate language learning (e.g., in the form of sound symbolism or cues to grammatical categories). Yet, paradoxically from a learning viewpoint, most words have an arbitrary form-meaning mapping. We hypothesized that this paradox may reflect a division of labor between 2 different language learning functions: arbitrariness facilitates learning specific word meanings and systematicity facilitates learning to group words into categories. In a series of computational investigations and artificial language learning studies, we varied the extent to which the language was arbitrary or systematic. For both the simulations and the behavioral studies, we found that the optimal structure of the vocabulary for learning incorporated this division of labor. Corpus analyses of English and French indicate that these predicted patterns are also found in natural languages.

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Section: Methodsmentioning

confidence: 99%

The arbitrariness of the sign: Learning advantages from the structure of the vocabulary.

Monaghan

Christiansen

Fitneva

2011

Journal of Experimental Psychology: General

105

152

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“…The pseudowords with noun-like, verb-like, and control endings did not differ significantly in the 'nounlike-ness' or 'verb-like-ness' of their beginnings, F (2, 87) = 1.52, p = .22. This assessment was based on the frequency with which each of these beginnings occurs in nouns, verbs, or both, in real English words (Arciuli & Cupples, 2007).…”

Section: Methodsmentioning

confidence: 99%

“…Arciuli and Cupples (2007) demonstrated associations between the beginnings of English disyllabic words (defined as the letter string up to and including the first vowel or vowel cluster) and particular grammatical categories. For example, cu-is more likely to appear at the beginning of a noun, and be-at the beginning of a verb.…”

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confidence: 99%

Noun or verb? Adult readers’ sensitivity to spelling cues to grammatical category in word endings

2008

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The spelling of many disyllabic English word endings holds cues to their grammatical category, beyond obvious inflectional endings such as -ing for verbs. For example, some letter sequences are clearly associated with nouns (e.g., -oon) and others with verbs (e.g., -erge). This study extended recent research by Arciuli and Cupples (2006), and confirmed that skilled adult readers are sensitive to these orthographic cues. It was found that adults were more likely to treat pseudowords as nouns when they had noun-like endings than verb-like or control endings, and more likely to treat pseudowords as verbs when they had verb-like than noun-like endings. This sensitivity held across three tasks (sentence construction, sentence judgement, and pseudoword judgement), which required increasingly explicit awareness of the way that cues could allow grammatical categorisation. In some tasks sensitivity to verb-like endings was related to reading ability, although not to spelling ability or grammatical awareness. Implications for our understanding of language processing are discussed.To acquire, comprehend, and produce language, individuals must be able to recognise the grammatical classes to which words belong. When listening to speech or reading text, we must decide quickly and accurately whether, for example, a word is a noun, a verb, or a determiner, in order to understand its meaning in that particular context. If

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“…Arciuli and collaborators (Arciuli & Cupples, 2007;Arciuli et al, 2010) found that English beginnings, though less strongly than endings, affect stress and grammatical category assignment (see also Kelly, 2004). Corpus analyses by Monaghan and collaborators (2016) also show that word beginnings are good predictors of stress position in several languages, including Italian.…”

Section: Discussionmentioning

confidence: 97%

“…Using both reading aloud and lexical decision tasks, Arciuli and Cupples (2006) and Jouravlev and Lupker (2014) found that grammatical category interacts with stress neighborhood in English and Russian, respectively (for English see also Kelly, 1988;Kelly & Bock, 1988;Smith et al 1982). Arciuli and collaborators also found that not only word endings but also word beginnings affect English stress assignment in both adults (Arciuli & Cupples, 2007) and children (Arciuli, Monaghan, & Seva, 2010). According to a recent corpus analysis (Monaghan, Arciuli, & Seva, 2016), word beginnings, though less predictive than word endings, are good predictors of stress patterns in several languages, including Italian.…”

Section: Cues To Stressmentioning

confidence: 97%

Q2Stress: A database for multiple cues to stress assignment in Italian

2016

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In languages where the position of lexical stress within a word is not predictable from print, readers rely on distributional information extracted from the lexicon in order to assign stress. Lexical databases are thus especially important for researchers willing to address stress assignment in those languages. Here we present Q2Stress, a new database aimed to fill the lack of such a resource for Italian. Q2Stress includes multiple cues readers may use in assigning stress, such as type and token frequency of stress patterns as well as their distribution with respect to number of syllables, grammatical category, word beginnings, word endings, and consonant-vowel structures. Furthermore, for the first time, data for both adults and children are available. Q2Stress may help researchers to answer empirical as well as theoretical questions about stress assignment and stress-related issues, and more in general, to explore the orthography-tophonology relation in reading. Q2Stress is designed as a user-friendly resource, as it comes with scripts allowing researchers to explore and select their own stimuli according to several criteria as well as summary tables for overall data analysis.

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10. Would you rather 'embert a cudsert' or 'cudsert an embert'? How spelling patterns at the beginning of English disyllables can cue grammatical category

Cited by 27 publications

References 0 publications

The arbitrariness of the sign: Learning advantages from the structure of the vocabulary.

The arbitrariness of the sign: Learning advantages from the structure of the vocabulary.

Noun or verb? Adult readers’ sensitivity to spelling cues to grammatical category in word endings

Q2Stress: A database for multiple cues to stress assignment in Italian

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