A ROWS is a ROSE: Spelling, sound, and reading

Orden, Guy C. Van

doi:10.3758/bf03197716

Cited by 808 publications

(989 citation statements)

References 67 publications

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“…The most probable reason is that the presentation of a word results automatically (and unavoidably) in some form ofphonological processing. This is more consistent with models of reading that place derivation of a phonological representation as the primary process in reading (see, e.g., Lukatela & Turvey, 1994a, 1994bVan Orden, 1987Van Orden, Johnston, & Hale, 1988;Van Orden, Pennington, & Stone, 1990). These phonological mediation models propose that on an initial encounter with a printed letter string, a prelexical phonological code is created, and that this is compared with representations within a phonological lexicon.…”

Section: Why Was the Aoa Effect Not Eliminated In Experiments 2-5?supporting

confidence: 57%

Age of acquisition, word frequency, and the role of phonology in the lexical decision task

1999

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In five experiments, we examined the respective roles of word age of acquisition (AoA) and frequency in the lexical decision task The two variables were manipulated orthogonally (while controlling for concreteness and length) in fully factorial designs. Experiment 1 was a conventional lexical decision task, and Experiments 2-5 involved various attempts to interfere with reliance upon phonology. In Experiment 2, only orthographically illegal nonwords were used; in Experiment 3, pseudohomophone nonwords; in Experiment 4, articulatory suppression by the recitation of a nursery rhyme; and in Experiment 5, articulatory suppression by the repetition of a single word. The same basic pattern of results was observed in all experiments: There were main effects of both AoAand frequency, which interacted in such a way that the AoAeffect was larger for low-than for high-frequency words. Although the AoAeffect was reduced by manipulations intended to interfere with phonological processing, the manipulations did not eliminate the effect. The results are discussed in terms of current models of reading in which it is proposed that AoAhas its primary effect on the retrieval of lexical phonology, which appears to be consulted automatically in the lexical decision task A recently growing body of research has been focused on the attempt to separate the effects ofage ofacquisition (AoA) and word frequency in lexical processing tasks. The two variables are correlated, since words acquired early in life tend to occur commonly in adulthood. Recent studies have been concerned with the possibility that the very many reported effects of frequency might be confounded with the effects of AoA. The effects of AoA have been demonstrated in studies of picture naming la-

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Section: Why Was the Aoa Effect Not Eliminated In Experiments 2-5?supporting

confidence: 57%

Age of acquisition, word frequency, and the role of phonology in the lexical decision task

1999

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“…Ziegler et al (1999) asked participants to Early Phonological Activation in Visual Word Recognition perform a visual semantic categorization task identical to the one used by Van Orden (1987). They found no early effects of phonology in ERPs.…”

Section: Orthographic and Phonological Processing In The Brainmentioning

confidence: 98%

“…Van Orden (1987) reported phonological effects in the semantic categorization task. Participants had to decide if a presented target was a member of a certain semantic category.…”

Section: Phonological Effects In Behavioral Studiesmentioning

confidence: 99%

“…In contrast, the phonological mediation hypothesis (Frost, 1998;Van Orden, 1987;Tan and Perfetti, 1999) suggests that semantic access depends on phonological activation. Therefore, phonology would be typically computed before people access the meaning of a word.…”

Section: Introductionmentioning

confidence: 96%

“…Phonological effects in visual word recognition were found in a number of tasks, such as backward masking (Perfetti and Bell, 1991), naming (Mechelli et Early Phonological Activation in Visual Word Recognition al., 2007;Rodriguez-Fornells et al, 2002), lexical decision (Pexman and Lupker, 2001;Ziegler et al, 2001), sentence reading (Newman and Connolly, 2004), letter search (Ziegler and Jacobs, 1995;Ziegler et al, 1997) and also semantic categorization (Van Orden, 1987).…”

Section: Introductionmentioning

confidence: 99%

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Pseudohomophone effects provide evidence of early lexico‐phonological processing in visual word recognition

Braun¹,

Hutzler²,

Ziegler³

et al. 2008

Human Brain Mapping

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Previous research using event-related brain potentials (ERPs) suggested that phonological processing in visual word recognition occurs rather late, typically after semantic or syntactic processing. Here we show that phonological activation in visual word recognition can be observed much earlier. Using a lexical decision task, we show that ERPs to pseudohomophones (e.g., ROZE) differed from well matched spelling controls (e.g., ROFE) as early as 150 ms (P150) after stimulus onset. The pseudohomophone effect occurred as early as the word frequency effect suggesting that phonological activation occurs early enough to influence lexical access. Low-resolution electromagnetic tomography analysis (LORETA) revealed that left temporo-parietal and right fronto-temporal areas are the likely brain regions associated with the processing of phonological information at the lexical level. Altogether, the results show that phonological processes are activated early in visual word recognition and play an important role in lexical access.

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Phonemic Processes in Children's Listening and Reading Comprehension

Crain-Thoreson

1996

Appl. Cognit. Psychol.

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Two experiments were conducted to investigate the role of phonemic activation in children's listening and reading comprehension. Phonemically confusing stories were presented in a listening comprehension task to kindergarten and second‐grade children and in a reading comprehension task to second‐grade children only. Rhymes induced phonemic confusion more consistently than did alliteratives in both the listening and reading tasks at both grade levels, suggesting that rhyme is inherently more confusing than alliteration, and furthermore, that phonemic information is activated in similar ways when children listen and when they read silently. Children's reading skill was also assessed to examine a possible relationship between reading skill and phonemic sensitivity, but no significant interactions between children's reading skill and their sensitivity to phonemic confusion were found in the reading task. In the listening task, all groups showed phonemic confusion in gist recall scores, but prereaders were less likely than readers to exhibit susceptibility to phonemic confusion in verbatim recall scores.

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A ROWS is a ROSE: Spelling, sound, and reading

Cited by 808 publications

References 67 publications

Age of acquisition, word frequency, and the role of phonology in the lexical decision task

Age of acquisition, word frequency, and the role of phonology in the lexical decision task

Pseudohomophone effects provide evidence of early lexico‐phonological processing in visual word recognition

Phonemic Processes in Children's Listening and Reading Comprehension

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