Age-of-Acquisition, Word Frequency, and Neighborhood Density Effects on Spoken Word Recognition by Children and Adults☆

Garlock, Victoria M.; Walley, Amanda C.; Metsala, Jamie L.

doi:10.1006/jmla.2000.2784

Cited by 265 publications

(333 citation statements)

References 83 publications

(122 reference statements)

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Section: Influence Of Vocabulary Growthmentioning

confidence: 96%

“…While receptive vocabulary is a strong correlate of phonological awareness in some studies (McBride-Chang, Wagner, & Chang, 1997;Metsala, 1999), others have failed to find such a relationship (Elbro, Borstrom, & Petersen, 1998;Garlock, Walley, & Metsala, 2001). In yet other studies, facility at recognising spoken words from sparse neighbourhoods emerged as a predictor (Garlock et al, 2001;Metsala et al, 2009). Although this latter finding does not appear consistent with LR predictions, it could be that this measure acts as an index of the quality of the underlying speech representations that may underpin both vocabulary acquisition and phonological awareness (e.g., Boada & Pennington, 2006;Elbro et al, 1998).…”

Section: Influence Of Vocabulary Growthmentioning

confidence: 99%

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Phonological development in relation to native language and literacy: Variations on a theme in six alphabetic orthographies

et al. 2013

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This article appeared in a journal published by Elsevier. The attached copy is furnished to the author for internal non-commercial research and education use, including for instruction at the authors institution and sharing with colleagues.Other uses, including reproduction and distribution, or selling or licensing copies, or posting to personal, institutional or third party websites are prohibited. b s t r a c tPhonological development was assessed in six alphabetic orthographies (English, French, Greek, Icelandic, Portuguese and Spanish) at the beginning and end of the first year of reading instruction. The aim was to explore contrasting theoretical views regarding: the question of the availability of phonology at the outset of learning to read (Study 1); the influence of orthographic depth on the pace of phonological development during the transition to literacy (Study 2); and the impact of literacy instruction (Study 3). Results from 242 children did not reveal a consistent sequence of development as performance varied according to task demands and language. Phonics instruction appeared more influential than orthographic depth in the emergence of an early meta-phonological capacity to manipulate phonemes, and preliminary indications were that cross-linguistic variation was associated with speech rhythm more than factors such as syllable complexity. The implications of the outcome for current models of phonological development are discussed.

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Section: Influence Of Vocabulary Growthmentioning

confidence: 96%

Section: Influence Of Vocabulary Growthmentioning

confidence: 99%

Phonological development in relation to native language and literacy: Variations on a theme in six alphabetic orthographies

et al. 2013

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“…Does literacy lead to a finer tuning of perceptual categories and, consequently, improvements in the precision of phoneme identification (Hoonhorst et al, 2011;Serniclaes, Ventura, Morais, & Kolinsky, 2005)? Or does literacy not play a crucial role, instead is it that the fidelity of phonological representations increases across development driven by the need to differentiate, within an increasingly large lexicon, between an increasing number of phonologically similar items (Garlock, Walley, & Metsala, 2001;Storkel, 2002)?…”

Section: Changes To Phonological Representations and Literacymentioning

confidence: 99%

Literacy effects on language and vision: Emergent effects from an amodal shared resource (ASR) computational model

Smith

Monaghan

Huettig

2014

Cognitive Psychology

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a b s t r a c tLearning to read and write requires an individual to connect additional orthographic representations to pre-existing mappings between phonological and semantic representations of words. Past empirical results suggest that the process of learning to read and write (at least in alphabetic languages) elicits changes in the language processing system, by either increasing the cognitive efficiency of mapping between representations associated with a word, or by changing the granularity of phonological processing of spoken language, or through a combination of both. Behavioural effects of literacy have typically been assessed in offline explicit tasks that have addressed only phonological processing. However, a recent eye tracking study compared high and low literate participants on effects of phonology and semantics in processing measured implicitly using eye movements. High literates' eye movements were more affected by phonological overlap in online speech than low literates, with only subtle differences observed in semantics. We determined whether these effects were due to cognitive efficiency and/or granularity of speech processing in a multimodal model of speech processing -the amodal shared resource model (ASR, Smith, Monaghan, & Huettig, 2013a,b). We found that cognitive efficiency in the model had only a marginal effect on semantic processing and did not affect performance for phonological processing, whereas fine-grained versus coarse-grained

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“…According to one view, phonological memory and awareness measures tap a common phonological coding or processing substrate (e.g., Bowey, 1996;De Jong et al, 2000;Dufva, Niemi, & Voeten, 2001;Garlock, Walley, & Metsala, 2001;Griffiths & Snowling, 2002;Metsala, 1999). This view receives some support from findings from a large cohort of 5-year-old children demonstrating that a single latent construct accounted for individual differences for working memory span tasks and phonological analysis tasks (Wagner, Torgesen, Laughon, Simmons, & Rashotte, 1993; see also .…”

Section: Introductionmentioning

confidence: 99%

A structural analysis of working memory and related cognitive skills in young children

Alloway

Gathercole

Willis

et al. 2004

Journal of Experimental Child Psychology

485

368

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The aim of this study was to investigate the functional organisation of working memory and related cognitive abilities in young children. A sample of 633 children aged between 4 and 6 years were tested on measures of verbal short-term memory, complex memory span, sentence repetition, phonological awareness, and nonverbal ability. The measurement model that provided the best fit of the data incorporates constructs that correspond to the central executive, phonological loop, and episodic buffer subcomponents of working memory, plus distinct but associated constructs associated with phonological awareness and nonverbal ability.

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Age-of-Acquisition, Word Frequency, and Neighborhood Density Effects on Spoken Word Recognition by Children and Adults☆

Cited by 265 publications

References 83 publications

Phonological development in relation to native language and literacy: Variations on a theme in six alphabetic orthographies

Phonological development in relation to native language and literacy: Variations on a theme in six alphabetic orthographies

Literacy effects on language and vision: Emergent effects from an amodal shared resource (ASR) computational model

A structural analysis of working memory and related cognitive skills in young children

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