Attentional strategic control over nonlexical and lexical processing in written spelling to dictation in adults

Bonin, Patrick; Collay, Sandra; Payola, Michel; Méot, Alain

doi:10.3758/bf03195297

Cited by 17 publications

(21 citation statements)

References 74 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…This route is assumed to be faster and to require lower processing capacities than the non-lexical route, which operates through the application of knowledge of sound to spelling mappings. The non-lexical route is thought to be less automatized and under more strategic control than the lexical route (Rapp, Epstein & Tainturier, 2002;Bonin, Collay, Fayol, & Méot, 2005). Within this framework it is no longer plausible to explain spelling errors in writing words as a result of attentional factors.…”

Section: Discussionmentioning

confidence: 95%

Reading and writing: what is the relationship with anxiety and depression?

2007

View full text Add to dashboard Cite

Learning can be considered a function of synthesis in which both cognitive functioning and the domain of affectivity convey. The aim of the present study was to investigate how specific literacy skills, i.e., reading and writing, relate to two main dimensions of negative affectivity, i.e., anxiety and depression. Study 1 was conducted on third grade children (72), while Study 2 focused on first grade children (43). Two groups of participants selected because they had been deemed 'at risk' for the development of anxiety or depression and a control group were compared in reading and writing tasks, which included both word and non-word lists. The assessment included also the evaluation of Verbal, Nonverbal and Composite IQs. Results indicated that children 'at risk' for depression made more spelling errors in dictation of words in comparison to the control group. No differences emerged in reading tasks or with reference to the group of children 'at risk' for anxiety.School learning is a complex process. Although it is based on specific cognitive competences, it develops in interaction with other factors, for example learning contexts, personal experience, social competences and affective development. Greater attention to the relationship between emotional and cognitive states might allow for a more in-depth knowledge of the learning process and of the factors that can hinder its development, making it possible to lessen the gap between cognitive and affective research areas which have remained in opposition for too (Stein & Young, 1992).

show abstract

Section: Discussionmentioning

confidence: 95%

Reading and writing: what is the relationship with anxiety and depression?

2007

View full text Add to dashboard Cite

show abstract

“…In contrast to the research emphasizing the involvement of both lexical and nonlexical processing, some authors have presented evidence showing that nonlexical processing plays a dominant role in skilled spelling (e.g., Bonin, Collay, Fayol, & Meot, 2005;Perry & Ziegler, 2004;Perry, Ziegler, & Coltheart, 2002a, b). For instance, Bonin et al (2005) compared spelling latencies for regular and irregular words in different contexts that include exception-word primes versus nonword prime.…”

Section: Spellingmentioning

confidence: 95%

“…For instance, Bonin et al (2005) compared spelling latencies for regular and irregular words in different contexts that include exception-word primes versus nonword prime. They not only found regularity effects but that the size of regularity effects on both latencies and errors were not affected by the priming contexts.…”

Section: Spellingmentioning

confidence: 99%

Lexical and nonlexical processes in the skilled reading and spelling of Persian

Rahbari

Sénéchal

2008

Read Writ

View full text Add to dashboard Cite

The objective of the present study was to examine the contribution of lexical and nonlexical processes to skilled reading and spelling in Persian. Persian is a mixed orthography that allows one to study within one language characteristics typically found in shallow orthographies as well as those found in deeper orthographies. 61 senior high-school students (mean age = 17; 8, SD = 4 months) attending schools in Iran were tested on reading and spelling of words and nonwords. The word stimuli differed in terms of reading transparency (transparent when all phonemes have corresponding letters vs. opaque when short vowels were not marked with a letter) and spelling polygraphy (nonpolygraphic phonemes vs. polygraphic phonemes). The nonwords were transparent and nonpolygraphic. The reading results showed that both transparent and opaque words were read faster than nonwords, and that transparent words were read faster than opaque words. Moreover, both transparent and opaque words were affected by word frequency. These findings suggest that skilled readers of Persian relied on lexical processes to read words. In contrast, the spelling results failed to show a word-advantage effect suggesting that skilled spellers of Persian rely on nonlexical processes to spell words. Moreover, orthographic complexity also affected spelling. Specifically, nonpolygraphic words were spelled faster than polygraphic words for both transparent and opaque words. Taken together, the findings showed that skilled reading and spelling in Persian rely on different underlying processes.

show abstract

“…It is worth mentioning, however, that certain studies suggest that readers—and not subtypes of readers—might be able to (more or less) strategically control the type of processing—lexical vs. non-lexical—depending on the stimulus characteristics (e.g., Zevin and Balota, 2000) 2 . The only work we are aware of on the issue of strategic control over the lexical vs. non-lexical route in word spelling is that of Bonin et al (2005) who found no evidence of strategic control over the non-lexical route. Finally, at the macrolevel of written text production, Levy and Ransdell (1995) identified individual writing profiles by analyzing transitional probabilities between the processes of planning, text generation, and reviewing and revising during different writing sessions.…”

mentioning

confidence: 99%

Individual differences in adult handwritten spelling-to-dictation

Bonin¹,

Méot²,

Millotte³

et al. 2013

Front. Psychol.

Self Cite

View full text Add to dashboard Cite

We report an investigation of individual differences in handwriting latencies and number of errors in a spelling-to-dictation task. Eighty adult participants wrote a list of 164 spoken words (presented in two sessions). The participants were also evaluated on a vocabulary test (Deltour, 1993). Various multiple regression analyses were performed (on both writing latency and errors). The analysis of the item means showed that the reliable predictors of spelling latencies were acoustic duration, cumulative word frequency, phonology-to-orthographic (PO) consistency, the number of letters in the word and the interaction between cumulative word frequency, PO consistency and imageability. (Error rates were also predicted by frequency, consistency, length and the interaction between cumulative word frequency, PO consistency and imageability.) The analysis of the participant means (and trials) showed that (1) there was both within- and between-session reliability across the sets of items, (2) there was no trade-off between the utilization of lexical and non-lexical information, and (3) participants with high vocabulary knowledge were more accurate (and somewhat faster), and had a differential sensitivity to certain stimulus characteristics, than those with low vocabulary knowledge. We discuss the implications of these findings for theories of orthographic word production.

show abstract

Attentional strategic control over nonlexical and lexical processing in written spelling to dictation in adults

Cited by 17 publications

References 74 publications

Reading and writing: what is the relationship with anxiety and depression?

Reading and writing: what is the relationship with anxiety and depression?

Lexical and nonlexical processes in the skilled reading and spelling of Persian

Individual differences in adult handwritten spelling-to-dictation

Contact Info

Product

Resources

About