Feedback consistency effect in lexical decision and naming

Ziegler, Johannes C.; Montant, Marie; Jacobs, Arthur M.

doi:10.1037/e536982012-082

Cited by 48 publications

(92 citation statements)

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“…An alternative explanation for the diVerence by language is that only rime consistency was manipulated in Experiment 1. The word triplets with consistent rime spellings had only a single possible correspondence at this level, as was the case in previous adult studies (Stone, Vanhoy, & Van Orden, 1997;Ziegler & Ferrand, 1998;Ziegler, Montant, & Jacobs, 1997). However, it could be the case that Germans are less sensitive to rimes as psycholinguistic units, either in phonology or in learning to read, because the absolute size of the monosyllabic lexicon is so much smaller in German.…”

Section: Discussionmentioning

confidence: 74%

The effects of spelling consistency on phonological awareness: A comparison of English and German

Goswami

Ziegler

Richardson

2005

Journal of Experimental Child Psychology

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134

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Section: Discussionmentioning

confidence: 74%

The effects of spelling consistency on phonological awareness: A comparison of English and German

Goswami

Ziegler

Richardson

2005

Journal of Experimental Child Psychology

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134

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“…These effects have been reported for English speaking and French speaking adults in visual lexical decision (Perry, 2003a;Stone, Vanhoy & Van Orden, 1997;Ziegler, Montant, & Jacobs, 1997) and reading aloud (Ziegler 2003aalso Jared, McRae, & Seidenberg, 1990;Treiman et al, 1995;Van Orden & Goldinger, 1994). Homophony effects on word identification i.e., words with more than one spelling take longer to identify, also suggest that PO consistency can have an effect on performance -at least at the whole word level (Ferrand & Grainger, 2003;Pexman, Lupker & Jared, 2001; though see Pexman, Lupker & Reggia, 2002 who report no effect of homophony on reading aloud for adults).…”

Section: Methodsmentioning

confidence: 74%

Effects of Consistency and Age of Acquisition on Reading and Spelling among Developing Readers

2006

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Three experiments investigated the effects of rime consistency on reading and spelling among developing readers ranging in age from 7 to 11 years. Experiment 1 found that children read words with inconsistent feedforward mappings between orthography and phonology (O fi P) less accurately than consistent words. OP consistency interacted with chronological age, word frequency and age-of-acquisition (AoA). The effect of OP consistency on reading was larger for younger children than for older children and OP consistency had an effect for low frequency words and lateacquired words only. Experiment 2 found an effect of feedforward consistency between phonology and orthography (P fi O) on children's spelling but no interaction between PO consistency and AoA. Experiment 3 showed that the effects of feedforward consistency are independent of feedback consistency. Our results challenge models of reading and spelling that assume feedforward consistency effects are influenced by the frequency of exposure to words only and we suggest that interactions between consistency and AoA depends on the ratio of consistent to inconsistent OP mappings.A defining feature of alphabetic languages is predictability in the mappings between orthography and phonology. However, the relationship between sound and spelling is not always consistent in English. This can be seen in the rime of a word which we define as the orthographic or phonological unit including the vowel or vowel combination plus the final consonant or consonant cluster of a monosyllable. 1 Rimes exhibit two forms of inconsistency. Orthography to phonology (OP) consistency refers to variability in pronunciations of the orthographic rime e.g., fish fi f/Ish/ (OP consistent) compared to read fi r/Ed/, r/id/ (OP inconsistent) and phonology to orthography (PO) consistency refers to variability in spellings of a phonological rime e.g., /Uk/ fi ook (PO consistent) compared to e.g., /ut/ fi oot, ute (PO inconsistent). 2 Inconsistent words are more difficult

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“…Stone, Vanhoy and Van Orden (1997) found that there was an inhibitory effect from phonological feedback inconsistency when people classified English printed words in a lexical decision task. While Ziegler, Montant and Jacobs (1997) have replicated the effect in French, they did not find any feedback inhibition in a reading aloud task, suggesting that feedback inconsistency does not impair word reading unless exact knowledge of the spelling is needed. In sum, while lexical and connectionist models are now taking into account connections in either direction between spellings and pronunciations, they have been primarily concerned with word recognition and not with mechanisms underlying the spelling process.…”

Section: Introductionmentioning

confidence: 69%

Single or Dual Representations for Reading and Spelling?

Holmes

Babauta

2005

Read Writ

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Neuropsychological models postulate that the memory representation acquired for use in reading words is separate from the one acquired for use in spelling, while developmental models assume that the same representation is developed for access in both reading and spelling. The dual-representation model contends that there is often more precise information in reading representations than in spelling representations. This claim was tested in the current study using adult native speakers of English. People were supplied with minimal visual feedback while they spelled words that they knew and could read, and were then shown their whole spelling and asked whether they could improve upon it. People detected spelling mistakes on fewer than one in six trials after the reading check. They also returned many spellings to the original form, and were unable to improve upon them any more often than to change them to something equally bad or worse. The findings favour the view that normal individuals acquire a single orthographic representation from repeated exposures to a word during both reading and spelling. The representation may be adequate to permit successful reading but be insufficient for reproduction of the word-specific knowledge required for accurate spelling.

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Feedback consistency effect in lexical decision and naming

Cited by 48 publications

References 0 publications

The effects of spelling consistency on phonological awareness: A comparison of English and German

The effects of spelling consistency on phonological awareness: A comparison of English and German

Effects of Consistency and Age of Acquisition on Reading and Spelling among Developing Readers

Single or Dual Representations for Reading and Spelling?

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