Frequency, not age of acquisition, affects Italian word naming

Burani, Cristina; Arduino, Lisa S.; Barca, Laura

doi:10.1080/09541440600847946

Cited by 53 publications

(100 citation statements)

References 71 publications

(158 reference statements)

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supporting

confidence: 67%

“…It is possible that the AoA effect previously reported in Spanish, by Cuetos & Barbón (2006), was actually a frequency effect. Consistent with that possibility, in research in Italian, an orthography similar to Spanish, all observations on healthy adult reading indicate an effect of frequency, but not of AoA (Barca et al, 2002;Bates et al, 2001;Burani et al, 2007).One approach to identifying the factors that affect reading, when they are correlated, is to attack the multicollinearity directly by orthogonalizing variables through principal components analysis (PCA; see Cohen et al, 2003). Burani and colleagues (Barca et al, 2002;Bates et al, 2001;Burani et al, 2007) followed this approach, reporting PCAs that showed that high proportions of variance in word attribute variables were related to a set of easily interpretable underlying components.…”

supporting

confidence: 66%

“…Monaghan & Ellis, 2002). That is not surprising given the typically high correlation between AoA and imageability, as well as the PCA results reported by Burani and colleagues that link AoA and imageability to an underlying "semantic" factor (Barca et al, 2002;Bates et al, 2001;Burani et al, 2007). However, the important point is that data from English suggest that a semantic influence on reading appears only for words with atypical-that is, irregular exception or inconsistent-spelling-sound mappings (see also Woollams, 2005).…”

mentioning

confidence: 56%

“…Such a frequency-AoA effect would not require postulation of semantic activation in word naming (Burani et al, 2007), although it would be consistent with the influence of lexical knowledge on phonological coding. However, previous reports of frequency-independent AoA effects in transparent orthographies (e.g., Raman, 2006) suggested that we could find a frequency-independent AoA effect on Spanish reading.…”

mentioning

confidence: 81%

“…There have been numerous reports of the effects of word frequency and AoA on reading in transparent orthographies (frequency in Dutch, Brysbaert, Lange, & Van Wijnendaele, 2000;Brysbaert, Van Wijnendaele, & de Deyne, 2000;Ghyselinck, Lewis, & Brysbaert, 2004; frequency in Italian, Barca, Burani, & Arduino, 2002;Bates, Burani, D'Amico, & Barca, 2001;Burani, Arduino, & Barca, 2007;Paizi, Burani, & Zoccolotti, 2010; frequency in Persian, Baluch & Besner, 1991; AoA in Spanish, Cuetos & Barbón, 2006; frequency in Serbo-Croat, Frost et al, 1987; AoA in Turkish, Raman, 2006; and frequency in Turkish, Raman, Baluch, & Besner, 2004) in line with demonstrations seen in an opaque orthography such as English (Balota et al, 2004;Cortese & Khanna, 2007). However, there has been a vigorous debate over the interpretation of the AoA effect, especially over its relation to frequency and imageability effects, and over the locus (joint or separate) of the three effects (e.g., Brysbaert & Ghyselinck, 2006;J.…”

Section: Frequency and Aoa Effects In Reading In Spanish And Other Lamentioning

confidence: 99%

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Lexical and semantic age-of-acquisition effects on word naming in Spanish

2012

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We report a study of the factors that affect reading in Spanish, a language with a transparent orthography. Our focus was on the influence of lexical semantic knowledge in phonological coding. This effect would be predicted to be minimal in Spanish, according to some accounts of semantic effects in reading. We asked 25 healthy adults to name 2,764 mono-and multisyllabic words. As is typical for psycholinguistics, variables capturing critical word attributes were highly intercorrelated. Therefore, we used principal components analysis (PCA) to derive orthogonalized predictors from raw variables. The PCA distinguished components relating to (1) word frequency, age of acquisition (AoA), and familiarity; (2) word AoA, imageability, and familiarity; (3) word length and orthographic neighborhood size; and (4) bigram type and token frequency. Linear mixed-effects analyses indicated significant effects on reading due to each PCA component. Our observations confirm that oral reading in Spanish proceeds through spelling-sound mappings involving lexical and sublexical units. Importantly, our observations distinguish between the effect of lexical frequency (the impact of the component relating to frequency, AoA, and familiarity) and the effect of semantic knowledge (the impact of the component relating to AoA, imageability, and familiarity). Semantic knowledge influences word naming even when all the words being read have regular spellingsound mappings.Keywords Spanish . Reading . Naming . Age of acquisition . Orthographic transparency . Curvilinear A general account of the cognitive reading system must describe and explain the effects of word attributes on reading in different orthographies. Orthographies may differ in a range of ways, but there has been a long-standing interest in how reading varies in relation to differences in orthographic transparency (e.g., Frost, Katz, & Bentin, 1987). The Spanish orthography is transparent because orthography-phonology mappings are completely rule governed across the language (Cuetos & Barbón, 2006). In comparison, the English orthography is quasi-regular, having both rule-governed and exceptional orthography-phonology mappings (Plaut, McClelland, Seidenberg, & Patterson, 1996). Current evidence suggests that reading is affected by a mix of factors that appears to be similar in kind, whether more opaque or more transparent orthographies are examined. Our aim was to bring evidence to bear on whether reading effects would be similar, also, in the specific components. We were especially concerned with the impact on reading of the key lexical factors-frequency, age of acquisition (AoA), and imageability (seen to affect reading in English; e.g., Balota, Cortese, Sergent-Marshall, Spieler, & Yap, 2004;Cortese & Khanna, 2007)-and with the question of whether previous observations of the AoA effect on reading in Spanish (Cuetos & Barbón, 2006) can be taken to reveal the influence of semantics on word naming in a transparent orthography. (Balota et al., 2004;Cortese & Khanna, 2007)...

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supporting

confidence: 67%

supporting

confidence: 66%

mentioning

confidence: 56%

mentioning

confidence: 81%

Section: Frequency and Aoa Effects In Reading In Spanish And Other Lamentioning

confidence: 99%

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Lexical and semantic age-of-acquisition effects on word naming in Spanish

2012

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Outgroup faces hamper word recognition

Sulpizio

Navarrete

2019

Psychological Research

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Lexical-semantic reading in a shallow orthography: evidence from a girl with Williams Syndrome

et al. 2009

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The reading skills of a girl with Williams Syndrome are assessed by a timed word-naming task. To test the efficiency of lexical and nonlexical reading, we considered four marker effects: Lexicality (better reading of words than nonwords), frequency (better reading of high than low frequency words), length (better reading of short than long words), and contextuality (better reading of words with one-toone grapheme-to-phoneme mapping than words with context-sensitive graphemes). Results suggested that this girl has failed to develop efficient orthography-to-phonology mappings and is dependent upon a lexical-semantic reading procedure in which a word's pronunciation is activated after its meaning is obtained.

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Frequency, not age of acquisition, affects Italian word naming

Cited by 53 publications

References 71 publications

Lexical and semantic age-of-acquisition effects on word naming in Spanish

Lexical and semantic age-of-acquisition effects on word naming in Spanish

Outgroup faces hamper word recognition

Lexical-semantic reading in a shallow orthography: evidence from a girl with Williams Syndrome

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