Lexical and Nonlexical Print-to-Sound Translation of Disyllabic Words and Nonwords

Rastle, Kathleen; Coltheart, Max

doi:10.1006/jmla.1999.2687

Cited by 115 publications

(194 citation statements)

References 34 publications

(50 reference statements)

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“…Some orthographies, such as French, have entirely predictable stress assignment, but others, such as English (Rastle & Coltheart, 2000;Seva, Monaghan, & Arciuli, 2009), Greek (Protopapas, Gerakaki, & Alexandri, 2006), Russian (Jouravlev & Lupker, 2014, and Italian (Burani & Arduino, 2004;Colombo, 1992), have some ambiguity when it comes to determining the position of the stressed syllable, and lexical-semantic knowledge needs to be recruited to resolve these conflicts. In English, for example, the word Bentrance^a different meaning depending on whether the first or the second syllable is stressed.…”

Section: Limitations and Open Questions For Further Researchmentioning

confidence: 99%

Getting to the bottom of orthographic depth

et al. 2015

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Orthographic depth has been studied intensively as one of the sources of cross-linguistic differences in reading, and yet there has been little detailed analysis of what is meant by orthographic depth. Here we propose that orthographic depth is a conglomerate of two separate constructs: the complexity of print-to-speech correspondences and the unpredictability of the derivation of the pronunciations of words on the basis of their orthography. We show that on a linguistic level, these two concepts can be dissociated. Furthermore, we make different predictions about how the two concepts would affect skilled reading and reading acquisition. We argue that refining the definition of orthographic depth opens up new research questions. Addressing these can provide insights into the specific mechanisms by which language-level orthographic properties affect cognitive processes underlying reading.

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Section: Limitations and Open Questions For Further Researchmentioning

confidence: 99%

Getting to the bottom of orthographic depth

et al. 2015

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“…As Rastle and Coltheart (2000) have pointed out, any comprehensive model of lexical access needs to confront the problems that arise when multisyllabic words are considered. This is even more relevant in Spanish, in which the percentage of multisyllabic words is much higher than in English (see Carreiras & Perea, 2002).…”

Section: Syllabic Measuresmentioning

confidence: 99%

BuscaPalabras: A program for deriving orthographic and phonological neighborhood statistics and other psycholinguistic indices in Spanish

Davis

Perea

2005

Behavior Research Methods

385

312

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This article describes a Windows program that enables users to obtain a broad range of statistics concerning the properties of word and nonword stimuli in Spanish, including word frequency, syllable frequency, bigram and biphone frequency, orthographic similarity, orthographic and phonological structure, concreteness, familiarity, imageability, valence, arousal, and age-of-acquisition measures. It is designed for use by researchers in psycholinguistics, particularly those concerned with recognition of isolated words. The program computes measures of orthographic similarity online, with respect to either a default vocabulary of 31,491 Spanish words or a vocabulary specified by the user. In addition to providing standard orthographic and phonological neighborhood measures, the program can be used to obtain information about other forms of orthographic similarity, such as transposed-letter similarity and embedded-word similarity. It is available, free of charge, from the following Web site: www.maccs.mq.edu.au/~colin/B-Pal.

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“…The variables we considered here are not the only ones that may play a role in stress assignment, though. For example, in several languages, including Italian, stress is morphologically conditioned (i.e., affixes are either stressed or unstressed; see, for English, Rastle & Coltheart, 2000), and there is evidence from Greek that phonetic similarity also plays a role (Protopapas et al, 2007). Neither of these sources of information was included in Q2Stress.…”

Section: Discussionmentioning

confidence: 99%

“…Importantly, the role of both beginnings and endings in stress assignment seems to be independent from the morphological properties of those units (Arciuli & Cupples, 2006. That said, it is known that affixes either repel or attract stress (e.g., Jarmulowicz, Taran, & Hay, 2008;Ktori, Tree, Mousikou, Coltheart, & Rastle, 2016;Rastle & Coltheart, 2000), suggesting an important role for morphology in stress assignment.…”

Section: Cues To Stressmentioning

confidence: 98%

“…English, first syllable stress is the dominant pattern and may act as a default (Brown, Lupker, & Colombo, 1994;Cutler & Carter, 1987;Monsell, Doyle, & Haggard, 1989;Rastle & Coltheart, 2000). Besides, first syllable stress is also the typical pattern of English nouns -verbs, on the contrary, show a bias towards second syllable stress, as in adVISE (Arciuli & Cupples, 2006;Kelly & Bock, 1988;Sereno, 1986).…”

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Q2Stress: A database for multiple cues to stress assignment in Italian

2016

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In languages where the position of lexical stress within a word is not predictable from print, readers rely on distributional information extracted from the lexicon in order to assign stress. Lexical databases are thus especially important for researchers willing to address stress assignment in those languages. Here we present Q2Stress, a new database aimed to fill the lack of such a resource for Italian. Q2Stress includes multiple cues readers may use in assigning stress, such as type and token frequency of stress patterns as well as their distribution with respect to number of syllables, grammatical category, word beginnings, word endings, and consonant-vowel structures. Furthermore, for the first time, data for both adults and children are available. Q2Stress may help researchers to answer empirical as well as theoretical questions about stress assignment and stress-related issues, and more in general, to explore the orthography-tophonology relation in reading. Q2Stress is designed as a user-friendly resource, as it comes with scripts allowing researchers to explore and select their own stimuli according to several criteria as well as summary tables for overall data analysis.

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Lexical and Nonlexical Print-to-Sound Translation of Disyllabic Words and Nonwords

Cited by 115 publications

References 34 publications

Getting to the bottom of orthographic depth

Getting to the bottom of orthographic depth

BuscaPalabras: A program for deriving orthographic and phonological neighborhood statistics and other psycholinguistic indices in Spanish

Q2Stress: A database for multiple cues to stress assignment in Italian

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