Phonologically mediated priming in spoken and printed word recognition.

Fleming, Kevin

doi:10.1037/0278-7393.19.2.272

Cited by 41 publications

(52 citation statements)

References 35 publications

(45 reference statements)

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“…They interpreted their finding as indicating that inappropriate lexical entries are initially activated by homophone primes but are suppressed later on. The suppression of inappropriate phonological activation at long exposure durations seems to be consistent with the work of Fleming (1993), who found no priming either in naming or in lexical decision when the prime exposure duration was 200 msec. Turvey (1991,1994) demonstrated similar phonologically mediated associative priming for pseudohomophones.…”

supporting

confidence: 76%

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Automatic activation of phonological information in reading: Evidence from the semantic relatedness decision task

1998

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A semantic relatedness decision task was used to investigate whether phonological recoding occurs automatically and whether it mediates lexical access in visual word recognition and reading. In this task, subjects read a pair of words and decided whether they were related or unrelated in meaning. In Experiment 1, unrelated word-homophone pairs (e.g., LION-BARE) and their visual controls (e.g., LION-BEAN) as well as related word pairs (e.g., FISH-NET) were presented. Homophone pairs were more likely to be judged as related or more slowly rejected as unrelated than their control pairs, suggesting phonological access of word meanings. In Experiment 2, word-pseudohomophone pairs (e.g., TABLE-CHARE) and their visual controls (e.g., TABLE-CHARK) as well as related and unrelated word pairs were presented. Pseudohomophone pairs were more likely to be judged as related or more slowly rejected as unrelated than their control pairs, again suggesting automatic phonological recoding in reading.In visual word recognition and reading, is word meaning accessed directly from spelling (orthography) or indirectly from sound (phonology) after phonological recoding? This question is of considerable importance and interest. Theoretically, it is related to the question of how the mental lexicon is organized and what the form ofmental representations in reading and cognitive processing in general is. Practically, it has implications for formulating methods and techniques aimed at teaching children to read and at remedying various reading deficits.Given the fact that children learn to speak before they learn to read, early theories ofreading asserted that learning to read is simply learning how to translate the printed words into their phonological forms so that the extant lexicon can be accessed (e.g., Gibson, 1970;Gough, 1972;Klapp, 1971;Rubenstein, Lewis, & Rubenstein, 1971). According to this view, proficient adult reading is achieved by converting print to phonology. The hypothesis that word meaning is accessed phonologically and that phonological recoding mediates lexical access of visually presented words is called the prelexical phonological recoding hypothesis. Note that we use the term lexical access to refer to the process of locating an entry for a word in the mental lexicon.We would like to thank John Seamon, Max Coltheart, and Sandy Pollatsek for their helpful discussions and comments. We also thank Michael Masson, Ken Paap, and an anonymous reviewer for helpful comments and criticisms.

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supporting

confidence: 76%

“…These words were selected from the word sets used by Fleming (1993), Humphreys et al (1982), and Lesch and Pollatsek (1993). The homophones and their visual controls were approximately equated in terms of word length and frequency.…”

Section: Methodsmentioning

confidence: 99%

Automatic activation of phonological information in reading: Evidence from the semantic relatedness decision task

1998

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“…It is certainly possible that semantic and phonological processes interact during word recognition, a point most strongly supported by data showing that associative priming can be mediated by phonology (Frost & Bentin, 1992;Lesch & Pollatsek, 1993;Lukatela & Turvey, 1991, 1993, 1994. Thus, one could certainly argue that phonological priming may also aid semantic processing.…”

Section: Discussionmentioning

confidence: 74%

“…In recent years, the associative-priming-mediated-byphonology paradigm has been used to test the hypothesis that phonological processing activates associative information, which then heightens the activation levels of lexical representations. For example, Fleming (1993) tested the hypothesis that associative priming mediated by homophones can be observed (e.g., DOUGH-DEER). Although Fleming obtained direct associative priming effects, he did not obtain any priming effects with homophone primes in his first two experiments.…”

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confidence: 99%

Phonological and semantic priming: Evidence for task-independent effects

1999

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The questions asked in the present experiments concern the generality of semantic and phonological priming effects: Do these effects arise automatically regardless of target task, or are these effects restricted to target tasks that specifically require the retrieval of the primed information? In Experiment 1,subjects produced faster color matching times on targets preceded by a masked rhyming prime than on targets preceded by an orthographic control or an unrelated prime. This result suggests that automatic priming effects on the basis of phonological similarity can be obtained even when the target task does not make use of phonological information. This claim was reinforced in Experiment 2 in which a rhyme priming effect and a semantic priming effect were found in a semantic categorization task. In Experiment 3, the target task was phonological (rhyme detection), and, again, both phonological and semantic priming effects were observed. Finally, in Experiments 4 and 5, in a replication and an extension of Experiment 1,phonological and semantic priming effects were found in a color matching task, a task involvingneither phonological nor semantic processing. These results are most straightforwardly interpreted by assuming that both semantic and phonological priming effects are, at least in part, due to automatic activation of memorial representations.

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“…Although there is little empirical evidence explicitly supporting direct visual access by eliminating the possibility of phonological activation in word recognition, many theories continue to downplay the significant role that phonology plays in word recognition. When a phonological manipulation fails to affect word recognition, it is interpreted as support that word recognition proceeds primarily by the direct visual route (see Fleming, 1993;Jared & Seidenberg, 1991;Seidenberg, 1992). But when a phonological manipulation succeeds in affecting word recognition, it is interpreted as support for dual-access routes (see Coltheart, 1978;Coltheart et al, 1977;Davelaar et al, 1978;McClelland & Rumelhart, 1981;Meyer & Ruddy, 1973;Norris & Brown, 1985;Seidenberg, 1985;Seidenberg et al, 1984;Stanovich & Bauer, 1978;Waters et al, 1984).…”

Section: Repetition Priming Researchmentioning

confidence: 99%

Testing the direct-access model: GOD does not prime DOG

Huntsman

1998

Perception & Psychophysics

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In three repetition priming experiments that employed identical (e.g., DOG-DOG) and reversed repetitions (e.g., GOD-DOG), it was found that relative to controls (e.g., DOG-DOG), GOD-type words did not prime DOG-type words. Also, neither DUT-type nor TUD-type nonwords primed DDT-type nonwords. In Experiments 1 and 2, these results occurred using both long-and short-term repetition priming conditions, respectively. In Experiment 3, the word results held under conditions of short-term priming coupled with stimulus misorientation. However, the nonword results resembled the word results (i.e., identical but not reversed repetitions primed nonwords). The failure to provide explicit evidence for direct visual access (e.g., GOD does not prime DOG while DOG does) irrespective of other sources of lexical activation supports theories of word recognition that postulate multiple and varied lexical representations that are activated through a matrix of connections.Most theories of word recognition agree that the process of reading includes both orthographic (i.e., how words look) and phonological (i.e., how words sound when spoken aloud) sources of lexical activation. However, there is disagreement among these theories with respect to the relative importance, the degree of independence, and the time course of orthographic and phonological sources of lexical activation.According to direct-access theories of word recognition, the orthographic representation of a printed word activates its lexical entry directly with minimal, if any, use of phonology (see, e.g., Aaronson & Ferres, 1983;Baron, 1973;Becker, 1976Becker, , 1980Bower, 1970;Forster & Chambers, 1973;Frederiksen & Kroll, 1976;Goodman, 1969;Green & Shallice, 1976;Huey, 1908;Kolers, 1970;Martin & Jensen, 1988;Smith, 1971). Conversely, phonological activation theories of word recognition contend that printed words are pre lexically recoded into a phonological representation. Because recoding occurs via the application ofspelling-sound conversions oforthographic elements within the words, phonological representations play an early role in activating lexical entries prior to recognition (see, e.g., Bloomfield, 1942;Corcoran, 1966; GibPreparation of this report was supported in part by a San Jose State University Psychology Department Research Grant. Additional support was provided by National Aeronautics and Space Administration Cooperative Agreement NCC 2-327 and NCC 2-798 to Kevin Jordan. I thank Sepideh Dadras and Joseph Tajnai for their assistance with stimulus development, Meredith Brown, Rigoberto Gutierres, Melanie Hein, Todd Moore, Jennifer Skinner, Kenneth Smith, and Juanita Traver for their tireless assistance with data collection, and especially Guy Woffindin for his invaluable programming assistance. I also thank Joanne Miller, Guy Van Orden, and an anonymous reviewer for their helpful comments on earlier versions of this report. Correspondence should be addressed to L. A. Huntsman, Department of Psychology, San Jose State University, San Jose, CA 95192-0120 (e-m...

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Phonologically mediated priming in spoken and printed word recognition.

Cited by 41 publications

References 35 publications

Automatic activation of phonological information in reading: Evidence from the semantic relatedness decision task

Automatic activation of phonological information in reading: Evidence from the semantic relatedness decision task

Phonological and semantic priming: Evidence for task-independent effects

Testing the direct-access model: GOD does not prime DOG

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