Spelling recognition after exposure to misspellings: Implications for abstractionist vs. episodic theories of orthographic representations

Burt, Jennifer S.; Salzgeber, Anna; Carroll, Michael

doi:10.1016/j.actpsy.2013.01.015

Cited by 4 publications

(6 citation statements)

References 49 publications

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“…The present ndings align with previous research demonstrating that individuals are more likely to falsely recognize misspelled words than correctly spelled words 26,49,50 . Individuals develop precise representations of the word's spelling, pronunciation, and meaning for commonly encountered words, forming strong connections between these components 51 .…”

Section: Discussionsupporting

confidence: 91%

Misspelled Logotypes: The Hidden Threat to Brand Identity

Rocabado

Perea

Duñabeitia³

2023

Preprint

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Brand names are valuable company assets often accompanied by a unique graphical composition (i.e., as logotypes). Recent research has demonstrated that this uniqueness makes brand names and logotypes susceptible to counterfeiting through misspelling by transposition in tasks that require participants to identify correct spellings. However, our understanding of how brand names are incidentally processed when presented as logotypes is incomplete. To address this gap in knowledge, we conducted a virtual reality experiment to explore the transposed-letter confusability effect on brand name recognition. Participants were immersed in a virtual reality setting and incidentally exposed to logotypes that had correctly spelled brand names or included letter transpositions. Offline analyses revealed that participants were more accurate at recognizing brand names that had been presented with correct spellings than those that had been misspelled. Furthermore, participants exhibited false memory for misspelled logotypes, recalling them as if they had been spelled correctly. Thus, the present virtual reality experiment provides compelling evidence of the vulnerability of popular logotypes to counterfeiting via the misspelling of brand names.

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Section: Discussionsupporting

confidence: 91%

Misspelled Logotypes: The Hidden Threat to Brand Identity

Rocabado

Perea

Duñabeitia³

2023

Preprint

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“…Nevertheless, the present finding of above-chance performance in less than half of adults with A-levels, and just over a quarter of adults with GCSEs, adds to previous suggestions (Kemp & Bryant, 2003; Mitchell et al, 2011) that many adults might never acquire this inflection at all. As noted earlier, almost all research on spelling and morphology in typical adults (and even much research on dyslexic adults) comes from undergraduate students, often in female-dominated groups, who provide a convenient and reliable participant pool (e.g., Burt et al, 2013; Coleman et al, 2009). However, in most countries, including the United Kingdom (UK Government, 2014), they do not represent the majority of the population.…”

Section: Discussionmentioning

confidence: 99%

“…Numerous researchers have investigated various aspects of spelling (e.g., Coleman, Gregg, McLain, & Bellair, 2009; Greenberg, Ehri, & Perin, 2002; Kemp, Parrila, & Kirby, 2009) and morphological processing (e.g., Leikin & Hagit, 2006; Raveh & Schiff, 2008) in adults with poor literacy skills, whether because of limited educational opportunity or dyslexia. However, much of the extant research on typical adults’ spelling (e.g., Burt, Salzgeber, & Carroll, 2013; Holmes & Malone, 2004) and morphological processing (e.g., Rueckl & Aicher, 2008; Sánchez-Gutiérrez & Rastle, 2013) has come from samples of university students. This means that many conclusions about adult spelling knowledge could well represent overestimations, as they are based on the performance of a subgroup of adults who are likely to have higher literacy skills, on average, than the general population.…”

Section: Educational Level Differencesmentioning

confidence: 99%

Simple morphological spelling rules are not always used: Individual differences in children and adults

Kemp

Mitchell

Bryant

2017

Applied Psycholinguistics

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The English spelling system has a variety of rules and exceptions, but both theoretical and empirical accounts have generally concluded that by about age 9 or 10, children master the morphological rule that regular plural nouns (e.g., socks) and third-person singular present verbs (e.g., lacks) are spelled with the inflectional ending -s. In three experiments, however, we found that when forced to rely exclusively on morphological cues, only a minority of primary school children, secondary school children, and even adults performed significantly above chance at choosing the appropriate spelling for novel words presented as inflected or uninflected nouns and verbs. Further, significantly above-chance performance was more common in adults who had attended school until age 18, compared to age 16. We conclude that many spellers, especially those who do not go on to tertiary education, never learn some simple morphological spelling rules, and instead rely on a store of individual word-specific spellings.The English spelling system is notoriously difficult to master, because as well as having regular relationships between sounds and spelling (e.g., the sound [z] is written as z, as in zoo or quiz), it also has numerous inconsistent and irregular relationships (e.g., [z] can also be written as s or x, as in bees or xylophone). However, the apparent "chaos" of English spelling is less extensive if larger scale patterns are considered (Kessler & Treiman, 2003). For example, some spellings can be conditioned by their position in a word, and/or by their adjacent letters (e.g., word-initial [k h ] is usually written c before a, o, and u, but k before e and i). In other cases, a word's morphological structure can influence its spelling. For example, a word's inflectional ending can determine the spelling of its last few

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Section: Rationale and General Approachmentioning

confidence: 99%

“…This literature strongly supports the notion that any task that involves exposure to spelling errors leads to a higher likelihood of a later spelling error in a writer and a slower recognition of a correct variant by a reader. Conversely, exposure to or production of a correct spelling has a beneficial effect on spelling accuracy and speed of processing of correct variants (Brown, 1988; Burt et al, 2013; Burt & Tate, 2002; Jacoby & Hollingshead, 1990). These findings largely hold true for both proficient adult readers with varying levels of spelling ability and 10-year-old children (Dixon & Kaminska, 2007) and are confirmed both immediately after exposure to a correct or incorrect spelling and after 1 week (numerals should be used with units; Dixon & Kaminska,1997).…”

Section: Rationale and General Approachmentioning

confidence: 99%

Prevalence of spelling errors affects reading behavior across languages.

Kuperman¹,

Bar-On²,

Bertram³

et al. 2021

Journal of Experimental Psychology: General

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This cross-linguistic study investigates the impact of spelling errors on reading behavior in five languages (Chinese, English, Finnish, Greek, and Hebrew). Learning theories predict that correct and incorrect spelling alternatives (e.g., tomorrow and tommorrow) provide competing cues to the sound and meaning of a word: the closer the alternatives are to each other in their frequency of occurrence the more uncertain the reader is regarding the spelling of that word. An information-theoretic measure of entropy was used as an index of uncertainty. Based on theories of learning, we predicted that higher entropy will lead to slower recognition of words even when they are spelled correctly. This prediction was confirmed in eye-tracking sentence reading experiments in five languages widely variable in their writing systems, phonology and morphology. Moreover, in each language we observed a characteristic entropy × frequency interaction: arguably, its functional shape varied as a function of the orthographic transparency of a given written language.

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Spelling recognition after exposure to misspellings: Implications for abstractionist vs. episodic theories of orthographic representations

Cited by 4 publications

References 49 publications

Misspelled Logotypes: The Hidden Threat to Brand Identity

Misspelled Logotypes: The Hidden Threat to Brand Identity

Simple morphological spelling rules are not always used: Individual differences in children and adults

Prevalence of spelling errors affects reading behavior across languages.

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