The Effect of Context on the Size of the Perceptual Unit Used in Word Recognition

Patberg, Judythe P.; Dewitz, Peter; Samuels, S. Jay

doi:10.1080/10862968109547392

Cited by 17 publications

(6 citation statements)

References 15 publications

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“…Patberg, Dewitz and Samuels, 1981;Schvaneveldt, Ackerman and Semlear, 1977;Schwantes, Boesl and Ritz, 1980; Stanovich, West and Feeman, 1981;West and Stanovich, 1978). In fact, most of these studies have shown that such context use diminishes as children grow older.…”

Section: Introductionmentioning

confidence: 95%

“…A number of studies in the past decade have shown that children, as well as adults, are able to recognize a word much more rapidly if it is presented in a related, rather than an unrelated, context (e.g. Patberg, Dewitz and Samuels, 1981; Schvaneveldt, Ackerman and Semlear, 1977;Schwantes, Boesl and Ritz, 1980; Stanovich, West and Feeman, 1981;West and Stanovich, 1978). In fact, most of these studies have shown that such context use diminishes as children grow older.…”

Section: Introductionmentioning

confidence: 99%

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Automatic and conscious context effects in average and advanced readers

Simpson

Lorsbach

1987

Journal Research in Reading

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A BS TR A C TAverage and advanced readers from the fourth and sixth grades read visually presented words as rapidly as possible. Target words were preceded by a related prime word, an unrelated word, or a neutral warning stimulus. Related trials constituted 75% of the word prime trials for half of the subjects in each group, and only 25% for the other half. All groups were sensitive to this proportion manipulation, showing only faster naming times for related targets in the 25% condition. In the 75% condition, subjects showed inhibition for unrelated targets, as well as facilitation for related targets. The results indicate that the ability to use context deliberately to facilitate word recognition reaches asymptote for the average reader by the sixth grade at the latest, and perhaps by the fourth. This ability does not appear to be one that shows further improvements at higher levels of reading skill. Some possible reasons for the discrepancies between this research and that using incomplete sentence contexts are considered. RESUME Effets de contexte conscients et automatiques chez des lecteurs moyens et avancbsLes enfants et les adultes reconnaissent plus rapidement les mots quand ils sont prksentks dans un contexte congruent. Cet effet de contexte est gknkralement plus important pour de jeunes enfants et de mauvais lecteurs. Cette facilitation contextuelle peut provenir de deux sources: une propagation passive de I'activation au sein des representations mnkmoniques de mots congruents, et une fixation deliberke de I'attention sur I'information contextuelle pertinente. Chacun de ces processus conduit a des reponses plus rapides pour les mots prksentks dans un contexte con-ISSN 0141-0423 $2.00 @ 1987 Journal of Research in Reading (UKRA) CONTEXT AND READING SKILL 1 03 gruent que dans le cas ou ils sont presentis dans un contexte neutre. Le second processus cependant conduit tgalement a des reponses plus lentes, par rapport a une condition neutre, si les mots sont precedes par une information non congruente. Dans notre recherche antkrieure (Simpson et Forster, 1986;, dans laquelle les enfants dknommaient des mots qui etaient precedes par des mots congruents ou non congruents, ou par un signal d'information neutre, nous avons trouve que les enfants plus lgks se servent des deux processus, tandis que les plus jeunes n'utilisent que les processus de propagation automatique d'activation.Dans la recherche presentee aujourd'hui nous avons examine si la tendance qu'ont les lecteurs avancks A se servir deliberkment du contexte se maintient au-dela d'un niveau moyen de lecture. Des lecteurs moyens et avancts de 4" et 6" annee (ayant environ 9 et 11 ans) ont dtnomme aussi rapidement que possible des mots presentes visuellement. Chaque mot ktait precede d'un mot congruent, d'un mot non congruent, ou d'un signal neutre (une ligne de x). Les contextes congruents sont apparus pour 75% des essais chez la moitie des sujets de facon a les inciter a faire un usage delibkrt du contexte pour faciliter la reconnaissance des mots. Le c...

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Section: Introductionmentioning

confidence: 95%

Section: Introductionmentioning

confidence: 99%

Automatic and conscious context effects in average and advanced readers

Simpson

Lorsbach

1987

Journal Research in Reading

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“…[12] consistently replicated the word length effect on processing time [2,7,19,20]. Studies also proposed that the word length effect is greater for poor readers than for skilled readers, which suggests a holistic process in skilled reading [21,22]. There are only few studies on word length effects in other orthographies.…”

Section: Introductionmentioning

confidence: 72%

The exploration of the effects of word frequency and word length on Korean word recognition

Lee¹,

Lee²,

Kim³

2016

Journal of the Korea Academia-Industrial cooperation Society

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Because a word is the basic unit of language processing, studies of the word recognition processing and the variables that contribute to word recognition processing are very important. Word frequency and word length are recognized as important factors on word recognition. This study examined the effects of those two variables on the Korean word recognition processing. In Experiment 1, two types of Hangul words, pure Hangul words and Hangul words with Hanja counterparts, were used to explore the frequency effects. A frequency effect was not observed for Hangul words with Hanja counterparts. In Experiment 2, the word length was manipulated to determine if the word length effect appears in Hangul words. Contrary to the expectation, one syllable words were processed more slowly than two syllable words. The possible explanations for these results and future research directions are discussed.

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“…This model assumes that reading involves a hierarchy of processes from lower order perceptual and decoding processes to higher order comprehension processes. Whereas the perceptual and decoding aspects of reading provide a bottleneck in the reading process for younger children (Curtis, 1980), more mature readers (Samuels, LaBerge, & Bremer, 1978) and better readers (Patberg, Dewitz, & Samuels, 1981) perform these lower order processes more automatically, and thus have more attention to allocate to comprehension processes. Because the perceptual and decoding processes of reading are relatively less automatic for beginning readers, and because these decoding processes are not components of television comprehension, young children who have difficulty reading do not necessarily have difficulty comprehending information presented on television.…”

Section: Resultsmentioning

confidence: 99%

Individual differences in television comprehension

et al. 1987

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Two experiments explored individual differences in memory and comprehension for adults presented information on television. Experiment 1 tested the correlation between comprehension of television and reading with young adults. The ability to comprehend these two forms of media was significantly correlated (r = .69). This finding is contrary to results from our previous study with third and sixth graders (Pezdek, Lehrer, & Simon, 1984). Experiment 2 probed two specific individual differences factors as predictors of television comprehension. The results were that goodtelevision comprehenders (1) had higher visual/spatial ability, as assessed by psychometric test performance, and (2) were more likely to utilize an imagery-based strategy in the sentence-picture verification task of Clark and Chase (1972) (e.g., "STAR IS ABOVE PLUS"). These results suggest differences in the comprehension processes that operate on information presented in different forms of media.

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The Effect of Context on the Size of the Perceptual Unit Used in Word Recognition

Cited by 17 publications

References 15 publications

Automatic and conscious context effects in average and advanced readers

Automatic and conscious context effects in average and advanced readers

The exploration of the effects of word frequency and word length on Korean word recognition

Individual differences in television comprehension

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