The Impact of Reader Skill on Phonological processing in visual Word Recognition

Unsworth, Sara J.; Pexman, Penny M.

doi:10.1080/02724980244000206

Cited by 41 publications

(51 citation statements)

References 46 publications

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“…They measured participants' exposure to print using the Author Recognition Test (Stanovich & West, 1989) and also examined the efficiency of participants' orthographic and phonological processing in visual word recognition tasks. The results showed that participants with high levels of print exposure were able to make faster and more accurate lexical decisions and to process orthographic and phonological information more efficiently than participants with lower levels of print exposure (for similar conclusions, see Unsworth & Pexman, 2003). The results of two other studies with undergraduate samples, however, suggested that the effects of experience are more limited.…”

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confidence: 48%

How a hobby can shape cognition: visual word recognition in competitive Scrabble players

et al. 2011

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Competitive Scrabble is an activity that involves extraordinary word recognition experience. We investigated whether that experience is associated with exceptional behavior in the laboratory in a classic visual word recognition paradigm: the lexical decision task (LDT). We used a version of the LDT that involved horizontal and vertical presentation and a concreteness manipulation. In Experiment 1, we presented this task to a group of undergraduates, as these participants are the typical sample in word recognition studies. In Experiment 2, we compared the performance of a group of competitive Scrabble players with a group of agematched nonexpert control participants. The results of a series of cognitive assessments showed that the Scrabble players and control participants differed only in Scrabble-specific skills (e.g., anagramming). Scrabble expertise was associated with two specific effects (as compared to controls): vertical fluency (relatively less difficulty judging lexicality for words presented in the vertical orientation) and semantic deemphasis (smaller concreteness effects for word responses). These results suggest that visual word recognition is shaped by experience, and that with experience there are efficiencies to be had even in the adult word recognition system.

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How a hobby can shape cognition: visual word recognition in competitive Scrabble players

et al. 2011

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“…Indeed, phonological information is activated routinely during the visual presentation of words and pseudowords (e.g. Naish, 1980;Perfetti, Bell, & Delaney, 1988;Perfetti & Bell, 1991;Van Orden, Johnston, & Hale, 1998;Lukatela & Turvy, 1994 a&b;Lukatela, Frost, and Turvey, 1999;Unsworth & Pexman, 2003). If a visual encounter with an unknown word also activates pronunciations, the memory trace of this encounter may include both orthographic and phonological information.…”

Section: Differences Between Print and Speech In Learning New Wordsmentioning

confidence: 99%

Differences between written and spoken input in learning new words

Nelson

Balass²,

Perfetti³

2005

WL&L

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We trained adult learners the meanings of rare words to test hypotheses about modality effects in learning word forms. These hypotheses are that (1) written (orthographic) training leads to a better representation of word form than phonological training, that (2) recognition memory for a word is partly dependent upon congruence between training and testing modality (written vs. spoken) but that (3) skilled learners are less dependent on the episodic context of training than are less skilled readers. These hypotheses were confirmed by results of a word recognition test following form-meaning training. We discuss these results in terms of an episodic account of word learning (Reichle & Perfetti, 2003) and variations in lexical quality (Perfetti & Hart, 2001) that can arise through differences in code generation during learning. Differences between print and speech in learning new wordsLearning new word forms and word meanings arises from a variety of experiences with words. Much word learning involves mapping new word forms onto existing spoken word representations; other learning involves "translating" a second language form to a first language form; still other word learning is more or less de-novo, when a previously unfamiliar word is encountered for the first time in a context that provides a meaning. In this case, the learner establishes a new word representation of variable specification of form and meaning, and one of the factors that may influence this variability is the episodic context of the word encounter, including whether it is read or spoken. This is the problem we address here: How are word forms learned from experiences with unfamiliar words, and how this is affected by the modality (written or spoken) of the word learning event?

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“…However, several factors must be considered when studying homophone effects during lexical decisions, including: the frequency of the homophone, the orthographic characteristics of non-word trials, the phonological nature of the non-words used, task demands, and reading and phonological skills (Holyk & Pexman, 2004;Pexman, Lupker, & Jared, 2001;Unsworth & Pexman, 2003), all of which not only underlie the homophone effect but might also be relevant to word recognition, which occurs in a very short lapse. Thus, it may be important to determine whether slow-naming children have difficulties in storing orthographic memory representations or in automatizing those representations when discriminating pseudohomophones from real words.…”

Section: Introductionmentioning

confidence: 99%

Naming Abilities and Orthographic Recognition during Childhood an Event-Related Brain Potentials Study

Gómez-Velázquez¹,

González-Garrido

Vega-Gutiérrez³

2013

IJPS

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Children with reading disabilities or dyslexia, commonly suffer disturbances in phonological awareness, slow-naming speed, and delayed automatic word recognition. A close relation between naming speed and reading difficulties has been well documented; hence, the former could be a useful early predictor of dyslexia. Reading disabled children usually show orthographic problems, but the neurophysiological basis underlying the detection of orthographic violations is still unclear. In this study, 28 healthy, right-handed, second-grade children were selected from a wider screening study and divided into two groups according to their performance on a rapid-naming test battery: slow-naming (SN) and average-naming (AN). Groups were matched by sex, age and school grade, and participants were asked to perform a visual recognition task that consisted of two stimuli: an easily-named drawing followed by a word that either matched (congruent) or did not match (on semantic or orthographic grounds) the drawing. Subjects were instructed to judge the relationship between each pair of stimuli and then press a key on a keyboard while ERP were being recorded. Behavioral results showed significant differences between groups in terms of the number of correct responses, but only for the orthographic violation condition, as no significant differences were observed in reaction times. In addition, SN showed poorer reading performance compared to AN. ERP were significantly different between the two groups during processing of visual words. Results are interpreted as the expression of the difficulties that SN manifested in generating strong associations between phonological and orthographic word forms.

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The Impact of Reader Skill on Phonological processing in visual Word Recognition

Cited by 41 publications

References 46 publications

How a hobby can shape cognition: visual word recognition in competitive Scrabble players

How a hobby can shape cognition: visual word recognition in competitive Scrabble players

Differences between written and spoken input in learning new words

Naming Abilities and Orthographic Recognition during Childhood an Event-Related Brain Potentials Study

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