The lexical basis of comprehension skill.

Perfetti, Charles A.; Hart, Lesley

doi:10.1037/10459-004

Cited by 270 publications

(279 citation statements)

References 0 publications

Supporting

Mentioning

233

Contrasting

Unclassified

Order By: Relevance

“…Our data demonstrate compellingly that any differences between the two participant groups in terms of their global eye movement behavior during reading must reflect ongoing developmental changes in aspects of reading that occur at a higher level than orthographic encoding (Luke, Henderson, & Ferreira, in press). This is consistent with the Lexical Quality Hypothesis by Perfetti (2007;Perfetti & Hart, 2001.…”

Section: Transposed Letter Effects In Parafoveal Previewsupporting

confidence: 89%

“…This suggests that orthographic representations are less precisely encoded in 7-9 years old children than in adults (see also the Lexical Quality Hypothesis by Perfetti, 2007;Perfetti & Hart, 2001. Furthermore, the difference in the magnitude of the transposed letter effect between adults and children has been interpreted as a change in the tuning of the word recognition system (e.g., Castles et al, 2007).…”

Section: The Transposed Letter Effect In Childrenmentioning

confidence: 99%

See 1 more Smart Citation

Parafoveal preprocessing of word initial trigrams during reading in adults and children.

Pagán

Blythe

Liversedge

2016

Journal of Experimental Psychology: Learning, Memory, and Cogni

View full text Add to dashboard Cite

Although previous research has shown that letter position information for the first letter of a parafoveal word is encoded less flexibly than internal word beginning letters (Johnson, Perea & Rayner, 2007;White et al., 2008), it is not clear how positional encoding operates over the initial trigram in English. This experiment explored the preprocessing of letter identity and position information of a parafoveal word's initial trigram by adults and children using the boundary paradigm during normal sentence reading. Seven previews were generated: Identity (captain); transposed letter and substituted letter nonwords in Positions 1 and 2 (acptain-imptain); 1 and 3 (pactain-gartain), and 2 and 3 (cpatain-cgotain). Results showed a transposed letter effect (TLE) in Position 13 for gaze duration in the pretarget word; and TLE in Positions 12 and 23 but not in Position 13 in the target word for both adults and children. These findings suggest that children, similar to adults, extract letter identity and position information flexibly using a spatial coding mechanism; supporting isolated word recognition models such as SOLAR (Davis, 1999(Davis, , 2010 and SERIOL (Whitney, 2001) models.Keywords: letter position encoding, parafoveal preview, eye movements, childrenThe purpose of this study was to examine how letter identity and position information are encoded during lexical identification in sentence reading by children and adults. Specifically, in this study, parafoveal preprocessing of letter identity and position information in a word's initial trigram by children and adults during silent sentence reading was explored. Parafoveal Preprocessing in Children and AdultsResearch in parafoveal preprocessing in adults, using gazecontingent change paradigms (McConkie & Rayner, 1975;Rayner, 1975), has shown that readers not only process the fixated word but also extract some visual and linguistic information from the next word in the sentence, before it is directly fixated (see Schotter, Angele, & Rayner, 2012 for a review). Studies using the moving window paradigm have shown that in skilled readers, the effective visual field in reading (the perceptual span) extends over an asymmetrical area from 3-4 characters spaces to the left of the fixated word to 14 -15 character spaces to the right of fixation in alphabetic languages (McConkie & Rayner, 1975). Word identification occurs in the area closest to fixation (between 3 and 4 letters to the left and 6 or 7 letters to the right of fixation; Rayner & Bertera, 1979;Rayner, Inhoff, Morrison, Slowiaczek, & Bertera, 1981).With respect to the size of the effective visual field in reading for children, studies have shown that the perceptual span increases with age. Thus, 7-to 9-year-old children were found to have a perceptual span of 3 to 4 letter spaces to the left of fixation and 11 letters to the right; while the span was 3 to 4 letters spaces to the left and 14 letters to the right of fixation in 11-year-old children (Häikiö, Bertram, Hyönä & Niemi, 2009;Rayner, 1986;Sperlich, Sch...

show abstract

Section: Transposed Letter Effects In Parafoveal Previewsupporting

confidence: 89%

Section: The Transposed Letter Effect In Childrenmentioning

confidence: 99%

Parafoveal preprocessing of word initial trigrams during reading in adults and children.

Pagán

Blythe

Liversedge

2016

Journal of Experimental Psychology: Learning, Memory, and Cogni

View full text Add to dashboard Cite

show abstract

“…phonologically coding a written word and orthographically coding a spoken word. This would establish a more complete, higher quality representation (Perfetti & Hart, 2001). However for this hypothesis to hold, fast learners would need to do what we said above is less likely in general, namely to generate an orthographic code pre-lexically for a novel spoken word.…”

Section: Discussionmentioning

confidence: 99%

“…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. …”

mentioning

confidence: 99%

Differences between written and spoken input in learning new words

Nelson

Balass²,

Perfetti³

2005

WL&L

Self Cite

View full text Add to dashboard Cite

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?

show abstract

“…Because the different dimensions, or features, of word meaning can be acquired separately, at any given time, word knowledge may be partial rather than "all or none." An adequate theory of word learning should account for this fact and, ultimately, for the processes that determine the quality and robustness of word representations at each stage of meaning acquisition (Perfetti & Hart, 2001.…”

Section: The Use Of Free Response Data For Assessment Of Word Knowledgementioning

confidence: 99%

Measuring incremental changes in word knowledge: Experimental validation and implications for learning and assessment

Frishkoff

Collins-Thompson

Perfetti

et al. 2008

Behavior Research Methods

Self Cite

View full text Add to dashboard Cite

Knowledge of words is essential to success in early education, and it provides an important foundation for learning throughout adulthood (NRP, 2000;Stahl & Fairbanks, 1986). For example, Feingold (1983) found that vocabulary scores in high school predict 35%-40% of the variance in college GPA, which suggests that the breadth of a person's vocabulary is critical to academic success. Vocabulary also plays an important role in the mastery of particular subjects: From astronomy to zoology, practically every domain requires a thorough understanding of words and their meanings.Given the importance of word knowledge, a fundamental question is how word meanings are acquired. When and how are specific cognitive and linguistic processes engaged during meaning acquisition? What conditions lead to successful word learning? These questions open up a rich set of topics with relevance for semantic theory, language learning, and instructional tools to support vocabulary development.In the present article, we describe a new method for the assessment of word knowledge, the Markov estimation of semantic association (MESA), and show how this method can be used to expose the trajectory of word learning over time, providing a sensitive tool for studying psychological processes in word learning. We describe results using MESA scores from an experiment that was designed to elicit changes in word knowledge across multiple sentence contexts. After learners had read each sentence, they were asked to generate the meaning of the target word. The accuracy of the meaning derivation was scored using a continuous scale, in which accuracy was a function of how closely the response resembled the correct (dictionary) meaning. Because the definition-scoring measure that is generated by MESA is continuous, it can represent gradual changes in knowledge. We discuss how the trajectory of word learning is affected by the manipulation of instructional contexts, with a focus on the robustness of learning in the presence of misleading contexts (i.e., malapropisms). We further consider how these effects may vary as a function of individual differences in vocabulary and reading-comprehension skill. The Incremental Nature of Word LearningOne important aspect of word learning is that knowledge of word meanings typically accrues gradually, over The goal of this study was to test a new technique for assessing vocabulary development. This technique is based on an algorithm for scoring the accuracy of word definitions using a continuous scale (Collins-Thompson & Callan, 2007). In an experiment with adult learners, target words were presented in six different sentence contexts, and the number of informative versus misleading contexts was systematically manipulated. Participants generated a target definition after each sentence, and the definition-scoring algorithm was used to assess the degree of accuracy on each trial. We observed incremental improvements in definition accuracy across trials. Moreover, learning curves were sensitive to the proportion of misleadin...

show abstract

The lexical basis of comprehension skill.

Cited by 270 publications

References 0 publications

Parafoveal preprocessing of word initial trigrams during reading in adults and children.

Parafoveal preprocessing of word initial trigrams during reading in adults and children.

Differences between written and spoken input in learning new words

Measuring incremental changes in word knowledge: Experimental validation and implications for learning and assessment

Contact Info

Product

Resources

About