Eye movements when reading transposed text: The importance of word-beginning letters.

Participants' eye movements were recorded as they read sentences with words containing transposed adjacent letters. Transpositions were either external (e.g., problme, rpoblem) or internal (e.g., porblem, probelm) and at either the beginning (e.g., rpoblem, porblem) or end (e.g., problme, probelm) of words. The results showed disruption for words with transposed letters compared to the normal baseline condition, and the greatest disruption was observed for word-initial transpositions. In Experiment 1, transpositions within low frequency words led to longer reading times than when letters were transposed within high frequency words. Experiment 2 demonstrated that the position of word-initial letters is most critical even when parafoveal preview of words to the right of fixation is unavailable. The findings have important implications for the roles of different letter positions in word recognition and the effects of parafoveal preview on word recognition processes. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Word superiority over isolated letters: The neglected role of flanking mask contours.

When stimuli are presented in pattern-postmasked displays, performance is better for words than for isolated letters. Contemporary accounts of this word advantage emphasize the role played by mask contours that overlay the positions of letters in each stimulus; however, the precise effect of these overlying mask contours has never been empirically determined. The role of overlying and flanking (falling to the left and right of each word and isolated letter) mask contours in the word advantage over isolated letters was examined. A word advantage was obtained only when more flanking mask contours were shown with isolated letters than with words; when masks covered only the positions of letters in each stimulus, and thus no flanking mask contours were presented, the word advantage was removed or reversed. Implications for contemporary accounts of the word advantage over isolated letters are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Presenting words without interior letters: Superiority over single letters and influence of postmask boundaries.

In 5 experiments with a total of 32 Ss, exterior letter pairs from 4-letter words (e.g., d??k from dark) were presented in pattern-postmasked displays, in the positions they would occupy if the whole word were shown. In Exp 1, letter pairs (d??k) were reported more accurately than single letters (d) (the pair–letter effect). In Exps 2 and 3, performances with letter pairs dropped to those for single letters when each letter in a pair was masked individually or when masks were much wider than letter pairs. In Exps 4 and 5, the pair–letter effect and mask influence were both removed when one letter in each pair was replaced by a number sign (d??#) or when letter pairs were not the exterior letters of real words (e.g., y??f). These findings suggest that the exterior letter combinations of words are represented psychologically and access to these representations is affected by mask configuration. Implications for current word-recognition models are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Perceiving exterior letters of words: Differential influences of letter-fragment and non-letter-fragment masks.

Previous research shows letter-fragment masks and non-letter-fragment fields have different effects on performance with briefly presented alphabetic targets. However, popular accounts of these differences ignore mask configuration. Over a series of experiments, configurational effects of letter-fragment (LF) and non-letter-fragment (NLF) masks were compared. When the configuration of LF masks matched word boundaries, performance with exterior letter pairs from words improved, whereas performance with illegal exterior-letter pairs and single letters was unaffected. When the same changes were made to NLF masks, only an overall drop in performance occurred, with no selective effect on target type. Although LF mask configuration selectively affected lexical processing, NLF mask configuration produced substantially different effects, indicating problems with contemporary accounts of masking differences that ignore influences of mask configuration. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Are individual or consecutive letters the unit affected by repetition blindness?

When 2 similar words (e.g., react reach) are briefly sequentially displayed, the 2nd word may be omitted from the report, a phenomenon known as repetition blindness (RB). Previous researchers have suggested that consecutive letters are the unit affected by RB. Six experiments provided new data on orthographic RB. Two letters at the beginning or end of words resulted in RB, as did alternating interior letters (tactile earthly) and 3 letters with different relative positions (arid bird). However, no RB was found with a single final letter (show view). Observed RB may reflect pattern completion because RB for pairs like throat theory was reduced when the nonrepeated letters (eory) were consistent with only a single word. The experiments point to a model of orthographic RB in which both individual letters and letter sequences of length 2 or more play a role. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The Effect of Age of Acquisition in Visual Word Processing: Further Evidence for the Semantic Hypothesis.

The authors investigated whether the meaning of visually presented words is activated faster for early-acquired words than for late-acquired words. They addressed the issue using the semantic Simon paradigm. In this paradigm, participants are instructed to decide whether a stimulus word is printed in uppercase or lowercase letters. However, they have to respond with a verbal label ("living" or "nonliving") that is either congruent with the meaning of the word (e.g., saying "living" to the stimulus DOG) or incongruent (e.g., saying "nonliving" to the stimulus dog). Results showed a significant congruency effect that was stronger for early-acquired words than for late-acquired words. The authors conclude that the age of acquisition is an important variable in the activation of the meaning of visually presented words. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Interactive Visual and Postvisual Processes and Their Roles in Form-Specific Memory.

Effects of depth of encoding on form-specific memory were examined. After viewing words (e.g., "bear") presented centrally during initial encoding, participants completed word stems (e.g., "BEA") presented laterally and pattern masked during subsequent test. When the encoding task was perceptual, letter-case specific memory was not observed, unlike in previous experiments without pattern masking. However, when the encoding task required both perceptual and conceptual processing, letter-case specific memory was observed in direct right-hemisphere, but not in direct left-hemisphere, test presentations, like in previous studies without pattern masking. Results were not influenced by whether stems were completed to form the first words that came to mind or words explicitly retrieved from encoding. Depth of encoding may influence form-specific memory through interactive processing of visual and postvisual information. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Reading ability and single-letter orthographic redundancy.

Two experiments investigated the role of one form of intraword orthographic redundancy: the characteristic asymmetric spatial distributions of letters of the alphabet across serial positions within words. In Exp I, 81 college students demonstrated recognition knowledge of these distributions when given only the letter name, word length, and serial position information with no other context. Ss were correct more often for those letters which are least variable across serial positions. In Exp II, 28 5th graders who were skilled readers demonstrated a sensitivity to letter positional distributions similar to that of the adults; 20 poor readers did not. However, performance was equivalent for both good and poor readers on a subset of letters relatively unpredictable with respect to serial position. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Letter names help children to connect print and speech.

A critical step in the acquisition of literacy involves learning that the printed forms of words symbolize the words' linguistic forms. We propose that children first connect print and speech by noticing links between letters in printed words (e.g., the b of beach) and letter names in the corresponding spoken words (e.g., the /bi/ in the spoken word beach). Support for this proposal comes from 2 experiments in which preschoolers were asked to say the first letters of words. Children were relatively good at telling that beach and beaver began with b and that deaf ended with f. They were less likely to know that bone and bonus began with b and that loaf ended with f. Moreover, some children stated that wife began with y and that seem began with c. These errors reflect the letter names at the beginnings of the spoken words. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Order of processing in visual perception.

Three experiments tested predictions derived from 3 cognitive scanning hypotheses proposing respectively a left-to-right, ends-first, and peripheral-foveal order of scanning. In Exps I and II configurations of letters and/or digits were presented to 11 Ss around a central fixation point, and the stimulus was followed by a 1-sec presentation of a patterned mask or a blank white field. Backward masking selectively impaired the identification of stimuli in foveal positions whether or not these stimuli occupied middle-of-row positions. In Exp III 4 Ss made a manual same-different response to the presence or absence of a critical letter presented 3Deg. to the left or right of fixation. Noise letters appeared on either side or both sides of the critical letter. Identification response times were faster when the critical letter appeared in the left-most position in left field arrays and the right-most position in right field arrays. Principal conclusions drawn from the 3 experiments were: (a) Alphanumeric stimuli are scanned from the peripheral visual field inward towards fixation. (b) Any left-to-right scanning occurs relatively late in iconic processing. (c) An ends-first scanning strategy is a particular case of a more general peripheral-foveal strategy. (French summary) (40 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Signal detection analyses of repetition blindness.

Three experiments used a signal detection model to demonstrate that repetition blindness (N. Kanwisher; see record 1988-34836-001) reflects a reduction in sensitivity (d°) for the detection of repeated compared with unrepeated visual targets. In Experiment 1, repetition blindness (RB) was found for rapid serial visual presentation (RSVP) letter sequences, whether the visual targets were specified by category membership (vowels) or as 1 of 2 prespecified letters (e.g., A or O). In Experiment 2, RB was found to a similar degree even when the 1st critical item was displayed for twice as long as the other list items, although overall performance was considerably improved. Experiment 3 found RB for displays containing just 2 simultaneously presented letters. These results support Kanwisher's (1987) account of RB as a genuine perceptual effect, and rule out alternative accounts of RB as the result of response bias, output interference, or guessing biases. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

On detecting words embedded in a stream of auditory letters.

Presented 40 undergraduates with a stream of auditory letters in which some of the letters formed words. Ss were or were not given cues for the start of the words. It was found that (a) Ss required an indication of which letters started words. If certain letters formed part of more than 1 word, S detected the word for which a cue was provided but more often than not failed to detect the other word. When cues were provided on both words, the probability of getting both depended on the extent to which the 2 words "overlapped" in common letters. Results are discussed in the light of current work on serial processing. (French summary) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The Influence of the Phonological Characteristics of a Language on the Functional Units of Reading: A Study in French.

Taft (1992) reported results supporting the idea that the "Body of the BOSS" (BOB) is an important unit in the visual recognition of English polysyllabic words. "BOSS" refers to the orthographically-defined first syllable of a word (e.g., the lam of lament); "Body" refers to the part of that syllable which follows the initial consonant(s) (e.g., the am of lam). The primary evidence supporting this notion was that the pronunciation of an ambiguously pronounceable nonword could be biased by the pronunciation of a preceding word when they shared their BOB, but not when they shared their phonologically-defined first syllable. Three experiments were conducted in French, to examine whether the syllable dominates as a unit of orthographic representation when the language has a clear phonological syllable structure. To construct ambiguously pronounceable nonwords, upper case letters were used and the first syllable always contained an E, which could be pronounced either as é or e. Nonwords (e.g., MERANE) were preceded by an upper case version of a word sharing a BOB (e.g., feroce) or a first syllable (e.g., méduse). The pronunciation of the nonword's E was biased by the syllable and not by the BOB, implying that the syllable, but not the BOB, is a relevant structure in the processing of visually presented French words. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Why is word recognition impaired by disorientation while the identification of single letters is not?

Past research has shown that speed of identifying single letters or digits is largely indifferent to orientation, whereas the recognition of single words or connected text is markedly disrupted by disorientation. In a series of four experiments, we attempted to reconcile these findings. The results suggest that disorientation does not impair the identification of the characters but disrupts the perception of their spatial arrangement. When spatial order information is critical for distinguishing between different stimuli, disorientation is disruptive because some rectification process is required to restore order information. Utilizing the similarity between the letter B and the number 13, we found strong effects of orientation when a stimulus was interpreted as the two-digit number 13 but not when interpreted as the single letter B. This, however, occurred only when the set of numbers to be classified included permutations of the same digits. Odd–even decisions on single-digit and two-digit numbers (Experiment 3) yielded strong effects of stimulus orientation for order-dependent numbers (e.g., 32), weaker effects for order-independent numbers (e.g., 24), and none for repeated-digit (e.g., 22) or single-digit numbers. Classification time for two-letter Hebrew words evidenced strong effects of orientation for words that differed only in letter order but much weaker effects for words that had no letters in common, even when these were embedded within some words that did (Experiment 4). (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

On the selective effects of a patterned masking stimulus.

Investigated previous findings which suggest that a patterned masking stimulus, presented immediately following tachistoscopic presentation of letter rows, produces large decrements in the recall of letters from the central positions in the rows but has little effect on recall from either end of the displays. 4 experiments with 92 undergraduate Ss confirm the existence of a selective masking effect. The effect was obtained following exposure durations which varied from 30-200 msec. and with both full- and partial-report techniques. Also the selective masking effect was limited to multiletter displays in that it was shown that single letters were masked equally well across the positions used for an entire row. Results suggest that both ends of multiletter displays are processed and identified before the center positions of the displays are processed. (French summary) (15 ref.) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The contributions of phonological awareness and letter-name knowledge to letter-sound acquisition—a cross-classified multilevel model approach.

In the present study, we investigated critical factors in letter-sound acquisition (i.e., letter-name knowledge and phonological awareness) with data from 653 English-speaking kindergartners in the beginning of the year. We examined (a) the contribution of phonological awareness to facilitating letter-sound acquisition from letter names and (b) the probabilities of letter-sound acquisition as a function of letter characteristics (i.e., consonant–vowel letters, vowel–consonant letters, letters with no sound cues, and vowel letters). The results show that letter-name knowledge had a large impact on letter-sound acquisition. Phonological awareness had a larger effect on letter-sound knowledge when letter names were known than when letter names were unknown. Furthermore, students were more likely to know the sounds of consonant–vowel letters (e.g., b and d) than vowel–consonant letters (e.g., l and m) and letters with no sound cues (e.g., h and y) when the letter name was known and phonological awareness was accounted for. Sounds were least likely to be known for letters with no sound cues, but reliable differences from other groups of letters depended on students' levels of phonological awareness and letter-name knowledge. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Verbal fluency deficits in patients with schizophrenia: Semantic fluency is differentially impaired as compared with phonologic fluency.

Patients with schizophrenia show deficits in phonologic (ability to name words that begin with a specific letter, e.g., F) and semantic (ability to name members of a category, e.g., "animals" fluency.) Whereas the former deficit has been presumed to reflect a dysfunction of the frontal lobe, the latter has been linked to frontal and temporoparietal brain areas. These 2 verbal fluency measures were studied in a sample of 27 schizophrenia patients and 24 normal controls who were matched on age and a putative measure of premorbid intellectual ability. A 2-min production task of switching between letters and between categories measured demand for flexibility. On switching and nonswitching tasks controls produced more words during semantic versus phonologic fluency. Conversely, schizophrenia patients produced more words for letters than for categories, suggesting dysfunction of the frontal and temporoparietal areas of the brain. Furthermore, the greater impairment of semantic fluency may be related to a breakdown of semantic information processing beyond "executive" search and retrieval. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Prominence of leading functors in function morpheme sequences as evidenced by letter detection.

Previous work indicated that the increased difficulty in detecting letters in function in comparison with content morphemes derives from the role of functors in supporting phrase structure. Presumably, letters disappear in the transition from structure to content. Here the effect was most powerful for leading functors in a sequence of function morphemes (e.g., "that" in "that from the"). This pattern was found for Hebrew function prefixes that can be appended as a sequence to a content word (e.g., SMHGN, meaning "that from the garden"; Exps 1 and 2) and also for sequences of Hebrew and English function words (Exps 3 and 4). This pattern of results did not hold, however, for THE, which maintained its strong disadvantage regardless of position. The results reflect the prominence of leading functors in organizing the local structural frames established in the early stages of text processing. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Processing strategies and letter spacing in the simultaneous- and successive-display matching tasks.

The study examines the effect of adding extra blank space between the letters of eight-letter pseudowords (e.g., HEMINDOL vs. H E M I N D O L) on subjects' performance in both a simultaneous- and a successive-display matching task. The experiment shows that the effects of the manipulation depend on the task. In the simultaneous-display condition extra spacing between letters served to reduce response latencies, whereas in the successive-display condition the extra space between letters increased response latencies. The results belie an explanation based on visual factors such as retinal acuity and lateral masking and are discussed in terms of an information processing account which includes a spacing-sensitive operator. (PsycINFO Database Record (c) 2010 APA, all rights reserved)