Multiple lexical codes in reading: Evidence from eye movements, naming time, and oral reading.

The role of semantic, orthographic, and phonological codes in word recognition and text integration in reading was investigated in 4 experiments. Participants read sentences containing words that had multiple semantic codes (e.g., calf), multiple semantic and orthographic codes (e.g., brake-break), or multiple semantic and phonological codes (e.g., tear). Converging evidence from fixation time, naming time, and oral reading indicated that phonological, semantic, and orthographic information about words are sources of early constraint in word processing. Evidence was also found that indicated that phonological codes play an important role in text integration in reading. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A pattern recognition account of decision making

In the domain of pattern recognition, experiments have shown that perceivers integrate multiple sources of information in an optimal manner. In contrast, other research has been interpreted to mean that decision making is nonoptimal. As an example, Tversky and Kahneman (1983) have shown that subjects commit a conjunction fallacy because they judge it more likely that a fictitious person named Linda is a bank teller and a feminist than just a bank teller. This judgment supposedly violates probability theory, because the probability of two events can never be greater than the probability of either event alone. The present research tests the hypothesis that subjects interpret this judgment task as a pattern recognition task. If this hypothesis is correct, subjects' judgments should be described accurately by the fuzzy logical model of perception (FLMP)--a successful model of pattern recognition. In the first experiment, the Linda task was extended to an expanded factorial design with five vocations and five avocations. The probability ratings were described well by the FLMP and described poorly by a simple probability model. The second experiment included (1) two fictitious people, Linda and Joan, as response alternatives and (2) both ratings and categorization judgments. Although the ratings were accurately described by both the FLMP and an averaging of the sources of information, the categorization judgments were described better by the FLMP. These results reveal important similarities in recognizing patterns and in decision making. Given that the FLMP is an optimal method for combining multiple sources of information, the probability judgments appear to be optimal in the same manner as pattern-recognition judgments.     

Exterior letters are not privileged in the early stage of visual word recognition during reading: Comment on Jordan, Thomas, Patching and Scott-Brown (2003).

Potential sources for the discrepancy between the letter position effects in T. R. Jordan, S. M. Thomas, G. R. Patching, and K. C. Scott-Brown's (2003; see record 2003-07955-013) and D. Briihl and A. W. Inhoff s (1995; see record 1995-20036-001) studies are examined. The authors conclude that the lack of control over where useful information is acquired during reading in Jordan et al.'s study, rather than differences in the orthographic consistency and the availability of word shape information, account for the discrepant effect pattern in the 2 studies. The processing of a word during reading begins before it is fixated, when beginning letters occupy a particularly favorable parafoveal location that is independent of word length. Knowledge of parafoveal word length cannot be used to selectively process exterior letters during the initial phase of visual word recognition. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Canadian studies of visual information-processing: 1970–1980.

Reviews Canadian research on reading and word identification and examines W. Herons's (see record 1959-00387-001) scanning theory that accounts for visual hemifield differences in terms of a serial left-to-right attentional mechanism operating on the stimulus trace. Heron's model, and subsequent work by M. P. Bryden (see record 1967-06490-001), introduced an information-processing approach to the study of perception in Canada and raised questions about the nature of attention, visual persistence, and letter and word recognition. These topics have continued to be a focus for research during the past decade. It is concluded that current results suggest at least 3 attentional processes, 3 buffer stores, and the use of extensive orthographic knowledge in processing letters and words. (French abstract) (2? p ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Is the orthographic/phonological onset a single unit in reading aloud?

Two main theories of visual word recognition have been developed regarding the way orthographic units in printed words map onto phonological units in spoken words. One theory suggests that a string of single letters or letter clusters corresponds to a string of phonemes (Coltheart, 1978; Venezky, 1970), while the other suggests that a string of single letters or letter clusters corresponds to coarser phonological units, for example, onsets and rimes (Treiman & Chafetz, 1987). These theoretical assumptions were critical for the development of coding schemes in prominent computational models of word recognition and reading aloud. In a reading-aloud study, we tested whether the human reading system represents the orthographic/phonological onset of printed words and nonwords as single units or as separate letters/phonemes. Our results, which favored a letter and not an onset-coding scheme, were successfully simulated by the dual-route cascaded (DRC) model (Coltheart, Rastle, Perry, Langdon, & Ziegler, 2001). A separate experiment was carried out to further adjudicate between 2 versions of the DRC model. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Testing a semistochastic variant of the interactive activation model in different word recognition experiments.

A semistochastic variant of the interactive activation (IA) model of context effects in letter perception (J. L. McClelland and D. E. Rumelhart, 1981) was used to simulate response time distributions and means in different experiments investigating the effects of word frequency, neighborhood size and frequency, and orthographic priming in visual word recognition. The results provide evidence in favor of the connectivity assumption underlying the model but question the necessity of the interactivity assumption for simulating latencies in word recognition tasks. Together with those of a recent study by McClelland (1991), the present results suggest that 10 yrs after its appearance, the IA model's potential for testing hypotheses about the structure and dynamics of basic phenomena of human information processing in a variety of perceptual and cognitive tasks is not yet fully exploited. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Phonological and orthographic processing of Hebrew words: electrophysiological aspects

Brain activity among 15 male, college-level, normal readers in Israel was examined during phonological and orthographic word-recognition tasks. Both electrophysiological (event-related potentials, or ERPs) and behavioral measures were obtained. Data indicated that (a) behavioral accuracy was almost perfect for all the experimental tasks, and (b) although P200 and N400 ERP components were elicited in the experimental tasks, the latencies of those components were significantly longer and their amplitudes significantly higher in the phonological task. Variations in vowel information had no effect on word recognition in either type of task. The results suggest that among skilled readers of Hebrew, phonological processing during word recognition may be more effortful and may demand greater cognitive resources than orthographic processing. Furthermore, the additional phonological information represented in vowels appears to contribute little to word recognition in this population. These findings support earlier research on skilled reading in Hebrew as well as current theoretical models of reading.     

Quick, automatic, and general activation of orthographic and phonological representations in young readers

Second through 6th graders were presented with nonword primes (orthographic, pseudohomophone, and control) and target words displayed for durations (30 and 60 ms) that were brief enough to prevent complete processing. Word reading skills were assessed by 3 word and nonword naming tasks. Good readers exhibited more orthographic priming than poor readers at both durations and more pseudohomophone priming at the short duration only. This suggests that good readers activate letter and phonemic information more efficiently than poor readers. Good readers also exhibited an equal amount of priming at both durations, whereas poor readers showed greater priming at the longer duration. This suggests that activation was not under strategic control. Finally, priming was reliable for both high- and low-frequency targets. This suggests that readers activate consistent information regardless of target word characteristics. Thus, quick, automatic, and general activation of orthographic and phonological information in skilled readers results from the precision and redundancy of their lexical representations.     

Previewing the neighborhood: The role of orthographic neighbors as parafoveal previews in reading.

In 2 experiments, a boundary technique was used with parafoveal previews that were identical to a target (e.g., sleet), a word orthographic neighbor (sweet), or an orthographically matched nonword (speet). In Experiment 1, low-frequency words in orthographic pairs were targets, and high-frequency words were previews. In Experiment 2, the roles were reversed. In Experiment 1, neighbor words provided as much preview benefit as identical words and greater benefit than nonwords, whereas in Experiment 2, neighbor words provided no greater preview benefit than nonwords. These results indicate that the frequency of a preview influences the extraction of letter information without setting up appreciable competition between previews and targets. This is consistent with a model of word recognition in which early stages largely depend on excitation of letter information, and competition between lexical candidates becomes important only in later stages. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

The cognitive and linguistic foundations of early reading development: A Norwegian latent variable longitudinal study.

The authors present the results of a 2-year longitudinal study of 228 Norwegian children beginning some 12 months before formal reading instruction began. The relationships between a range of cognitive and linguistic skills (letter knowledge, phoneme manipulation, visual–verbal paired-associate learning, rapid automatized naming (RAN), short-term memory, and verbal and nonverbal ability) were investigated and related to later measures of word recognition in reading. Letter knowledge, phoneme manipulation, and RAN were independent longitudinal predictors of early reading (word recognition) skills in the regular Norwegian orthography. Early reading skills initially appeared well described as a unitary construct that then showed rapid differentiation into correlated subskills (word decoding, orthographic choice, text reading, and nonword reading) that showed very high levels of longitudinal stability. The results are related to current ideas about the cognitive foundations of early reading skills. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Neighborhood effects in reading aloud: New findings and new challenges for computational models.

A word from a dense neighborhood is often read aloud faster than a word from a sparse neighborhood. This advantage is usually attributed to orthography, but orthographic and phonological neighbors are typically confounded. Two experiments investigated the effect of neighborhood density on reading aloud when phonological density was varied while orthographic density was held constant, and vice versa. A phonological neighborhood effect was observed, but not an orthographic one. These results are inconsistent with the predominant role ascribed to orthographic neighbors in accounts of visual word recognition and reading aloud. Consistent with this interpretation, 6 different computational models of reading aloud failed to simulate this pattern of results. The results of the present experiments thus provide a new understanding of some of the processes underlying reading aloud, and new challenges for computational models. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Transposed-letter effects in reading: Evidence from eye movements and parafoveal preview.

Three eye movement experiments were conducted to examine the role of letter identity and letter position during reading. Before fixating on a target word within each sentence, readers were provided with a parafoveal preview that differed in the amount of useful letter identity and letter position information it provided. In Experiments 1 and 2, previews fell into 1 of 5 conditions: (a) identical to the target word, (b) a transposition of 2 internal letters, (c) a substitution of 2 internal letters, (d) a transposition of the 2 final letters, or (e) a substitution of the 2 final letters. In Experiment 3, the authors used a further set of conditions to explore the importance of external letter positions. The findings extend previous work and demonstrate that transposed-letter effects exist in silent reading. These experiments also indicate that letter identity information can be extracted from the parafovea outside of absolute letter position from the first 5 letters of the word to the right of fixation. Finally, the results support the notion that exterior letters play important roles in visual word recognition. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Orthographic and lexical processing of visual letter strings.

Three experiments tested whether orthographic and lexical properties of a letter string influence the time to search for a component letter. 102 Canadian undergraduates served as Ss. Orthographic redundancy, defined by single-letter position-specific frequency, facilitated the search of targets specified prior to and simultaneously with the letter string. Words were searched faster than nonwords when the target followed the letter string. Neither orthographic nor lexicality had significant effects when the position of the target within the string was certain. Results are consistent with a hierarchical-levels model of word perception in which the activation of detectors at different levels is constrained by task demands. (French abstract) (31 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Print exposure as a predictor of word reading and reading comprehension in disabled and nondisabled readers.

The relation of print exposure, measured by a revised version of A. E. Cunningham and K. E. Stanovich's (1990) Title Recognition Test (TRT), to word reading and reading comprehension was examined in disabled and nondisabled readers, Grades 5–9. In disabled readers, the TRT was a significant predictor of word reading when phonological skill was accounted for but not when orthographic ability was added to the regression equation, suggesting that the TRT overlaps considerably with orthographic skill. The TRT significantly predicted nondisabled readers' word reading after both phonological and orthographic skills were accounted for. The TRT contributed significantly to reading comprehension once variance was partialed from higher order reading processes for disabled readers only. The TRT's power to predict comprehension may be ascribed to the effects of print exposure on automaticity of word recognition, knowledge, or familiarization with text structure. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Visual lexical access is initially phonological: 2. Evidence from phonological priming by homophones and pseudohomophones.

Seven experiments were conducted that examined phonological and orthographic priming of naming using three- and four-field masking procedures with prolonged targets. Experiments 1–3 found significant phonological priming by homophones (TOWED–toad) that was independent of prime identifiability and prime-target stimulus onset asynchrony (SOA; 30, 60, or 250 ms). Subsequent experiments found significant phonological priming by pseudohomophones (TODE–toad) that was similarly independent of prime identifiability and SOA. Collectively, the limited effects of orthographic control primes (TOLD–toad, TODS–toad) and the pronounced and orthographically independent effects of phonological primes suggest (a) a leading role in visual word perception for a fast-acting, automatic, assembled phonology, and (b) a phonological basis, rather than an abstract graphemic basis, for the processing equivalency of letter variations. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Featural evaluation, integration, and judgment of facial affect

The paradigm of the fuzzy logical model of perception (FLMP) is extended to the domain of perception and recognition of facial affect. Two experiments were performed using a highly realistic computer-generated face varying on 2 features of facial affect. Each experiment used the same expanded factorial design, with 5 levels of brow deflection crossed with 5 levels of mouth deflection, as well as their corresponding half-face conditions, for a total stimulus set of 35 faces. Experiment 1 used a 2-alternative, forced-choice paradigm (either happy or angry), whereas Experiment 2 used 9 rating steps from happy to angry. Results indicate that participants evaluated and integrated information from both features to perceive affective expressions. Both choice probabilities and ratings showed that the influence of 1 feature was greater to the extent that the other feature was ambiguous. The FLMP fit the judgments from both experiments significantly better than an additive model. Our results question previous claims of categorical and holistic perception of affect.     

Development of word reading fluency and spelling in a consistent orthography: An 8-year follow-up.

In a longitudinal study, development of word reading fluency and spelling were followed for almost 8 years. In a group of 115 students (65 girls, 50 boys) acquiring the phonologically transparent German orthography, prediction measures (letter knowledge, phonological short-term memory, phonological awareness, rapid automatized naming, and nonverbal IQ) were assessed at the beginning of Grade 1; reading fluency and spelling were tested at the end of Grade 1 as well as in Grades 4 and 8. Reading accuracy was close to ceiling in all reading assessments, such that reading fluency was not heavily influenced by differences in reading accuracy. High stability was observed for word reading fluency development. Of the dysfluent readers in Grade 1, 70% were still poor readers in Grade 8. For spelling, children who at the end of Grade 1 still had problems translating spoken words into phonologically plausible letter sequences developed problems with orthographic spelling later on. The strongest specific predictors were rapid automatized naming for reading fluency and phonological awareness for spelling. Word recognition speed was a relevant and highly stable indicator of reading skills and the only indicator that discriminated reading skill levels in consistent orthographies. Its long-term development was more strongly influenced by early naming speed than by phonological awareness. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Home grown for reading: Parental contributions to young children's emergent literacy and word recognition.

This article provides an integrative review of key aspects of emergent literacy and specific home activities that empirical research has shown to support their development. Given the importance of word recognition in reading development, home contributions to word recognition as well as to four areas of emergent literacy that contribute to word recognition are highlighted. These include phonological awareness, letter knowledge, print concepts, and vocabulary. Particular attention is devoted to the activity of shared book reading to outline its different facets, changing nature, and potential impact on emergent literacy and word recognition skill. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Reading speech and hearing print: Constraining models of visual word recognition by exploring connections with speech perception.

Current models of reading and speech perception differ widely in their assumptions regarding the interaction of orthographic and phonological information during language perception. The present experiments examined this interaction through a 2-alternative, forced-choice paradigm, and explored the nature of the connections between graphemic and phonemic processing subsystems. Exps 1 and 2 demonstrated a facilitation-dominant influence (i.e., benefits exceed costs) of graphemic contexts on phoneme discrimination, which is interpreted as a sensitivity effect. Exps 3 and 4 demonstrated a symmetrical influence (i.e., benefits equal costs) of phonemic contexts on grapheme discrimination, which can be interpreted as either a bias effect, or an equally facilitative/inhibitory sensitivity effect. General implications for the functional architecture of language processing models are discussed, as well as specific implications for models of visual word recognition and speech perception. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Evidence for sequential processing in visual word recognition.

The orthographic uniqueness point (OUP) of a word is introduced as the position of the 1st letter, reading from left to right, that distinguishes a word from all other printed words. In 3 experiments, observers named words that had early versus late OUPs. With unlimited viewing time, early-OUP words were named faster than late-OUP words. The effect disappeared in a delayed-naming task; hence, it was not associated with response production. The effect remained when exposure duration was reduced to limit eye movements. Results indicate that observers process the letters of a word in left-to-right order, contrary to strictly parallel accounts of word identification. (PsycINFO Database Record (c) 2010 APA, all rights reserved)