Phonological recoding and reading.

Examines contradictory research that attempted to determine whether the process of lexical access in silent reading is mediated by an internal phonological representation or only by visual representations. More recent evidence is discussed that suggests that factors such as difficulty of material, frequency of occurrence of items, Ss' fluency, and task demands—which are seldom manipulated in typical studies of word recognition—play important roles in determining the type of mediation used. It is noted that interest has shifted to a family of dual access models in which both phonological mediation and visual mediation are ordinarily used in parallel. Thus, data point to a dual access model in which high-frequency words enjoy high-speed access via a visually based representation, whereas low-frequency words are accessed using a slower, phonological recoding process. (113 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Phonological codes and eye movements in reading.

A number of recent studies using eye movement data have yielded evidence suggesting that phonological codes are activated early in an eye fixation. However, experiments reported by M. Daneman and E. Reingold (1993; M. Daneman, E. M. Reingold, & M. Davidson, 1995) yielded data that led them to argue that phonological codes are primarily activated after lexical access has occurred. In this study, 3 experiments were carried out that were conceptually similar to those of M. Daneman and E. Reingold, and the resulting data supported the position that phonological codes are activated very early in an eye fixation. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The relative time course of semantic and phonological activation in reading Chinese.

The relative time course of semantic and phonological activation was investigated in the context of whether phonology mediates access to lexical representations in reading Chinese. Compound words (Experiment 1) and single-character words (Experiments 2 and 3) were preceded by semantic and phonological primes. Strong semantic priming effects were found at both short (57 ms) and long (200 ms) stimulus onset asynchrony (SOA), but phonological effects were either absent in lexical decision (Experiment 1), were present only at the longer SOA in character decision (Experiment 2) or were equally strong as semantic effects in naming (Experiment 3). Experiment 4 revealed facilitatory or inhibitory effects, depending on SOA, in phonological judgments to character pairs that were not phonologically but semantically related. It was concluded that, in reading Chinese, semantic information in the lexicon is activated at least as early and just as strongly as phonological information. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Visual and semantic processing in reading Kanji.

A. Nakagawa (see record 1992-15549-001) showed hemispheric asymmetries during semantic processing of single English words. The right hemisphere passively maintained both strong and weak associations, whereas the left hemisphere maintained only strong associations when Ss were left free to attend. The present study extends the methodology to the study of Kanji characters. Contrary to the study of English characters, there was a general right-hemisphere advantage in single-character Kanji words. A study using a visual cue to direct attention suggested that the right-hemisphere advantage of Kanji was due to better representation of visual features by the posterior right hemisphere. However, the pattern of semantic priming found in English was replicated. Semantic analysis, mediated by more anterior systems, appears similar in the 2 languages. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Phonological recoding in reading for meaning by adults and children.

Phonological recoding in reading has been studied by requiring adults or children to judge whether printed sentences are correct or not. When some sentences are orthographically unacceptable but phonologically acceptable (e.g., The girl through the ball), both children and adults make abnormally many false positives with such sentences. It is unclear whether the phonological recoding that produces this effect is attributable to assembled (nonlexical) or addressed (lexical) phonology. Two types of phonologically acceptable but orthographically unacceptable sentences were devised: Those in which the crucial item ("through" in the above example) was an irregular word (so that its phonology could only be obtained lexically), and those in which the crucial item was a homophonic nonword (so that its phonology could only be obtained by assembled phonology). Both types of sentence produced significantly high false-positive rates for adult readers and children, indicating the use of assembled and addressed phonology during sentence reading. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Phonological awareness and reading acquisition in English- and Punjabi-speaking Canadian children.

This study examined whether the same component processes are involved in reading acquisition for native and nonnative speakers of English in the 1st grade. The performance of 88 children was examined on tasks assessing reading skill, phonological processing, and syntactic awareness. Fifty children were native English speakers (L1), and 38 children were from Punjabi-speaking families (ESL). Although measures of word recognition and phonological processing successfully discriminated between average and poor readers, they did not discriminate between the 2 language groups. Analyses of word reading errors revealed similar error patterns for ESL and L1 children, yet different error patterns for average and poor readers. For both L1 and ESL children, reading difficulties appear to be strongly linked with impaired phonological processing. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Phonological computation and missing vowels: Mapping lexical involvement in reading.

The role of assembled versus addressed phonology in reading was investigated by examining the size of the minimal phonological unit that is recovered in the reading process. Readers named words in unpointed Hebrew that had many or few missing vowels in their printed forms. Naming latencies were monotonically related to the number of missing vowels. Missing vowels had no effects on lexical decision latencies. These results support a strong phonological model of naming and suggest that even in deep orthographies, phonology is not retrieved from the mental lexicon as a holistic lexical unit but is initially computed by applying letter-to-phoneme computation rules. The partial phonological representation is shaped and completed through top–down activation. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Phonological typicality does not influence fixation durations in normal reading.

Using a word-by-word self-paced reading paradigm, T. A. Farmer, M. H. Christiansen, and P. Monaghan (2006) reported faster reading times for words that are phonologically typical for their syntactic category (i.e., noun or verb) than for words that are phonologically atypical. This result has been taken to suggest that language users are sensitive to subtle relationships between sound and syntactic function and that they make rapid use of this information in comprehension. The present article reports attempts to replicate this result using both eyetracking during normal reading (Experiment 1) and word-by-word self-paced reading (Experiment 2). No hint of a phonological typicality effect emerged on any reading-time measure in Experiment 1, nor did Experiment 2 replicate Farmer et al.’s finding from self-paced reading. Indeed, the differences between condition means were not consistently in the predicted direction, as phonologically atypical verbs were read more quickly than phonologically typical verbs, on most measures. Implications for research on visual word recognition are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Activation of semantic and phonological codes during reading.

Examined coding processes involved in reading connected text in 3 experiments with 54 Ss who read text passages and occasionally responded to lexical-decision probes. Exp I focused on semantic and surface codes. Results suggest that the activation of semantic codes increased over time, whereas surface codes did not. In addition, Ss who were instructed to remember the exact wording of the passages showed stronger activation of surface codes than did Ss who read for comprehension. Exps II and III explored the role of phonological codes in reading. Results from Exp II indicate that phonological codes were activated by specific words in a passage; however, Exp III results fail to demonstrate that phonological codes were activated by the more general passage context. Combined results suggest that reading involves several coding systems that are activated according to time and reading instruction constraints. (35 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A reason to rhyme: Phonological and semantic influences on lexical access.

During on-line language production, speakers rapidly select a sequence of words to express their desired meaning. The current study examines whether this lexical selection is also dependent on the existing activation of surface properties of the words. Such surface properties clearly matter in various forms of wordplay, including poetry and musical lyrics. The experiments in this article explore whether language processing more generally is sensitive to these properties. Two experiments examined the interaction between phonological and semantic features for written and verbal productions. In Experiment 1, participants were given printed sentences with a missing word, and were asked to generate reasonable completions. The completions reflected both the semantic and the surface features of the preceding context. In Experiment 2, listeners heard sentence contexts, and were asked to rapidly produce a word to complete the utterance. These spontaneous completions again incorporated surface features activated by the context. The results suggest that lexical access in naturalistic language processing is influenced by an interaction between the surface and semantic features of language. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A comment on "Phonological recoding and reading."

Discusses 2 points raised in an article by L. X. McCusker et al (see record 1981-11846-001) on the role of phonological recoding in reading: (1) McCusker et al equated phonological mediation with the application of spelling–sound correspondence rules. The present study argues that such an assumption is not valid. (2) McCusker et al concluded that phonologically mediated semantic access decreases with reading skill. The present study argues that current data do not support this view. (14 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Against parafoveal semantic preprocessing during eye fixations in reading.

Investigated 2 reading models, focused attention and semantic preprocessing, in which nonfoveal information plays an important role. A reading experiment was conducted with 24 normally seeing members of a university community. Ss' eye movements were recorded as they read sentences, and a display change occurred before they fixated on a critical target word. In the target word location, 1 of 4 alternative previews was initially presented: the target word itself, a word semantically related to it, an unrelated word, and a nonword visually similar to the target. The various visual processes occurring during the experiment and the retinal regions involved are discussed. Results are inconsistent with the semantic preprocessing but consistent with the focused-attention model of reading. (French abstract) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Automatic activation of phonological information in reading: evidence from the semantic relatedness decision task

A semantic relatedness decision task was used to investigate whether phonological recording occurs automatically and whether it mediates lexical access in visual word recognition and reading. In this task, subjects read a pair of words and decided whether they were related or unrelated in meaning. In Experiment 1, unrelated word-homophone pairs (e.g., LION-BARE) and their visual controls (e.g., LION-BEAN) as well as related word pairs (e.g., FISH-NET) were presented. Homophone pairs were more likely to be judged as related or more slowly rejected as unrelated than their control pairs, suggesting phonological access of word meanings. In Experiment 2, word-pseudohomophone pairs (e.g., TABLE-CHARE) and their visual controls (e.g., TABLE-CHARK) as well as related and unrelated word pairs were presented. Pseudohomophone pairs were more likely to be judged as related or more slowly rejected as unrelated than their control pairs, again suggesting automatic phonological recording in reading.     

Age and rate of activation in semantic memory.

Two word-primed picture-naming experiments were carried out to test the hypothesis that rate of activation in semantic memory is slower for older adults than for young adults. The presence of priming effects, both positive and negative, was taken as evidence of activation. In Exp 1 there was no age difference in the time of onset of either facilitation or inhibition by primes. A computer simulation, based on a simple connectionist model, showed that slower processing would have only a minimal effect on the time of onset of priming effects under the assumptions of the model; however, offset of inhibition by primes would be delayed if processing rate were reduced. In Exp 2 older adults showed inhibition by primes over a longer interval than did young adults, which was taken as evidence that the general slowing associated with aging extends to the transmission of activation at the earliest levels of cognitive processing. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Dynamics of activation in semantic and episodic memory.

Two experiments with the adaptive priming procedure are reported to test discrete and continuous activation models for the structure of semantic and episodic memory. In Experiment 1, the prime and test stimuli were semantically associated words (e.g., bread–butter). In Experiment 2, episodic associations between the prime and test stimuli were established through paired associate learning. For both cases, the mixture prediction failed, and 2-state activation models were rejected. We conclude that models with only 2 discrete states of activation, that is, all-or-none models, do not accurately characterize the dynamics of activation in semantic and episodic memory. Higher order discrete or continuous models may better account for the results. Our findings are consistent with several current continuous models of spreading activation. They contrast, however, with those from previous work in which response-preparation processes appeared to proceed in a discrete, all-or-none fashion (Meyer, Yantis, Osman, & Smith, 1985). (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Phonological awareness and early reading: A meta-analysis of experimental training studies.

In a quantitative meta-analysis, the effects of phonological awareness training on reading were shown. In a homogeneous set of U.S. studies with a randomized or matched design, the combined effect sizes for phonological awareness and reading were d?=?0.73 (r?=?.34, N?=?739) and d?=?0.70 (r?=?.33, N?=?745), respectively. Thus, experimentally manipulated phonological awareness explains about 12% of the variance in word-identification skills. The combined effect size for long-term studies of the influence of phonological awareness training on reading was much smaller, d?=?0.16 (r?=?.08, N?=?1,180). Programs combining a phonological and a letter training were more effective than a purely phonological training. Furthermore, training effects were stronger with posttests assessing simple decoding skills than with real-word-identification tests. In sum, phonological awareness is an important but not a sufficient condition for early reading. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Phonological activation in visual identification of Chinese two-character words.

Evidence for phonological activation in the recognition of 2-character Chinese words was discovered in 2 experiments. In a meaning-judgment task, Experiment 1 exposed two words with stimulus onset asynchronies (SOAs) of 0, 71, and 157 ms. At all 3 SOAs, times to make a no meaning judgment were longer for words that were homophones than for unrelated controls. In a lexical-decision task, Experiment 2 manipulated the phonological consistency of 1 of the 2 characters. Responses to words with a phonologically inconsistent character were slower, regardless of the left–right position of the character. These results add to previous results for 1-character words, suggesting that phonology is an obligatory constituent of word identification in Chinese. A proposed theoretical framework for 2-character word identification accounts for the results. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The nature of sublexical processing in reading Chinese characters.

The nature of sublexical processing in reading complex (or compound) Chinese characters was investigated in 3 printed naming experiments using native speakers of Mandarin Chinese. In Experiments 1 and 2, facilitatory priming effects were observed for target characters, which were semantically related to the phonetic radicals embedded in complex characters but not to the complex characters themselves. In Experiment 3, the presence of semantic primes, which were related to the phonetic radicals embedded in the complex targets but not to the targets themselves, was found to increase the naming latencies to the targets. It is argued that sublexical processing in reading Chinese is both a phonological and a semantic event. There are no fundamental differences between sublexical processing of phonetic radicals and lexical processing of simple and complex characters. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Phonological codes are used in integrating information across saccades in word identification and reading.

A major issue in reading is the extent to which phonological information is used in visual word perception. The present experiments demonstrated that phonological information acquired on 1 fixation from a word in the parafovea is used to help identify that word when it is later fixated. A homophone of a target word, when presented as a preview in the parafovea, facilitated processing in the target word seen on the next fixation more than a preview of a word matched with the homophone in visual similarity to the target word. This facilitation was observed both in the time to name an isolated target word and in the fixation time on the target word while silently reading a sentence; the preview was virtually never consciously identified in either task. Because the visual similarity of the preview to the target also plays a part in the facilitative effect on the preview, however, codes other than phonological codes are preserved across saccades. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Eye movement control in reading: Evidence against semantic preprocessing.

Prior experiments reported by G. Underwood and his colleagues have suggested that information about the informative parts of parafoveal words that have not yet been fixated can influence where readers fixate next. The basic finding that they have reported is that the eyes move farther into a word when the information that uniquely identifies the word is at the end of the word rather than at the beginning of the word. On the basis of such results, it has been suggested that semantic processing influences eye movement behavior in reading. Some theoretical and methodological problems are raised with the prior experiments, and an attempt to replicate the finding is reported. With a highly accurate eyetracking system, the basic finding could not be replicated. An alternative account of eye movement control in reading is discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)