The relationship between the phonological properties of speech sounds and the corresponding semantic entries was studied in two experiments using response time measures. Monosyllabic words and nonsense words were used in both experiments. In Experiment I, Ss were each presented with individual items and were required, in three different conditions, to respond positively if (1) the item contained a particular final consonant, (2) the item was a real word. (3) the item contained either a particular consonant or was a real word. Latencies indicated that separate retrieval of phonological and lexical information took about the same time, but that their combined retrieval was longer, indicating a serial or overlapping process. In Experiment II, Ss were presented with pairs of items, and they responded positively if (1) the two items were physically identical, (2) the two items were lexically identical (both real words or both nonsense words). Response latencies were longer for lexical than for physical matches. Lexical matches were significantly slower than physical matches even on the same pair of items. The results imply differential accessibility to separate loci of phonological and semantic features.
It was hypothesized that children with a specific reading disability differ from children of normal reading ability because the former are impaired in extracting speech-like representations from graphemes. Three groups of 12 each of grade school boys and girls participated in timed word comparison tasks which required a "same-different" response. One group was specifically reading deficient, the other groups were matched either on age or on reading level to a deficient group. Monosyllabic word pairs were presented simultaneously by a slide projector. The deficient readers were slower than the two control groups only in a vowel phoneme comparison task and produced response times similar to the control groups for graphemic and visual symbol comparisons. The results are consistent with the hypothesis that the problem in learning to read is due to multiple relationships between spelling (graphemes) and sound (phonemes).
Grateful thanks are expressed to M. G. Grecnberg and Win. N. Dcmber for helpful comments and suggestions, and to the Procter and Gamble Company for use of its computing facilities. 2 Requests for reprints should be sent to Frederick 11.
ABSTRACT.~e Army needs in fo rmation about how we l l a n Individ ua l c an pe rform the tasks necessary. for him to do his job. Th i s in formation is often gathered by me ans of a "criterion-referenced t est ," a t es t mad e up of items directly related to the job of interest. The st r esults can be used i n two ways. The f~st way is to sort i ndiv idua l s i nt o n.m groups, one made up of those who can perform their job s.a t 1 sLl~to r ily a nd the othe r made up of those whotdo not meet minimal job r~,:q ui reme n ts . A second use of the test results is to estimate the "tru " ca pabili ty of the examinees to do the task being tested. These two uses are cleatly r e lated.~ If one can precisely estimate an individua l' s capab il ity , the n forming t he two g roups is not a problem. On the othe r ha nd , i t may be possib e t o e ffe ct ively form the two groups without ge tt ing good ~s t i mate s of "true" ca pability.~eral psychometric models are available for groupi ng t he individua l s a nd/or for est i mating "true" scores. Fo r exampl e , one may simply c al c ulate the proportton o f items correctly answered and us e t ha t pr oportion a s an estimate of "true" capability. Alternative l y , a binomi nal error model for deriving the expression for the regre ssion of "tr ue " s co r e on ob served score can be used and a "true" score calcul a t ed fo r eac h i nd i vidual. Other possible models include a Bayesian M od l II a ppr oach a nd a l atent trait model such as the Rasch one parame t e r logist ic model . Ea c h of these mod e ls yields a somewhclt differe nt estimat e of "tr u~" capability for any gi ven individual. It follows that the make up of the job ability groups will vary from mo I o model. The pur pose of th i s research is to empirically study the odels referred to above . What is needed is an appropriate statistic (or statistics) and r es ear c h design for comparing each model agains all othe r s given t he same test data .I. INTRODUCTION. The purpose of t is paper is to elabor a t e on s ome t echnic al deta ils and to highlight specific statistic al and r esearch problems i ntroduced in a previous paper by one of t he a uthors (Epste i.n, 1975).
Consonant-vowel bigrams were presented in a modification of Sperling's (1960) partial-report procedure. Delay of recall and ability to rehearse were manipulated. The results showed that accuracy of recall was poorer with disrupted rehearsal and that errors in recall could be described in terms of the articulatory features of the consonants only when rehearsal was possible. The delay X rehearsal interaction was not significant. The results indicate that the iconic image persists for at least 11 sec. and that its contents may be verbally recoded for rehearsal in short-term storage.
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