Anticipatory conditioning of spelling-to-sound translation

Treiman, Rebecca; Kessler, Brett; Evans, Rochelle E.

doi:10.1016/j.jml.2006.06.001

Cited by 12 publications

(16 citation statements)

References 43 publications

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“…grade and laid ). Orthographically, inconsistent words also slows reaction time in adults during lexical decision and naming tasks in the visual modality [Kessler et al, 2007; Lacruz and Folk, 2004; Massaro and Jesse, 2005; Stone et al, 1997; Ziegler et al, 1997]. However, others have argued against the existence of an orthographic consistency effect in reading [Peereman et al, 1998], but this has been subsequently challenged [Kessler et al, 2002; Massaro and Jesse, 2005].…”

Section: Introductionmentioning

confidence: 99%

“…However, these developmental effects seem to be later modulated by word frequency as experience in word reading increases [Jared, 1997; Seidenberg et al, 1984; Waters et al, 1984]. Although, there is no research on the orthographic inconsistency effect in children, studies have suggested that the development of phonemic awareness (awareness of phonemes in the speech stream) is directly influenced by the development of orthographic knowledge [Byrne, 1992; Treiman et al, 2007]. In general, performance on phonemic awareness tasks is influenced by orthography in children of later elementary grades, but the influence of orthography on phonological tasks is weak and variable in children of early elementary grades [Ehri and Wilce, 1980; Perin, 1983; Tunmer and Nesdale, 1982; Zecker, 1991].…”

Section: Introductionmentioning

confidence: 99%

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Neural correlates of orthographic and phonological consistency effects in children

Bolger¹,

Hornickel²,

Cone³

et al. 2007

Human Brain Mapping

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The objective of this study was to examine the neural correlates of phonological inconsistency (relationship of spelling to sound) and orthographic inconsistency (relationship of sound to spelling) in visual word processing using functional magnetic resonance imaging (fMRI). Children (9-to 15-year-old) performed a rhyming and spelling task in which two words were presented sequentially in the visual modality. Consistent with previous studies in adults, higher phonological inconsistency was associated with greater activation in several regions including left inferior frontal gyrus and medial frontal gyrus/anterior cingulate cortex. We additionally demonstrated an effect of orthographic inconsistency in these same areas, suggesting that these regions are involved in the integration of orthographic and phonological information and, with respect to the medial frontal/ anterior cingulate, greater demands on executive function. Higher phonological and orthographic consistency was associated with greater activation in precuneus/posterior cingulate cortex, the putative steady state system active during resting, suggesting lower demands on cognitive resources for consistent items. Both consistency effects were larger for the rhyming compared with the spelling task suggesting greater demands of integrating spelling and sound in the former task. Finally, accuracy on the rhyming task was negatively correlated with the consistency effect in left fusiform gyrus. In particular, this region showed insensitivity to consistency in low performers, sensitivity to inconsistency (higher activity) in moderate performers, and sensitivity to inconsistency (high activation) and to consistency (deactivation). In general, these results show that the influence of spelling-sound (and sound-spelling) correspondences on processing in fusiform gyrus develops as a function of skill.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Neural correlates of orthographic and phonological consistency effects in children

Bolger¹,

Hornickel²,

Cone³

et al. 2007

Human Brain Mapping

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“…Children and adults appear to acquire regularities by attending to co-occurring patterns and frequencies in words (see Deacon, Conrad & Pacton, 2008 for a review). For example, Treiman, Kessler, and Evans (2007) showed that adults have a stronger tendency to pronounce word-initial g as /dʒ/ (as in gentle ; phonemes are represented using the alphabet of the International Phonetic Association, 1999) in pseudowords that have a latinate suffix like - ic than in other types of pseudowords, apparently a statistical generalization from encountering words like geriatric and generic . As another example, young children overuse letters of their own names when trying to write other words (Treiman, Kessler, & Bourassa, 2001).…”

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confidence: 99%

Statistical patterns in children’s early writing

Pollo

Kessler

Treiman

2009

Journal of Experimental Child Psychology

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106

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Many theories of spelling development claim that, before children begin to spell phonologically, their spellings are random strings of letters. We evaluated this idea by testing young children (mean 4 years, 9 months) in Brazil and the US and selecting a group of prephonological spellers. The spellings of this prephonological group showed a number of patterns that reflected such things as the frequencies of letters and bigrams in the child's language. The prephonological spellers in the two countries produced spellings that differed in some respects, consistent with their exposure to different written languages. We found no evidence for reportedly universal patterns in early spelling, such as the idea that children write one letter for each syllable. Overall, our results reveal that early spellings that are not phonological are by no means random or universal and preserve certain patterns in the writing to which the child has been exposed. Keywordsprephonological; spelling; print exposure; statistical learning; cross-linguistic; Portuguese Young children often attempt to write words and sentences after they have learned how to write letters of the alphabet but before they learn how letters represent sounds. Ehri (1991) reported a child writing hs for quick, and Bissex (1980) related how a 4-year-old boy wrote a banner with the letters sshidca to tell his mother welcome home. Even for literacy researchers who are experienced in deciphering children's spelling errors, productions such as these appear hopelessly opaque. They appear to have no particular visual connection to the way adults write these words, nor is there evidence that the children have applied any knowledge of how different letters represent specific sounds of language. The goal of this study is to understand the nature of those early, prephonological, spellings. Are they the random concatenations of letters, as they appear to be, or do they reflect some understanding of the structure of written text on the part of the child?Most theories of early literacy acquisition concentrate on how children learn to map sounds to phonetically appropriate letters (Ehri, 2005;Gough & Hillinger, 1980). Researchers examine how children analyze words in spoken language as strings of phonemes and how they grasp the idea that letters in words in written language represent phonemes in spoken language (e.g., Liberman, Shankweiler, Fischer, & Carter, 1974). This phonological perspective focuses on phonological development, and it gives short shrift to very early spellings. Before children learn how letters correspond to sounds, their writing is often characterized as random (Gentry, 1982).Other researchers do study earlier attempts at spelling. They believe that prephonological spellings have patterns that reflect hypotheses that the child constructs, guided by principles NIH-PA Author ManuscriptNIH-PA Author Manuscript NIH-PA Author Manuscript that hold across languages. This perspective is especially well represented in many countries where languages other tha...

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“…We believe that lexical classification is a more plausible explanation, one that can unify the effects observed here and other cases of lexical conditioning of spelling (e.g., Mitchell et al, 2011;Pacton et al, 2005). Further research will be required to address this issue, as well as to examine possible effects of lexical classification on people's choices among alternative pronunciations of letters when reading (see Treiman, Kessler, & Evans, 2007, for a start on the latter).…”

Section: Discussionmentioning

confidence: 72%

Lexical classification and spelling: Do people use atypical spellings for atypical pseudowords?

et al. 2015

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Many English phonemes have more than one possible spelling. People's choices among the options may be influenced by sublexical patterns, such as the identity of neighboring sounds within the word. However, little research has explored the possible role of lexical conditioning. Three experiments examined the potential effects of one such factor: whether an item is typical of English or atypical. In Experiment 1, we asked whether presenting pseudowords as made-up words or the names of monsters would cause participants to classify them as atypical and spell phonemes within these pseudowords using less common patterns. This was not found to be the case in children (aged 7-12 years) or adults. In Experiment 2, children aged 10-12 and adults spelled pseudowords that contained phonologically frequent or infrequent sequences and, in Experiment 3, adults chose between two possible spellings of each of these pseudowords. Adults, but not children, used more common spellings in pseudowords that contained frequent sequences and that thus seemed more typical of English. They used fewer common spellings in pseudowords that contained infrequent sequences and therefore seemed atypical. These results suggest that properties of pseudowords themselves can affect lexical classification and hence spelling.

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Anticipatory conditioning of spelling-to-sound translation

Cited by 12 publications

References 43 publications

Neural correlates of orthographic and phonological consistency effects in children

Neural correlates of orthographic and phonological consistency effects in children

Statistical patterns in children’s early writing

Lexical classification and spelling: Do people use atypical spellings for atypical pseudowords?

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