Does visual word identification involve a sub-phonemic level?

Lukatela, Georgije; Eaton, Thomas A.; Lee, C; Turvey, M. T.

doi:10.1016/s0010-0277(00)00121-9

Cited by 44 publications

(36 citation statements)

References 37 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Such masked phonological priming has been found with full phonological overlap between prime and target (e.g., klan-CLAN [clan] vs. slan-CLAN, pronounced /klɑ/-/klɑ/ vs /slɑ/-/klɑ/ respectively in French; Ferrand & Grainger, 1993) and with partial phonological overlap between prime and target (e.g., fomie-FAUCON [falcon] vs fémie-FAUCON, pronounced /fomi/-/fokɔ/ vs. /femi/-/fokɔ/ respectively in French; Carreiras et al, 2005). Masked phonological priming effects have been found in monolingual readers (e.g., Carreiras et al, 2005;Ferrand & Grainger, 1993;Grainger & Ferrand, 1994, 1996Lukatela et al, 2001;Lukatela et al, 1998;Perfetti et al, 1988;Ziegler et al, 2000; for a review see Rastle & Brysbaert, 2006) and also in bilingual readers in both their first and second language (in Dutch-French bilinguals, Brysbaert, Van Dyck, & Van de Poel, 1999;Van Wijnendaele & Brysbaert, 2002). Some masked priming studies have gone even further by investigating phonological priming across languages in bilingual skilled readers.…”

Section: Introductionmentioning

confidence: 99%

Automatic phonological activation during visual word recognition in bilingual children: A cross-language masked priming study in grades 3 and 5

Sauval

Perre

Duncan

et al. 2017

Journal of Experimental Child Psychology

View full text Add to dashboard Cite

Section: Introductionmentioning

confidence: 99%

Automatic phonological activation during visual word recognition in bilingual children: A cross-language masked priming study in grades 3 and 5

Sauval

Perre

Duncan

et al. 2017

Journal of Experimental Child Psychology

View full text Add to dashboard Cite

“…The basic question of the influence of intermediary reading units situated between the letter representations and the lexical representations is still under debate. Among several possible sublexical units whose influences have been shown empirically, such as syllables (Spoehr & Smith, 1973;Taft & Forster, 1976), morphemes (Taft & Forster, 1975), Basic Orthographic Syllabic Structure (BOSS; Taft, 1979Taft, , 1987, body of the BOSS (Taft, 1992), onsets and rimes (Treiman, 1986;Treiman & Chafetz, 1987), and phonemic features (Lukatela, Eaton, & Turvey, 2001), phonological syllables have received a great amount of attention. Two main assumptions have been formulated to explain syllable effects in models of visual word recognition.…”

Section: Introductionmentioning

confidence: 99%

The nature of the syllabic neighbourhood effect in French

et al. 2006

View full text Add to dashboard Cite

We investigated whether and how sublexical units such as phonological syllables mediate access to the lexicon in French visual word recognition. To do so, two lexical decision task (LDT) experiments examined the nature of the syllabic neighbourhood effect. In Experiments 1a and b, the number of higher frequency syllabic neighbours was manipulated while controlling for the first bigram. The results failed to show a pure syllabic neighbourhood effect. In Experiments 2a and b, syllabic neighbourhood and bigram frequency were factorially manipulated. The interaction showed that the syllabic neighbourhood effect was inhibitory when bigram frequency was high, whereas it was facilitatory when bigram frequency was low. Similar patterns of results were found in both the yes/no (Experiments 1a and 2a) and go/no-go LDTs (Experiments 1b and 2b), so varying task requirements of the lexical decision did not influence the effect. These findings are discussed in the context of parallel distributed processing and interactive-activation models, and suggest that orthographic redundancy properties contribute to the influence of phonological syllables.

show abstract

“…In 'priming' studies, Lukatela et al (2001) conclude that reading depends on a sub-phonemic level of processing. They support the view that the processing of written words takes two simultaneous routes -one directly to a representation of lexical meanings, and the other via a phonemic path to the same destination.…”

Section: Developments In the Understanding Of Neurophysiological Procmentioning

confidence: 99%

What’s the point? The role of punctuation in realising information structure in written English

Moore

2016

Functional Linguist.

View full text Add to dashboard Cite

The main claim of this paper is that punctuation marks, in conjunction with spaces between words, function to provide visual rather than auditory cues for information structure in written English. INFORMATION STRUCTURE is defined here as dividing the flow of discourse into units, each containing a newsworthy element, and in contrast to the Systemic Functional systems of REFERENCE and THEME. A model of how these three systems interact is further supported by evidence from the historical development of reading and modern studies of the process of fluent silent reading. Reading silently does not require physical articulation and so written text is constrained by the saccading eye rather than the need to draw breath. The silent reader uses punctuation marks as a guide in a saccade to focus on the end of a clause which provides a non-arbitrary location for New information.Keywords: Punctuation, Information structure, Theme, Reference, Systemic Functional Linguistics, Embodiment Introduction Punctuation has vexed many writers past and present (e.g. Lowth, 1762;Truss, 2003). Surveys of the development of punctuation (e.g. Baron, 2001;Bruthiaux, 1993) reveal the longstanding divide between those that prescribe punctuation by prosodic principle and those that promote punctuation as the route to clarifying grammatical structure. This paper attempts to find a path through this apparent impasse by proposing not only that prosody and punctuation both realise the same function -that of information structure -but that they do so in a natural relationship to the spoken and written modes of language, respectively.The following section appraises a range of opinions on the topic of punctuation to reveal the contrast between punctuation by prosody and punctuation by grammar in written English. The next section examines the function and realisation of INFORMATION STRUCTURE within Systemic Functional Linguistics (SFL), contrasting it with the systems of REFERENCE and THEME, and culminating in a model of how the three systems contribute to written text. The paper then attempts to provide explanations for the difference in the realisation of INFORMATION STRUCTURE between spoken and written English, investigating firstly important steps in the historical development of written English, and then examining current understanding of the process of silent reading. The discussion aims to reveal how texts

show abstract

Does visual word identification involve a sub-phonemic level?

Cited by 44 publications

References 37 publications

Automatic phonological activation during visual word recognition in bilingual children: A cross-language masked priming study in grades 3 and 5

Automatic phonological activation during visual word recognition in bilingual children: A cross-language masked priming study in grades 3 and 5

The nature of the syllabic neighbourhood effect in French

What’s the point? The role of punctuation in realising information structure in written English

Contact Info

Product

Resources

About