Effect of Syllable Congruency in Sixth Graders in the Lexical Decision Task With Masked Priming

Chetail, Fabienne; Mathey, Stéphanie

doi:10.1080/10888438.2011.607480

Cited by 11 publications

(14 citation statements)

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“…() in English to a transparent phonology, Spanish. Hence, a longer prime duration would be necessary to obtain reliable phonological priming effects with developing readers (e.g., above 67 ms), as Chetail and Mathey () and Grainger et al . (; see also Ziegler et al ., ) have shown in French.…”

Section: Resultsmentioning

confidence: 99%

“…This outcome would not require making changes in the orthographic input coding schemes of the models of visual-word 1 This does not mean that we are denying an involvement of phonology during the course of lexical access in developing readers, but rather that a 50-ms prime exposure duration is not enough to activate phonological codes. Indeed, significant phonological priming effects have been reported with developing readers when using prime durations longer than 65 ms (67 ms: Chetail & Mathey, 2012;150 ms: Goikoetxea, 2005; 70 ms: Grainger et al, 2012;Ziegler et al, 2014). This is consistent with the idea that processing speed is slower in children than in adults (see Ratcliff, Love, Thompson, & Opfer, 2012; for empirical/modelling evidence) and that (unsurprisingly) phonological effects in alphabetic languages arise more slowly than orthographic effects (see Ferrand & Grainger, 1992, for an examination of the time course of masked orthographic vs. phonological priming in adult readers).…”

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confidence: 99%

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On the nature of consonant/vowel differences in letter position coding: Evidence from developing and adult readers

Comesaña

Soares

Marcet

et al. 2016

British J of Psychology

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In skilled adult readers, transposed‐letter effects (jugde‐JUDGE) are greater for consonant than for vowel transpositions. These differences are often attributed to phonological rather than orthographic processing. To examine this issue, we employed a scenario in which phonological involvement varies as a function of reading experience: A masked priming lexical decision task with 50‐ms primes in adult and developing readers. Indeed, masked phonological priming at this prime duration has been consistently reported in adults, but not in developing readers (Davis, Castles, & Iakovidis, 1998). Thus, if consonant/vowel asymmetries in letter position coding with adults are due to phonological influences, transposed‐letter priming should occur for both consonant and vowel transpositions in developing readers. Results with adults (Experiment 1) replicated the usual consonant/vowel asymmetry in transposed‐letter priming. In contrast, no signs of an asymmetry were found with developing readers (Experiments 2–3). However, Experiments 1–3 did not directly test the existence of phonological involvement. To study this question, Experiment 4 manipulated the phonological prime‐target relationship in developing readers. As expected, we found no signs of masked phonological priming. Thus, the present data favour an interpretation of the consonant/vowel dissociation in letter position coding as due to phonological rather than orthographic processing.

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Section: Resultsmentioning

confidence: 99%

mentioning

confidence: 99%

On the nature of consonant/vowel differences in letter position coding: Evidence from developing and adult readers

Comesaña

Soares

Marcet

et al. 2016

British J of Psychology

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“…However, the advantage of a syllable–color match was greater for poor readers than good readers. A reliable syllable congruency effect was also found in a lexical decision task combined with masked priming in both sixth- (age: 11,9; Chetail & Mathey, 2012) and fifth-graders (age: 11) (Chetail and Mathey, 2013), but this effect was modulated by phonological abilities: a negative correlation was found between the syllabic effect and phonemic abilities.…”

Section: Introductionmentioning

confidence: 91%

Syllabic parsing in children: a developmental study using visual word-spotting in Spanish

et al. 2016

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Some inconsistency is observed in the results from studies of reading development regarding the role of the syllable in visual word recognition, perhaps due to a disparity between the tasks used. We adopted a word-spotting paradigm, with Spanish children of second grade (mean age: 7 years) and sixth grade (mean age: 11 years). The children were asked to detect one-syllable words that could be found at the beginning of pseudo-words, with the boundary between the word and the remaining letters being manipulated. The end of the embedded word could either match the syllabic boundary (e.g. the word FIN in the pseudo-word FINLO, where the syllable boundary is between N and L) or not (e.g. FINUS, where the syllable boundary is located between I and N). The results showed that children of both grades were faster in the syllabic than the non-syllabic condition, and that the magnitude of this effect was the same regardless of reading ability. The results suggest an early universality in the use of syllables in Spanish, regardless of reading level.

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“…For example, prior research has shown that prime exposure durations of 50 ms immediately followed by a target is not enough for normally hearing developing readers to activate phonological codes (Comesaña, Soares, Marcet, & Perea, 2016). Indeed, the significant masked phonological priming effects reported in the literature with developing readers have employed prime durations or stimulus-onset asynchronies (SOAs) longer than 65 ms (67 ms: Chetail & Mathey, 2012;100 ms: Eddy, Grainger, Holcomb, & Gabrieli, 2016;150 ms: Goikoetxea, 2005;70 ms: Grainger et al, 2012;Ziegler et al, 2014). Thus, given that most deaf readers fail to achieve high reading levels, it may be reasonable to assume that if deaf readers access phonological codes during reading SOAs of 50-67 ms may not be enough time for them.…”

Section: Introductionmentioning

confidence: 99%

Early use of phonological codes in deaf readers: An ERP study

2017

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Previous studies suggest that deaf readers use phonological information of words when it is explicitly demanded by the task itself. However, whether phonological encoding is automatic remains controversial. The present experiment examined whether adult congenitally deaf readers show evidence of automatic use of phonological information during visual word recognition. In an ERP masked priming lexical decision experiment, deaf participants responded to target words preceded by a pseudohomophone (koral - CORAL) or an orthographic control prime (toral - CORAL). Responses were faster for the pseudohomophone than for the orthographic control condition. The N250 and N400 amplitudes were reduced for the pseudohomophone when compared to the orthographic control condition. Furthermore, the magnitude of both the behavioral and the ERP pseudohomophone effects in deaf readers was similar to that of a group of well-matched hearing controls. These findings reveal that phonological encoding is available to deaf readers from the early stages of visual word recognition. Finally, the pattern of correlations of phonological priming with reading ability suggested that the amount of sub-lexical use of phonological information could be a main contributor to reading ability for hearing but not for deaf readers.

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Effect of Syllable Congruency in Sixth Graders in the Lexical Decision Task With Masked Priming

Cited by 11 publications

References 50 publications

On the nature of consonant/vowel differences in letter position coding: Evidence from developing and adult readers

On the nature of consonant/vowel differences in letter position coding: Evidence from developing and adult readers

Syllabic parsing in children: a developmental study using visual word-spotting in Spanish

Early use of phonological codes in deaf readers: An ERP study

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