Letter and order information in lexical access

Chambers, Susan M.

doi:10.1016/s0022-5371(79)90136-1

Cited by 158 publications

(166 citation statements)

References 25 publications

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“…This replicates the classic transposed-letter effect in hearing readers in a lexical decision task, where transposed-letter nonwords have higher latency response and error rate than replaced-letter nonwords (Chambers, 1979;O'Connor & Forster, 1981), and extends the findings to deaf skilled readers. Previous studies have suggested that the transposed-letter effect reflects orthographic processing (Perea & Carreiras, 2006), and the current results therefore demonstrate that deaf skilled readers are as sensitive as hearing controls to orthographic processes.…”

Section: Discussionsupporting

confidence: 81%

Phonological and orthographic coding in deaf skilled readers

2017

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Section: Discussionsupporting

confidence: 81%

Phonological and orthographic coding in deaf skilled readers

2017

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“…This effect has been observed both in adults (e.g., Andrews, 1996;Acha & Perea, 2008b, 2010Bruner & O'Dowd, 1958;Chambers, 1979;Christianson, Johnson, & Rayner, 2005;Forster, Davis, Schoknecht, & Carter, 1987;García-Orza, Perea, & Muñoz, 2010;Holmes & Ng, 1993;Johnson & Dunne, 2012;Kinoshita & Norris, 2009;Lupker, Perea, & Davis, 2008;O'Connor & Forster, 1981;Perea & Acha, 2009b;Perea & Carreiras, 2006a, 2006b, 2006cPerea & Lupker, 2003a, 2003bPerea, Mallouh, & Carreiras, 2010;Perea, Duñabeitia, & Carreiras, 2008;Perea & Pérez, 2009;Perea, Winskel, & Ratitamkul, 2012;Schoonbaert & Grainger, 2004;Taft & Van Graan, 1998;Velan & Frost, 2011) and in children (Acha & Perea, 2008a;Castles, Davis, Cavalot, & Forster, 2007;Kohnen & Castles, 2013;Lété & Fayol, 2013;Paterson, Read, McGowan, & Jordan, 2015;Perea & Estévez, 2008;TiffinRichards & Schroeder, 2015). Transposed letter effects have also been reported for silent sentence reading (see Acha & Perea, 2008b;Blythe, Johnson, Liversedge, & Rayner, 2014;Johnso...…”

Section: The Transposed Letter Effectmentioning

confidence: 93%

Parafoveal preprocessing of word initial trigrams during reading in adults and children.

Pagán

Blythe

Liversedge

2016

Journal of Experimental Psychology: Learning, Memory, and Cogni

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Although previous research has shown that letter position information for the first letter of a parafoveal word is encoded less flexibly than internal word beginning letters (Johnson, Perea & Rayner, 2007;White et al., 2008), it is not clear how positional encoding operates over the initial trigram in English. This experiment explored the preprocessing of letter identity and position information of a parafoveal word's initial trigram by adults and children using the boundary paradigm during normal sentence reading. Seven previews were generated: Identity (captain); transposed letter and substituted letter nonwords in Positions 1 and 2 (acptain-imptain); 1 and 3 (pactain-gartain), and 2 and 3 (cpatain-cgotain). Results showed a transposed letter effect (TLE) in Position 13 for gaze duration in the pretarget word; and TLE in Positions 12 and 23 but not in Position 13 in the target word for both adults and children. These findings suggest that children, similar to adults, extract letter identity and position information flexibly using a spatial coding mechanism; supporting isolated word recognition models such as SOLAR (Davis, 1999(Davis, , 2010 and SERIOL (Whitney, 2001) models.Keywords: letter position encoding, parafoveal preview, eye movements, childrenThe purpose of this study was to examine how letter identity and position information are encoded during lexical identification in sentence reading by children and adults. Specifically, in this study, parafoveal preprocessing of letter identity and position information in a word's initial trigram by children and adults during silent sentence reading was explored. Parafoveal Preprocessing in Children and AdultsResearch in parafoveal preprocessing in adults, using gazecontingent change paradigms (McConkie & Rayner, 1975;Rayner, 1975), has shown that readers not only process the fixated word but also extract some visual and linguistic information from the next word in the sentence, before it is directly fixated (see Schotter, Angele, & Rayner, 2012 for a review). Studies using the moving window paradigm have shown that in skilled readers, the effective visual field in reading (the perceptual span) extends over an asymmetrical area from 3-4 characters spaces to the left of the fixated word to 14 -15 character spaces to the right of fixation in alphabetic languages (McConkie & Rayner, 1975). Word identification occurs in the area closest to fixation (between 3 and 4 letters to the left and 6 or 7 letters to the right of fixation; Rayner & Bertera, 1979;Rayner, Inhoff, Morrison, Slowiaczek, & Bertera, 1981).With respect to the size of the effective visual field in reading for children, studies have shown that the perceptual span increases with age. Thus, 7-to 9-year-old children were found to have a perceptual span of 3 to 4 letter spaces to the left of fixation and 11 letters to the right; while the span was 3 to 4 letters spaces to the left and 14 letters to the right of fixation in 11-year-old children (Häikiö, Bertram, Hyönä & Niemi, 2009;Rayner, 1986;Sperlich, Sch...

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“…This type of similarity relationship, in which two letter strings differ with respect to a single pair of adjacent letters, is known as transposed-letter similarity. Empirical work has shown that transposed-letter similarity affects performance in a variety of reading tasks, including lexical decision, naming, and semantic categorization (e.g., Andrews, 1996;Chambers, 1979;Perea & Carreiras, in press;Perea & Lupker, 2003, 2004Taft & van Graan, 1998). Selecting the TL field causes the program to check whether the input string is a member of a transposed-letter pair-that is, whether a word can be formed by transposing an adjacent pair of letters in the input string.…”

Section: Phonological Statisticsmentioning

confidence: 99%

BuscaPalabras: A program for deriving orthographic and phonological neighborhood statistics and other psycholinguistic indices in Spanish

Davis

Perea

2005

Behavior Research Methods

381

312

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This article describes a Windows program that enables users to obtain a broad range of statistics concerning the properties of word and nonword stimuli in Spanish, including word frequency, syllable frequency, bigram and biphone frequency, orthographic similarity, orthographic and phonological structure, concreteness, familiarity, imageability, valence, arousal, and age-of-acquisition measures. It is designed for use by researchers in psycholinguistics, particularly those concerned with recognition of isolated words. The program computes measures of orthographic similarity online, with respect to either a default vocabulary of 31,491 Spanish words or a vocabulary specified by the user. In addition to providing standard orthographic and phonological neighborhood measures, the program can be used to obtain information about other forms of orthographic similarity, such as transposed-letter similarity and embedded-word similarity. It is available, free of charge, from the following Web site: www.maccs.mq.edu.au/~colin/B-Pal.

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Letter and order information in lexical access

Cited by 158 publications

References 25 publications

Phonological and orthographic coding in deaf skilled readers

Phonological and orthographic coding in deaf skilled readers

Parafoveal preprocessing of word initial trigrams during reading in adults and children.

BuscaPalabras: A program for deriving orthographic and phonological neighborhood statistics and other psycholinguistic indices in Spanish

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