Morphological analysis by child readers as revealed by the fragment completion task

Feldman, Laurie Beth; Rueckl, Jay G.; Diliberto, Kristen A.; Pastizzo, Matthew John; Vellutino, Frank R.

doi:10.3758/bf03196309

Cited by 44 publications

(60 citation statements)

References 28 publications

(15 reference statements)

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“…Students with normal reading ability demonstrated a strong morphological priming effect, consistent with the morphological priming effects reported elsewhere in the fragment completion task (Feldman et al, 2002;Raveh & Rueckl, 2000;Rueckl, et al, 1997;Weldon, 1991). Using an orthographic baseline and the long-term priming method allowed us to rule out formal similarity or semantic similarity as a source for the observed priming.…”

Section: Discussionsupporting

confidence: 63%

“…on the subsequent extraction of morphological information. Recent results with normal adult readers suggest that morphological processing is influenced by orthographic and phonological factors (Feldman, Rueckl, DiLiberto, Pastizzo, & Vellutino, 2002;Rueckl, Mikolinski, Raveh, Miner, & Mars, 1997). For example, Rueckl et al (1997) demonstrated stronger morphological priming for morphological relatives that are more similar in surface form (e.g.…”

Section: Morphological Processing and Dyslexiamentioning

confidence: 99%

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Deficient morphological processing in adults with developmental dyslexia: another barrier to efficient word recognition?

Schiff

Raveh

2006

Dyslexia

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Research on dyslexia has focused on the phonological level of linguistic analysis. Here we extend the investigation of the linguistic competence of individuals with dyslexia to the morphological level of linguistic analysis. We examine whether adult Hebrew readers with dyslexia extract and represent morphemic units similarly to normal readers. Using the priming paradigm in the word fragment completion task, we measured the magnitude of morphological priming and contrasted this effect with the repetition priming effect. Students with normal reading ability showed the typical repetition priming effect. A comparable repetition priming effect was also found for the dyslexic group as a whole. However, when the dyslexics were classified into three subtypes according to their phonological and orthographic decoding skills, repetition priming effects were significant only for the phonological dyslexia subgroup but not for the surface or mixed dyslexia subgroups. Furthermore, students with normal reading ability showed strong morphological priming, comparable in strength to the repetition priming effect. In contrast, the dyslexic readers did not show morphological priming, neither the dyslexia group as a whole, nor any of the subgroups. Our results highlight an additional source for dyslexics' difficulties with word recognition which lie at the level of morphological processing.

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Section: Discussionsupporting

confidence: 63%

Section: Morphological Processing and Dyslexiamentioning

confidence: 99%

Deficient morphological processing in adults with developmental dyslexia: another barrier to efficient word recognition?

Schiff

Raveh

2006

Dyslexia

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“…It is possible that the learning environment in which these bilinguals acquired their L2 encouraged a version of dual route processing because second language learners who learn their L2 in a school setting often are instructed to memorize irregular verbs and to use a rule for regular verbs. Alternatively, an interpretation based on the convergence of form and semantic similarity would emphasize greater reliance on the contributions of form overlap favoring regulars over irregulars (Feldman, Rueckl, Pastizzo, Diliberto & Vellutino, 2002;Rueckl et al, 1997); an effect that would be exaggerated with impoverished semantic elaboration due to limited experience in L2.…”

Section: Discussionmentioning

confidence: 99%

Monolingual and bilingual recognition of regular and irregular English verbs: Sensitivity to form similarity varies with first language experience

Basnight-Brown

Chen

Shu

et al. 2007

Journal of Memory and Language

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We used a cross-modal priming procedure to explore the processing of irregular and regular English verb forms in both monolinguals and bilinguals (Serbian-English, Chinese-English). Materials included irregular nested stem (drawn-DRAW), irregular change stem (ran-RUN), and regular past tense-present tense verb pairs that were either low (guided-GUIDE) or high (pushed-PUSH) in resonance, a measure of semantic richness. Overall, semantic richness of irregular verbs (nested and irregular change) and of regular verbs (high and low resonance) was matched. Native speakers of English revealed comparable facilitation across regularity and greater facilitation for nested than change stem irregulars. Like native speakers, Serbian, but not Chinese bilinguals matched for proficiency, showed facilitation due to form overlap between irregular past and present tense forms with a nested stem. Unlike native speakers, neither group showed reliable facilitation to stem change irregulars. Results demonstrate the influence of first language on inflectional processing in a second language.Keywords semantic density; language transfer; morphological facilitation; cross modal priming; regular past tense formations; irregular past tense formations; mastery of inflection in a second language There is a long-standing debate in the word recognition literature as to whether native speakers of a language process irregular (e.g., ran-run) and regular (e.g., walked-walk) verb forms by common (single) or different (dual-route) mechanisms. Those who advocate a single processing system argue that processing of all words benefits from the extent to which words that are similar in form tend to be similar in meaning (

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“…To the best of our knowledge, only two recent studies have examined morphological priming in elementary school children. Feldman, Rueckl, DiLiberto, Pastizzo and Vellutino (2002) found morphological priming effects in fifth-grade English-speaking children. Using the word fragment completion task, phonologically transparent (e.g., turned) as well as phonologically opaque morphological relatives (e.g., ridden) primed their base morpheme (e.g., turn and ride, respectively).…”

mentioning

confidence: 92%

The developing mental lexicon: evidence from morphological priming of irregular Hebrew forms

2007

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This study investigated the development of automatic word recognition processes, in particular the development of the morphological level of processing. We examined masked priming of Hebrew irregular forms at two levels of reading experience. Both third-and seventh-grade children showed morphological priming for defective roots when primes and targets conformed to the canonical morphological structure, containing all three letters of the roots, and also when the surface form of the primes and targets contained only two of the root letters. However, priming was not observed when primes and targets did not overlap in the surface form of the roots, i.e. the full three-letter root as prime and only two root letters in the target. These results suggest that both tri-and bi-consonantal representations of defective roots exist in the mental lexicon of young readers. The formation of interconnections between these allomorphic representations, however, requires more extensive reading experience.Keywords Development · Mental lexicon · Morphological processing · Morphological priming · Word recognition Research on the linguistic knowledge of young children has focused on the ability of children to identify and manipulate sub-word morphemic units. This morphological knowledge, demonstrated in both oral and visual tasks, is acquired early and continues to develop throughout the years of elementary school (for a review, see

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Morphological analysis by child readers as revealed by the fragment completion task

Cited by 44 publications

References 28 publications

Deficient morphological processing in adults with developmental dyslexia: another barrier to efficient word recognition?

Deficient morphological processing in adults with developmental dyslexia: another barrier to efficient word recognition?

Monolingual and bilingual recognition of regular and irregular English verbs: Sensitivity to form similarity varies with first language experience

The developing mental lexicon: evidence from morphological priming of irregular Hebrew forms

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