Vowel Duration Affects Visual Word Identification: Evidence That the Mediating Phonology Is Phonetically Informed.

Lukatela, Georgije; Eaton, Thomas A.; Sabadini, Laura; Turvey, M. T.

doi:10.1037/0096-1523.30.1.151

Cited by 38 publications

(60 citation statements)

References 56 publications

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“…The acoustic duration of spoken monosyllabic words is longer if the consonant following the vowel is voiced (e.g., / /), rather than voiceless (e.g., / /; see e.g., Port, 1979Port, , 1981. This distinction in phonetic length is manifest in visual recognition as a longer latency to printed words such as plead, relative to printed words such as pleat (Abramson & Goldinger, 1997;Lukatela, Eaton, Sabadini, & Turvey, 2004). Reading a word engages a phonological form that represents not only phonologically significant distinctions of traditional concern, but also physical phonetic details.…”

Section: The General System For Learning and Identifying Wordsmentioning

confidence: 99%

“…Among contemporary phonologies, the phonology most befitting the latter characterization is gestural or articulatory phonology (Goldstein & Fowler, 2003;Lukatela et al, 2004). The primitives of gestural phonology are gestures and constellations of gestures of the vocal tract, where a gesture is a characteristic movement pattern of vocal tract articulators and a gestural constellation is a small number of potentially overlapping gestures composing an utterance.…”

Section: The General System For Learning and Identifying Wordsmentioning

confidence: 99%

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Equivalent inter- and intramodality long-term priming: Evidence for a common lexicon for words seen and words heard

et al. 2007

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A frequent experimental observation within implicit memory paradigms is that word priming is superior when the prime is presented in the same modality as the test word (visual-study-visual-test [VV] and auditory-studyauditory-test [AA]), as compared with when the prime is presented in a different modality (auditory-study-visualtest [AV] and visual-study-auditory-test [VA]). This frequent observation has motivated two important theoretical conclusions.One conclusion is in respect to the issue of whether the same lexicon underlies visual and auditory word recognition. In Morton's (1969) original logogen model, a word's representation in long-term memory (its logogen) is strengthened by both visual and auditory experiences with the word. A logogen's strength is measured by the ease, or speed, with which the logogen reaches a criterion level of activation. Morton's original proposal could not be preserved, however, in the face of experiments demonstrating substantial intramodal priming but negligible intermodal priming (e.g., Morton, 1979). A key feature of the original logogen theory was that once a logogen is made to fire, either by sight or by sound, it returns only slowly to its original state. Consequently, if the two modalities share the same logogen system, an earlier auditory experience of a word must help a later visual experience of that same word, and vice versa. Furthermore, an earlier experience in a modality different from the later experience should be as beneficial as an earlier experience in the same modality. Without convincing evidence in favor of the latter expectations, Morton (1979Morton ( , 1980Morton ( , 1982 was forced to distinguish two memory systems, one for words as read and one for words as heard. Any communication between the two stores could occur only through what he called the cognitive system-the site of meanings, cognitive strategies, and decision making. Most subsequent discussions of the relation between perceiving words by ear and by eye have sided with Morton's final assessment of independent lexicons (e.g., Coltheart, Rastle, Perry, Langdon, & Ziegler, 2001;Ellis & Young, 1996;Patterson & Sewell, 1987). Indeed, Morton's conclusion was a primary motivation for the development of dual-route theory (see the historical survey in Coltheart et al., 2001).The other conclusion, motivated by superior priming in within-modality than in cross-modality conditions, is in respect to the issue of what underlies the distinction between implicit and explicit memory measures. One interpretation is that the two measures index two separate memory systems (e.g., Tulving & Schacter, 1990). Another is that they reflect a difference between the kinds of processes and conditions shared between the original experiencing of an event (call it study) and the subsequent testing of the memory for that event (e.g., Blaxton, 1989;Roediger & Blaxton, 1987). The latter interpretation is continuous with the ideas of transfer-appropriate processing (TAP; Morris, Bransford, & Franks, 1977) and encoding specific...

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Section: The General System For Learning and Identifying Wordsmentioning

confidence: 99%

Section: The General System For Learning and Identifying Wordsmentioning

confidence: 99%

Equivalent inter- and intramodality long-term priming: Evidence for a common lexicon for words seen and words heard

et al. 2007

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“…Amongst the 108 trials with a nonword target, 72 had a noun prime phonologically related to the target (e.g., bière /bjεr/ "beer" for BIEVE, a nonword whose plausible pronunciation is /bjεv/) and 36 had a phonologically unrelated noun prime (e.g., nymphe /nεf/ "nymph" for REUX, /rø/). The form-related filler trials with a nonword target were included to discourage participants from associating phonological relatedness, present in two thirds of the test trials, with a word response (see Lukatela, Eaton, Sabadini, & Turvey, 2004). In addition to the test and fillers trials, 10 similar practice trials and two warm-up trials were constructed.…”

Section: Methodsmentioning

confidence: 99%

Perceptual processing of partially and fully assimilated words in French.

Snoeren

Seguí

Hallé

2008

Journal of Experimental Psychology: Human Perception and Perfor

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Models of speech perception attribute a different role to contextual information in the processing of assimilated speech. This study concerned perceptual processing of regressive voice assimilation in French. This phonological variation is asymmetric in that assimilation is partial for voiced stops and nearly complete for voiceless stops. Two auditory-visual cross-modal form priming experiments were used to examine perceptual compensation for assimilation in French words with voiceless versus voiced stop offsets. The results show that, for the former segments, assimilating context enhances underlying form recovery, whereas it does not for the latter. These results suggest that two sources of informationcontextual information and bottom-up information from the assimilated forms themselves-are complementary and both come into play during the processing of fully or partially assimilated word forms.

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“…This appears to be analogous to effects of vowel articulation duration with alphabetic text. Here, responses to individually presented words and gaze durations during sentence reading (Abramson & Goldinger, 1997;Lukatela et al, 2004; see also Huestegge, 2010) are shorter when a target word's articulation duration was short (Bdeaf^) than when it was long (Bdeal^), which was attributed to the use of speech-like codes for lexical access. Specifically, the generation of a speech-like code for lexical access was assumed to take less time when the vowel duration was short-hence, faster lexical access for words with short vowel durations.…”

Section: Discussionmentioning

confidence: 99%

“…This claim has been referred to as the minimality hypothesis, and classical models of phonological information use-for example, the influential dual-route cascade (DRC) model (Coltheart, Rastle, Perry, Langdon, & Ziegler, 2001)-share this representational assumption. Recent studies have shown, however, that readers of alphabetic languages use relatively detailed articulationspecific features-such as vowel duration, spoken syllable boundaries, and lexical stress-during visual word identification (Abramson & Goldinger, 1997;Ashby, 2006;Ashby & Clifton, 2005;Ashby & Martin, 2008;Ashby & Rayner, 2004;Ashby, Sanders, & Kingston, 2009;Huestegge, 2010;Lukatela, Eaton, Sabadini, & Turvey, 2004;Wheat, Cornelissen, Frost, & Hansen, 2010). Furthermore, recordings of eye movements have shown that relatively detailed suband supraphonemic information can be gleaned from (parafoveally visible) words before they are directly fixated during silent reading (Ashby & Martin, 2008;Ashby & Rayner, 2004).…”

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confidence: 99%

Syllabic tone articulation influences the identification and use of words during Chinese sentence reading: Evidence from ERP and eye movement recordings

Luo

Yan

et al. 2015

Cogn Affect Behav Neurosci

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In two experiments, we examined the contribution of articulation-specific features to visual word recognition during the reading of Chinese. In spoken Standard Chinese, a syllable with a full tone can be tone-neutralized through sound weakening and pitch contour change, and there are two types of two-character compound words with respect to their articulation variation. One type requires articulation of a full tone for each constituent character, and the other requires a full-and a neutral-tone articulation for the first and second characters, respectively. Words of these two types with identical first characters were selected and embedded in sentences. Native speakers of Standard Chinese were recruited to read the sentences. In Experiment 1, the individual words of a sentence were presented serially at a fixed pace while eventrelated potentials were recorded. This resulted in less-negative N100 and anterior N250 amplitudes and in more-negative N400 amplitudes when targets contained a neutral tone. Complete sentences were visible in Experiment 2, and eye movements were recorded while participants read. Analyses of oculomotor activity revealed shorter viewing durations and fewer refixations on-and fewer regressive saccades totarget words when their second syllable was articulated with a neutral rather than a full tone. Together, the results indicate that readers represent articulation-specific word properties, that these representations are routinely activated early during the silent reading of Chinese sentences, and that the representations are also used during later stages of word processing.

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Vowel Duration Affects Visual Word Identification: Evidence That the Mediating Phonology Is Phonetically Informed.

Cited by 38 publications

References 56 publications

Equivalent inter- and intramodality long-term priming: Evidence for a common lexicon for words seen and words heard

Equivalent inter- and intramodality long-term priming: Evidence for a common lexicon for words seen and words heard

Perceptual processing of partially and fully assimilated words in French.

Syllabic tone articulation influences the identification and use of words during Chinese sentence reading: Evidence from ERP and eye movement recordings

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