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

Psychonomic Bulletin and Review

Volumn 9, Issue 3, 2002, Pages 529-535

  Feldman, Laurie B ^a,b   Rueckl, Jay ^b,c   DiLiberto, Kristen ^d   Pastizzo, Matthew ^a,b   Vellutino, Frank R ^a  

^a STATE UNIVERSITY OF NEW YORK   (United States)

^b HASKINS LABORATORIES   (United States)

^c UNIVERSITY OF CONNECTICUT   (United States)

^d BERRY COLLEGE   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

ARTICLE; CHILD; HUMAN; PHONETICS; PILOT STUDY; RANDOMIZATION; READING;

CHILD; HUMANS; PHONETICS; PILOT PROJECTS; RANDOM ALLOCATION; READING;

EID: 0036726306     PISSN: 10699384     EISSN: None     Source Type: Journal    
DOI: 10.3758/BF03196309     Document Type: Article

References (33)

1. BENTIN, S., & FELDMAN, L. B. (1990). The contribution of morphological and semantic relatedness to repetition priming at short and long lags: Evidence from Hebrew. Quarterly Journal of Experimental Psychology, 42A, 693-711.
2. BERKO, J. (1958). The child's learning of English morphology. Word, 14, 150-177.
3. BRADLEY, L., & BRYANT, P. E. (1983). Categorizing sounds and learning to read: A causal connection. Nature, 301, 419-421.
4. BRITAIN, M. (1970). Inflectional performance and early reading achievement. Reading Research Quarterly, 6, 34-38.
5. BRYANT, P., & BRADLEY, L. (1985). Children's reading problems. Oxford: Blackwell.
6. BURANI, C., & LAUDANNA, A. (1992). Units of representation for derived words in the lexicon. In R. Frost & L. Katz (Eds.), Orthography, phonology, morphology, and meaning (Advances in psychology, Vol. 94, pp. 27-44). Amsterdam: Elsevier.
7. CARLISLE, J. F. (1987). The use of morphological knowledge in spelling derived forms by learning disabled and normal students. Annals of Dyslexia, 37, 90-108.
8. CARLISLE, J. F. (1988). Knowledge of derivational morphology and spelling ability in fourth, sixth, and eighth graders. Applied Psycholinguistics, 9, 247-266.
9. CARLISLE, J. F. (1995). Morphological awareness and early reading achievement. In L. B. Feldman (Ed.), Morphological aspects of language processing (pp. 189-209). Hillsdale, NJ: Erlbaum.
10. DREWS, E., & ZWITSERLOOD, P. (1995). Morphological and orthographic similarity in visual word recognition. Journal of Experimental Psychology: Human Perception & Performance, 21, 1098-1116.
11. ELBRO, C. (1989). Morphological awareness in dyslexia. In C. von Euler (Ed.), Brain and reading (Wenner-Gren international symposium series. Vol. 54). Basingstoke, U.K.: Macmillan.
12. FELDMAN, L. B. (2000). Are morphological effects distinguishable from the effects of shared meaning and shared form? Journal of Experimental Psychology: Learning, Memory, & Cognition, 26, 1431-1444.
13. FELDMAN, L. B., & MOSKOVLJEVIĆ, J. (1987). Repetition priming is not purely episodic in origin. Journal of Experimental Psychology: Learning, Memory, & Cognition, 13, 573-581.
14. FOWLER, A., FELDMAN. L. B., ANDJELKOVIĆ, D., & ONEY, B. (in press). Morphological and phonological analysis by beginning readers: Evidence from Serbo-Croatian and Turkish. In E. Assink & D. Sandra (Eds.), Reading complex words: Neuropsychology and cognition. Amsterdam: Kluwer.
15. FOWLER, A., & LIBERMAN, I. (1995). Morphological awareness as related to early reading and spelling ability. In L. B. Feldman (Ed.), Morphological aspects of language processing (pp. 157-188). Hillsdale, NJ: Erlbaum.
16. FOX, B., & ROUTH, D. K. (1976). Phonemic analysis and synthesis as word attack skills. Journal of Educational Psychology, 68, 70-74.
17. FROST, R., FORSTER, K., & DEUTSCH, A. (1997). What can we learn from the morphology of Hebrew? A masked priming investigation of morphological representation. Journal of Experimental Psychology: Learning, Memory, & Cognition, 23, 829-856.
18. GONNERMAN, L. M., ANDERSEN, J. T., & SEIDENBERG, M. S. (1999). Graded semantic and phonological effects in priming: Evidence for a distributed connectionist approach. Manuscript submitted for publication.
19. HARRIS, A. J., & JACOBSON, M. D. (1982). Basic reading vocabularies. New York: Macmillan.
20. KOMATSU. S. I., NAITO, M., & FUKE, T. (1996). Age-related and intelligence-related differences in implicit memory: Effects of generation on a word-fragment completion test. Journal of Experimental Child Psychology, 62, 151-172.
21. LIBERMAN, I. Y., SHANKWEILER, D., & LIBERMAN, A. M. (1989). The alphabetic principle and learning to read. In D. Shankweiler & I. Y. Liberman (Eds.), Phonology and reading disability (pp. 1-33). Ann Arbor: University of Michigan Press.
22. MARSLEN-WILSON, W., TYLER, L. K., WAKSLER, R., & OLDER, L. (1994). Morphology and meaning in the English lexicon. Psychological Review, 101, 3-33.
23. NAITO, M. (1990). Repetition priming in children and adults: Age-related dissociation between implicit and explicit memory. Journal of Experimental Child Psychology, 50, 462-484.
24. NAPPS, S. E. (1989). Morphemic relationships in the lexicon: Are they distinct from semantic and formal relationships? Memory & Cognition, 17, 729-739.
25. PINKER, S. (1991). Rules of language. Science, 153, 530-535.
26. PINKER, S., & PRINCE, A. (1988). On language and connectionism: Analysis of a parallel distributed processing model of language acquisition. Cognition, 28, 73-193.
27. RAVEH, M., & RUECKL, J. (2000). Equivalent effects of inflected and derived primes: Long-term morphological priming in fragment completion and lexical decision. Journal of Memory & Language, 42, 103-119.
28. RUBIN, H. (1988). Morphological knowledge and early writing ability. Language & Speech, 31, 337-355.
29. RUECKL, J. G., MIKOLINSKI, M., RAVEH, M., MINER, C. S., & MARS, F. (1997). Morphological priming, connectionist networks, and masked fragment completion. Journal of Memory & Language, 36, 382-405.
30. STANNERS, R. F., NEISER, J. J., HERNON, W. P., & HALL, R. (1979). Memory representation for morphologically related words. Journal of Verbal Learning & Verbal Behavior, 18, 399-412.
31. STOLZ, J. A., & FELDMAN, L. B. (1995). The role of orthographic and semantic transparency of the base morpheme in morphological processing. In L. B. Feldman (Ed.), Morphological aspects of language processing (pp. 109-130). Hillsdale, NJ: Erlbaum.
32. TUNMER, W. (1988). Metalinguistic abilities and beginning reading. Reading Research Quarterly, 23, 134-158.
33. YOPP, H. K. (1988). The validity and reliability of phonemic awareness tests. Reading Research Quarterly, 23, 159-177.